Eg for fu i.d.
Elizabeth Gil
Biographical Information

Dr. Gil is a faculty member in the Educational Leadership, Administration, and Policy Division at Fordham University's Graduate School of Education. She earned her Ph.D. in K–12 Educational Administration from Michigan State University, where she was a King-Chávez-Parks Future Faculty Fellow. A native New Yorker, Dr. Gil taught in New York City Public Schools for more than 10 years, where she worked with students, teachers, administrators, and families as a teacher, professional developer, mentor, and data specialist. She has also served as residential faculty and co-coordinator in the Institute for Recruitment of Teachers Summer Workshop, which helps prepare college students for the graduate school application process.

Dr. Gil’s research centers sociocultural contexts of education. Her research interests include understanding the experiences of diverse families in schools, leadership and teaching for serving culturally and linguistically diverse student populations, and community engaged scholarship. Her work has been published in Urban EducationJournal of School Leadership, International Journal of Leadership in Education, International Journal of Mentoring and Coaching in Education.

Dr. Gil was a UCEA Graduate Student Council representative and Jackson and Clark Seminar Scholar and has served as a Plenary Session Representative and Convention reviewer and session facilitator. She also has been a reviewer for the David L. Clark National Graduate Student Research Seminar in Educational Administration & Policy, and a reviewer, panelist, and roundtable mentor for the Graduate Student Summit. Dr. Gil has served on the UCEA Executive Committee Nominations Committee and is on the Communications Advisory Board. In the American Educational Research Association, she has served on the Division A Equity, Inclusion, and Action Committee and has been a reviewer for various divisions and SIGs. She has also been a William L. Boyd National Educational Politics Workshop mentor.