Profiles

Phillippo, Kate

Degrees

• PhD, Stanford University, Palo Alto, CA

Program Areas

• Cultural and Educational Policy Studies 
• Social Work (Joint Appointment, School of Social Work)

Research Interests

• Organizational, professional, socio-cultural, political and demographic influences on policy and practice enactment
• Student and teachers as policy actors
• Selective public schools
• Student-teacher relationships
• Teachers' social and professional positioning
• Student support practice and policy in K-12 school settings
• School-based mental health and its fit with public K-12 schools, school social work organization

Professional & Community Affiliations

• American Educational Research Association (AERA)
• Sociology of Education Association (SEA)
• American Educational Studies Association (AERA)
• Society for Social Work and Research

Courses Taught

• ELPS 240 Urban Education: Policy and Practice
• ELPS 410 Sociology of Education
• ELPS 412 Sociological Analysis of Urban Education and Policy
• ELPS 510 Seminar in Current Educational Literature (Race and Schooling in the United States)
• ELPS 512 Sociology of Teaching
• ELPS 514 The School as an Organization
• RMTD 420 Educational Research I: Building a Body of Evidence with Qualitative Methods

Awards

• Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Research (2019)
• Finalist, W.T. Grant Scholars Award (2017)
• Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Teaching (2016)
• Finalist, Spencer Foundation Exemplary Dissertation Award (2010)
• Spencer Foundation Dissertation Fellow (2009)

Selected Publications

• Phillippo, K., Fisher, M., Ferrare, J. & Stromberg, P. (In press, publication anticipated 2020). A new era in conflict over education policy: The 2012 Chicago Teachers Union strike. In D. D’Amico-Pawlewicz(Volume Editor), Walkout: Teacher Militancy, Activism, and School Reform.InResearch in Education Policy: Local, National, and Global PerspectivesSeries (K. Wong, Series Editor). Charlotte, NC: Information Age Press.
• Philippo, K. & Crutchfield, J. (In press). Racial injustice in schools: Underscoring social work’s obligation to promote anti-racist practice.Social Work.
• Phillippo, K., Griffin, B., DelDotto, J., Lennix, C.G. & Ha, T. (2020, available online). Seeing merit as a vehicle for opportunity and equity: Youth respond to school choice policy. The Urban Review
• Brown, E., Phillippo, K., Parker, A., Fumimoto, K., Iachini, A., Maras, M., Heineke, A., & Lennix, C. (2020). Teaching in 2020: Supporting teacher and student wellness. Preliminary survey report.  Fairfax, GA: George Mason University College of Education and Human Development. 
• Crutchfield, J., Phillippo, K., Frey, A. (2020, available online). Structural racism in schools: A view through the lens of the National School Social Work Practice Model. Children & Schools.
• Phillippo, K., Griffin, B., DelDotto, J., Castro, D. & Nagi, E. (2020, available online). School choice, youth voice: Student experiences of high school choice policy. Educational Policy.
• Wright-Costello, B. & Phillippo, K. (2020, available online). Constrained consumers: Middle-class parent responses to a proposed school closure-consolidation in Chicago. Education and Urban Society.
• Phillippo, K. (2019). A contest without winners: Student experiences of competitive school choice policy. Minneapolis, MN: University of Minnesota Press.
• Brown, E., Phillippo, K., Weston, K. & Rodger, S. (2019). United States and Canada pre-service teacher certification standards for student mental health: A comparative case study. Teaching and Teacher Education, 80, 71-82.
• Phillippo, K., Kelly, M., Shayman, E. & Frey, A. (2017). School social worker practice decisions: The impact of professional models, training, and school context. Families in Society: The Journal of Contemporary Social Services, 98(4), 275-283.
• Phillippo, K., Conner, J., Davidson, S., & Pope, D. (2017). A systematic analysis of student-report survey instruments that assess student-teacher relationships. Teachers College Record, 119(8).
• Phillippo, K. & Griffin, B. (2016). The social geography of choice: Neighborhoods’ role in students’ navigation of school choice policy in Chicago. The Urban Review, 48(5), 668–695.
• Phillippo, K. & Griffin, B. (2016). “If you don’t score high enough, then that’s your fault”: Student civic dispositions in the context of competitive school choice. Journal of Critical Education Policy Studies, 14(2), 67-95.
• Phillippo, K. & Kelly, M. (2014). On the fault line: A qualitative exploration of high school teachers’ involvement with student mental health issues. School Mental Health,6(3), 184-200.
• Phillippo, K. (2013). Advisory in urban high schools: A study of expanded teacher roles. New York, NY: Palgrave Macmillan, Series on Urban Education (A. Sadovnik & S. Semel, Eds.).
• Phillippo, K. & Blosser, A. (2013). Specialty practice or interstitial practice? A reconsideration of school social work’s past and present.Children & Schools, 35(1), 19-31.
• Phillippo, K. (2012). “You’re trying to know me”: Students from nondominant groups respond to teacher personalism. The Urban Review, 44(4), 441-467.
• Phillippo, K. (2010). Teacher-advisors providing social and emotional support: A study of complex role enactment in small high schools. Teachers College Record, 112(8), 2258-2293.