Robert K. Ream
Robert K. Ream
Graduate School of Education
2124 Sproul Hall
- My research is designed to advance understanding of the relation between education and social opportunity by exploring how persistent racial, social class and linguistic gaps in educational outcomes are significantly attributable to often overlooked social dynamics. I use social capital theory and mixed-methods research techniques to study the sociological underpinnings of inequality in education.
Education policy/politics and social justice. Some of the most important and equity-relevant debates in American education today fail to notice the forms of racial and social class inequality that result from the sociological conditions of learning groups. My research is designed to call attention to the policy implications of this oversight.
- Ph.D., Leadership and Policy, UC Santa Barbara
- Postdoctoral Fellowships
- Princeton University
- RAND Corporation
Robert K. Ream joined the UC Riverside faculty in 2004 after postdoctoral fellowships at Princeton University and the RAND Corporation. His research interests include social capital and the social dynamics of racial, social class, and linguistic inequality in K-12 and higher education settings. His work appears in scholarly journals including American Educational Research Journal, Sociology of Education, Educational Evaluation and Policy Analysis, Social Forces, and Teachers College Record. His book Uprooting Children: Mobility, Social Capital, and Mexican American Achievement, was published in 2005 by LFB Scholarly Publishing, New York, in the book series, “The New Americans: Recent Immigration and American Society.” Professor Ream will be on leave from UCR, starting July 2013, to take up responsibilities as an Associate Program Officer at the Spencer Foundation in Chicago ( http://www.spencer.org/ ). Spencer is widely recognized as a leading sponsor of high quality research in many education subfields. Before embarking on a career in research, Dr. Ream served as a legislative aide to former California State Senator Gary K. Hart.
Ream, R. (2005). Uprooting Children: Mobility, Social Capital and Mexican American Achievement. LFB Scholarly Publishing LLC. New York, New York.
Uprooting Children, Chapter 1
"One of the most serious problems in education today is the persisting achievement gap between Mexican American and white high school students. In this excellent perceptive book, Ream explores “why” this is the case drawing on national surveys and extensive field studies of five high schools. Theoretically innovative, Ream provides new insights into the concept of social capital capturing how peer groups and schools alter and divert social resources from groups most in need of them. Real numbers and heart rendering stories are woven together to provide a roadmap for how to change the schooling careers of Mexican American students living in economically constrained communities. Ream has accomplished what few have done successfully, that is, writing a first-rate piece of research on an important topic, accessible to a wide audience regardless of their statistical expertise, with clear policy recommendations."
—Barbara Schneider, John A. Hannah Chair and University Distinguished Professor of Education and Sociology
Michigan State University.
Mitchell, D., Ream, R., Eds. (2015). Professional Responsibility: The Fundamental Issue in Education and Health Care Reform. Springer International Publishing. Cham, Switzerland.
At the center of this book is the complex question of how to design professional preparation programs, organizational management practices, public policy systems and robust professional associations committee to and capable of maintaining confidence, trust and the other hallmarks of responsible professionalism. We respond by describing how individuals might be prepared to engage in responsible professional service delivery, examine promising options for the reform of professional service systems and finally, outline a reform strategy for improving practice in education and medicine—two essential public services. Professionalism means acceptance of professional responsibility for student and patient outcomes—not just acceptance of responsibility for technical expertise, but commitment to the social norms of the profession, including trustworthiness and responsibility for client wellbeing. In the past, it may have been sufficient to assume that adequate knowledge can be shaped into standards of professional practice. Today, it is clear that we must take careful account of how practicing professionals develop, internalize and sustain professionalism during their training, along with the ways in which this commitment to professionalism may be undermined by the regulatory, technological, and emotional incentive systems that impinge on professional workplaces.
Refereed Journal Articles
Ream, R., Lewis, J., Echeverria, B., & Page, R. (2014). Trust matters: Distinction and diversity in undergraduate science education. Teachers College Record 116, (6).
Itkonen, T., & Ream, R. (2013). Autism advocacy: A network striving for equity. Peabody Journal of Education. Vol. 88, pp. 1-12.
Lewis, J., Ream, R., Bocian, K., Fast, L., Cardullo, R. & Hammond, K. (2012). Con Cariño: Teacher caring, math self-efficacy and math achievement among Hispanic English learners. Teachers College Record. Vol.114, No. 7, pp. 1-42.
Ream, R. & Palardy, G. (2008). Re-examining social class differences in the availability and the educational utility of parental social capital. American Educational Research Journal. June, 2008,Vol. 45, No. 2, pp. 238-273.
Ream, R. & Rumberger, R. (2008). Student engagement, peer social capital, and school dropout among Mexican American and non-Latino White students. Sociology of Education. April, 2008, Vol. 81, No. 2, pp. 109-139.
Ream, R. (2005). Toward understanding how social capital mediates the impact of student mobility on Mexican American achievement. Social Forces. September, 2005, Vol. 84, No. 1, pp. 201-224.
Ream, R. (2003). Counterfeit social capital and Mexican American underachievement. Educational Evaluation and Policy Analysis. Fall, 2003, Vol. 25, No. 3, pp. 237-262.
Chapters in Refereed Books and Encyclopedias
Ream, R. & Ryan, S. (2013). Racial inequality: Achievement. In J. Ainsworth (Ed.). Sociology of Education. Thousand Oaks, CA: SAGE.
Ream, R., Ryan, S., Espinoza, J. (2012). Reframing the ecology of opportunity and achievement gaps: Why “no excuses” reforms have failed to narrow student group differences in educational outcomes. Chapter 2, pp. 35-56, in T. Timar & J. Maxwell-Jolly (Eds.) Narrowing the Achievement Gap: Perspectives and Strategies for Challenging Times. Cambridge, MA: Harvard Education Press.
Mitchell, D., Ream, R., Ryan, S. & Espinoza, J. (2012). Organizational strategies for addressing the Nation’s achievement gap. Chapter 6, pp. 111-140 in T. Timar & J. Maxwell-Jolly (Eds.) Narrowing the Achievement Gap: Perspectives and Strategies for Challenging Times. (Chapter 6, 29 ms pages). Cambridge, MA: Harvard Education Press.
Ream, R. & Vazquez, L. (2011). Overview of Latino children and U.S. public education. Chapter 1 (pp. 3-18) in Naidoo, Jamie, (ed.). Celebrating Cuentos: Promoting Latino Children's Literature and Literacy in Classrooms and Libraries. Santa Barbara, CA: Libraries Unlimited/Greenwood.
Ream, R., Espinoza, J., & Ryan, S. (2009). The opportunity/achievement gap. Pp. 657-664 In E.M.Anderman & L.H. Anderman(Eds.). Psychology of Classroom Learning: An Encyclopedia. Detroit: Macmillan Reference USA.
Ream, R. and R. Stanton-Salazar (2007). The mobility/social capital dynamic: Understanding Mexican-American families and students. Pp. 67-89 In S. J. Paik & H. Walberg (Eds.). Narrowing the Achievement Gap: Strategies for Educating Latino, Black, and Asian Students (Chapter 5). New York: Springer Publishing Company.
Policy Documents, Evaluation Studies, and Policy Briefs
Mitchell, D., Ream, R., Ryan, S. & Espinoza, J. (2009). Organizational strategies for addressing California’s educational achievement gap. Report to the State Department of Education P-16 Council. Sacramento, CA.
Ream, R. & Stanton-Salazar, R. (Fall, 2006). The uprooted: Student mobility and academic underachievement among Mexican Americans. In Policy Matters: A quarterly publication of the University of California, Riverside, edited by M. Johnson, M. Marks & K. Ramakrishnan. Riverside, California.
McDonnell, L. & Ream, R. (1999). Evaluation of Policy Analysis for California Education (PACE). UC Santa Barbara.
Rumberger, R., Larson, K., Ream, R., Palardy, G. (1999). The educational consequences of Student mobility for California students and schools. Policy Analysis for California Education, UC Berkeley & Stanford University: PACE.
Rumberger, R., Larson, K., Palardy, G., Ream, R., Schleicher, N., (1998). The hazards of Changing schools for California Latino adolescents. Report to the California Policy Seminar, Berkeley.
Ream, R. (1996, June 6). To Cuba from Santa Barbara. The Santa Barbara Independent, pp.64-65.
Ream, R. (1995, June 11). Finding out if school homework really works. Op-Ed., The Santa Barbara News-Press, p. A-15.
Ream, R. (1993, April 9). Consuelo’s story: Today, she and those of her friends lucky enough to survive El Salvador’s 12-year civil war are part of a burgeoning women’s movement. Op-Ed., The Santa Barbara News-Press, p. A-15.