• 2001 University of California, Berkeley, Graduate School of Education Ph.D., Education (Social and Cultural Studies)
• 1992 Brown University, M.A.T., Social Studies Education
• 1989 Oberlin College, B.A., Government, Third World Studies
• American Educational Research Association
• American Anthropological Association
• College and University Faculty Assembly of the National Council for the Social Studies
Expertise & Research Interest
History and Memory
Race & Equity in Education
Civic Learning and Belonging
Research Work With Students
My current research project on civic learning and identity in post-conflict Guatemala, “Civic Learning and Teaching in Guatemalan Schools,” is funded by a Fulbright Scholar grant. The “Youth Participatory Action Research in the Classroom” study (with Mayida Zaal and Jennifer Ayala), funded by the OverbrookFoundation and the Schumann Fund for New Jersey, explores the integration of youth civic action research into social studies classrooms. In “Teaching for Civic Learning in Diverse Social Studies Classrooms,” funded by the Spencer Foundation, I worked with teachers in diverse high school social studies classrooms to develop, implement, and study the impact of an approach to civic education designed to build builds upon students’ experiences and concerns while developing the content knowledge and critical skills necessary for empowered democratic participation.
Recent & Selected Publications
2008 Beth C. Rubin and James Giarelli, Editors, Civic education for diverse citizens in global times: Rethinking theory and practice. Mahwah, NJ: Erlbaum.
2003 Beth C. Rubin and Elena M. Silva, Editors, Critical voices in school reform: Students living through change. New York & London: RoutledgeFalmer.
In press Beth C. Rubin and Hana Cervinkova. Challenging silences: Historical memory and democratic citizenship education in Poland and Guatemala. Anthropology & Education Quarterly.
2017 Beth C. Rubin; Jennifer Ayala; Mayida Zaal. Aims, authenticity and authority: Navigating youth participatory action research in the classroom. Curriculum Inquiry, http://dx.doi.org/10.1080/03626784.2017.1298967
2016 Beth C. Rubin; Thea Abu El-Haj; Eliot Graham and Kevin Clay. Confronting the urban civic opportunity gap: Integrating youth participatory action research into preservice teacher education. Journal of Teacher Education, 67: 424-436.
2016 Beth C. Rubin, We come to form ourselves bit by bit: Educating for citizenship in postconflict Guatemala. American Educational Research Journal. 53: 639-672
2016 Beth C. Rubin. They don’t tell it: Indigenous social studies teachers transforming curricula in postconflict Guatemala. Journal of International Social Studies. 6(1), 114-127.
2016 Beth C. Rubin, What social studies can do: Bringing critical civic learning to US social studies classrooms. Social Studies Education Review, 6 (1): 64-782016
2016 Deirdre Dougherty and Beth C. Rubin, Learning the colonial past in a colonial present: Students and teachers confront the Spanish conquest in post-conflict Guatemala. Educational Studies, 52(3), 216-236.
2015 Beth C. Rubin. A time for social studies: Talking with young people about Ferguson and Staten Island. Social Education, 79 (1): 22-29. Reprinted in Social Science Docket, 15 (2): 2-5
2010 Beth C. Rubin and Brian Hayes. “No backpacks” vs. “Drugs and murder”: The promise and complexity of youth civic action research. Harvard Educational Review, 80(3), 149-175.
2010 Beth C. Rubin. “Youth civic identity development in the U.S. history course.” Social Education, 74(3), 144-147.
2009 Beth C. Rubin, Brian Hayes, and Keith Benson, “’It’s the worst place to live’: Urban youth and the challenge of school-based civic learning.” Theory Into Practice, 48(3), 213-221.
2009 Thea Abu El-Haj and Beth C. Rubin, “Realizing the equity-minded aspirations of detracking and inclusion: Toward a capacity-oriented framework for teacher education,” Curriculum Inquiry, 39(3), 435-463.
2008 Beth C. Rubin, “Detracking in context: How local constructions of ability complicate equity-geared reform.” Teachers College Record, 110(3), 647-700.
2007 Beth C. Rubin and Makeba Jones, “Student action research: Reaping the benefits for students and school leaders.” National Association of Secondary School Principals Bulletin, 91(4), 363-378
2007 Beth C. Rubin, “Learner identities amid figured worlds: Constructing (in)competence at an urban high school.” The Urban Review, 39(2), 217-249.
2007 Beth C. Rubin, “’Laboratories of democracy’: A situated perspective on learning social studies in detracked classrooms.” Theory and Research in Social Education, 35(1), 62-95.
2007 Beth C. Rubin, “’There’s still not justice’: Youth civic identity development amid distinct school and community contexts.” Teachers College Record, 109(2), 449-481.
2006 Beth C. Rubin, “Aware, complacent, discouraged, empowered: Students’ diverse civic identities.” Social Studies Research and Practice, 1(2).
2006 Beth C. Rubin, “Tracking and detracking: Debates, evidence and best practices for a heterogeneous world.” Theory Into Practice, 45(1), 4-14.
2004 Beth C. Rubin and Pedro Noguera, “Tracking detracking: Sorting through the dilemmas and possibilities of detracking in practice.” Equity and Excellence in Education. 37, 92-101. (with Pedro Noguera)
2003 Beth C. Rubin, “Unpacking detracking: When progressive pedagogy meets students’ social worlds.” American Educational Research Journal. 40(2), 539-573.