Raquel Farmer-Hinton, Ph.D.
Department of Educational Policy and Community Studies
Dr. Raquel Farmer-Hinton is an Associate Professor in the Department of Educational Policy and Community Studies. She is a scholar of urban education and, for over 13 years, she has conducted research on the college preparation of students of color in urban communities. For four years, Dr. Hinton conducted a mixed-methods case study of an urban, non-selective college preparatory charter high school, a project initiated while she was a Spencer Postdoctoral Research Fellow at the University of Chicago. Thereafter, Dr. Hinton initiated a project examining the relationship between school size and students’ access to college preparatory and planning information in a large urban school district.
Other noteworthy projects include investigations related to the importance of college culture in urban high schools and how social capital affects college planning for urban students. Currently, Dr. Hinton is the principal investigator of a district-wide investigation on the best practices of non-selective college preparatory schools in a large, urban city. She is also co-directing the qualitative component of a mixed methods randomized trial of a promise scholarship program in Milwaukee.
Dr. Hinton’s research agenda also focuses generally on urban communities with a specific interest in urban school reform, after-school programs, and urban educational policy. Raised and educated in East St. Louis, Illinois, she has also worked with three fellow scholars, also reared in East St. Louis, on a response to Kozol’s (1991) Savage Inequalities utilizing Yosso’s (2005) Community Cultural Wealth model (Teachers College Record, 2013).
Since becoming a faculty member in 2002, Dr. Hinton has authored or co-authored over 20 publications using both qualitative and quantitative methods. She has also presented her research in over 30 peer-reviewed and invited conference presentations to date. Further, Dr. Hinton has received research awards and/or served as the principal investigator on grants from the American Educational Research Association, Educational Testing Service, University of Wisconsin-Milwaukee, and the University of Wisconsin Institute on Race and Ethnicity.
As a university professor, Dr. Hinton teaches graduate and undergraduate courses on research methods, urban schools and communities, and cultural foundations of education (online and face-to-face). At UWM, she coordinates the Alternative Education Certificate Program (here). She also serves on the Steering Committee of The University of Chicago Consortium on Chicago School Research.
Dr. Hinton received her B.S. in Psychology, and her M.S. and Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign. She previously held positions as a Spencer Postdoctoral Research Fellow at the University of Chicago, a postdoctoral research fellow at the Educational Testing Service in Princeton, New Jersey, and a research associate at Westat in Rockville, Maryland.
Farmer-Hinton, R. (2012). Going to college: Students' perceptions of postsecondary preparation and planning in an urban, non-selective college preparatory charter high school. In W. T. Pink (Ed.) Schools and Marginalized Youth: An International Perspective (pp. 411-444). Creskill, NJ: Hampton Press, Inc.
Farmer-Hinton, R. (2011). On being college prep: Examining the implementation of a "college for all" mission in an urban charter school. The Urban Review, 43(5), 567-596.
Holland, N.E. and Farmer-Hinton, R. (2009). Leave no schools behind: The importance of a college culture in urban public high schools. The High School Journal, 92(3), 24-43.
Farmer-Hinton, R. (2008). Social capital and college planning: Students of color using school networks for support and guidance. Education and Urban Society, 41(1), 127-157.
Farmer-Hinton, R. and McCullough, R. G. (2008). College counseling in charter schools: Examining the opportunities and challenges. High School Journal, 91(4), 77-90.
Farmer-Hinton, R. and Holland, N. E. (2008). The influence of high school size on access to postsecondary information, conversations, and activities. American Secondary Education, 37(1), 41-61.
Farmer-Hinton, R. (2006). On becoming college prep: Examining the challenges staff members face in executing a school’s mission. Teachers College Record, 108(6), 1214-1240.
Farmer-Hinton, R. (2002). The Chicago context: Understanding the consequences of urban processes on school capacity. The Journal of Negro Education, 71(4), 313-330.