Andrene J. Castro, Ph.D.
Assistant Professor, Educational Leadership
- Ph.D. in educational policy and planning, concentration in race and gender studies, University of Texas at Austin
- M.S. in urban education; African diaspora studies, Florida International University
- B.S. in English education, University of South Florida
Cultural politics of race in schools; education policy; teacher labor markets; school leadership on teacher recruitment and retention; school-community intersections
- Green, T. L., Latham Sikes, C., Horne, J., Castro, A., Germain, E. (2022). Making Waves: Districts as Policy Mediators in the Flow of School Gentrification. Education Policy. DOI: 10.1177/08959048221087203.
- Castro, A., Parry, M.*, & Siegel-Hawley, G., (2022). “All schools are not created equal:” An Analysis of Public Comments on School Rezoning. Education Policy Analysis Archives, 30(13). https://doi.org/10.14507/epaa.30.6984.
- Siegel-Hawley, G., Castro, A., Bridges, K., (2021). Race and School Rezoning Criteria. Contexts, 20(3), https://doi.org/10.1177/15365042211035348.
- Castro, A. (2021). Hiring emergency certified teachers: A solution or dilemma for school leaders? Journal of Education Human Resources. Online Access. https://doi.org/10.3138/jehr-2020-0032.
- Castro, A., & Edwards, W. (2021). Innovation to what end? Exploring the dynamic landscape of Texas teacher preparation pathways. Education Policy Analysis Archives, 29(63). https://doi.org/10.14507/epaa.29.6217.
- Castro, A. (2020). Tensions between what principals know and do: The role of labor market conditions on teacher recruitment and hiring. Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2020.1833352.
Andrene J. Castro is an assistant professor in the Department of Educational Leadership and research faculty at the Institute for Inclusion, Inquiry, and Innovation at Virginia Commonwealth University. She also serves as a research fellow for the Minority Educator Recruitment, Retention, and Equity Center (MERREC) at Virginia Commonwealth University and holds visiting affiliate status at New York University. Castro’s research broadly explores the cultural politics of race in education policy. Her current work focuses on two educational policy areas: 1) the intersection of policies and leadership practices impacting teacher recruitment and retention with a particular focus on teachers of color; and 2) school reform policies influencing neighborhood-communities. She is a former teacher, school district leader, and policy fellow at the White House Initiative on Educational Excellence for African Americans at the U.S. Department of Education.