Associate Professor; Department of Educational Leadership Chair
Copyright, Steve Hambuchen
Mollie Galloway, PhD, came to Lewis & Clark in 2006, as Director of Research and Assessment for the graduate school. As a researcher, Mollie’s interests center on conducting collaborative and applied research with schools, communities, and educational organizations to cultivate equitable leadership practice and maximize student learning, empowerment and well-being. Before moving to Portland, she was a Research Associate for the John W. Gardner Center for Youth and Their Communities at Stanford University and Director of Research for SOS: Stressed-Out Students (now Challenge Success), a Stanford University intervention designed to improve adolescent health, engagement, and academic integrity. Through this work Mollie teamed with middle schools and high schools to gather, analyze, and disseminate data to help schools make appropriate and targeted practice and policy changes at their school sites.
I believe in working collaboratively with schools and educational organizations to find generative solutions that bring forward silenced voices and compel social change.
Areas of Expertise
Leadership for Equity and Social Justice, Construction of Privilege in Schools, Human Development, Applied Research Methods,
In concert with the Lewis & Clark doctoral program’s focus on social justice and social action, Mollie’s current work includes collaborative efforts with local schools and educational organizations to address issues of equity in P-12 schools.
- Galloway, M.K., & Ishimaru, A. (2015). Radical re-centering: Equity in educational leadership standards. Educational Administration Quarterly, 51, 372-408.
- Galloway, M.K., & Conner, J.O. (2015). Perpetuating Privilege: Students’ Perspectives on the Culture of a High-Performing and High-Pressure High School. The Educational Forum, 79, 99-115.
- Galloway, M.K., Ishimaru, A., & Larson, R. (Forthcoming). When Aspirations Exceed Actions: Leaders’ Descriptions of Educational Equity. Journal of School Leadership.
- Ishimaru, A., & Galloway, M.K. (2014). Beyond Individual Effectiveness: Conceptualizing Organizational Leadership for Equity. Leadership and Policy in Schools, 13, 93-146.
- Galloway, M.K., Conner, J.O., & Pope, D.C. (2013). Non-academic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81(4), 490-510.
- Galloway, M.K. (2012). Cheating in advantaged high schools: Prevalence, justifications and possibilities for change. Ethics & Behavior, 22(5), 378-399.
- Conner, J., Pope, D.C., & Galloway, M.K. (2009). Success with less stress. Educational Leadership, 67 (4), 54-58.
- Roeser, R.W., Galloway, M., Casey-Cannon, S., & Watson, C. (2008). Identity representations in patterns of school achievement and well-being among early adolescent girls: Variable- and person-centered approaches. Journal of Early Adolescence, 28, 115-152.
- Galloway, M.K., & Pope, D. (2007). Hazardous homework? The relationship between homework, goal orientation, and well-being in adolescence. Encounter: Education for Meaning and Social Justice, 20, 26-31.
- Galloway, M., Pope, D., & Osberg, J. (2007). Stressed-out students – SOS: Youth perspectives on changing school climates. In D. Thiessen & A. Cook-Sather (Eds.),International Handbook of Student Experience in Elementary and Secondary School(pp. 611-634). The Netherlands: Springer.
- Osberg, J., Pope, D.C., & Galloway, M. (2006). Students matter in school reform: Leaving fingerprints and becoming leaders. International Journal of Leadership in Education, 9, 329-343.
- Roeser, R.W., & Galloway, M.K. (2002). Studying motivation to learn during early adolescence: A holistic perspective. In F. Pajares & T. Urdan (Eds.), Adolescence and education, Volume II: Academic motivation of adolescents, pp. 331-372. Greenwich, CT: Information Age Publishing.
- Ishimaru, A., & Galloway, M.K. (2014). Catalyzing Organizational Leadership for Equity: A Comparative Case Study of Middle School Leadership Teams. Paper presented at AERA, Philadelphia, PA, 2014.
- Ishimaru, A., Galloway, M.K., Larson, R., & Carr, C.S. (2012). At the Crossroads of Standards and Equity: Merging Practice and Theory to Create the Leadership for Equity Assessment and Development (LEAD) Tool. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
- Galloway, M.K, Ishimaru, A., Carr, C.S., & Larson, R. (2011). Got Equity? Educational Leaders’ Descriptions of Enacting Equitable Practices. Paper presented at the annual meeting of the National Professors of Educational Administration Conference, Portland, OR.
- Galloway, M.K., Gallant, T.B., Conner, J., & Pope, D.C. (2009). The student cheating problem from middle school through college. Symposium presentation at the 2009 annual meeting of the American Educational Research Association, San Diego.
- Galloway, M.K. (2005). Struggling with student academic stress: One high school’s efforts to change a school culture. Paper presented at the annual meeting of the American Educational Research Association, Montreal.
- Galloway, M.K., Osberg, J., & Pope, D.C. (2005). Academic expectations of high school students and their parents: Links to student health and behavior. Poster presented at the biennial meeting of the Society for Research on Adolescence, San Francisco.
- Roeser, R.W., Galloway, M.K., Heusdens, W., & Boer, M. (2002). Exploring hierarchies of motivational influences among adolescents: A study of school motivation and culture. Paper presented at the biennial meeting of the Society for Research on Adolescence, New Orleans.
PhD 2003 Stanford University, BA 1998 Johns Hopkins University
From the Newsroom
New research from Mollie Galloway refocuses the age-old debate about homework.
Assistant Professor of Educational Leadership Mollie Galloway has written “Beyond Individual Effectiveness: Conceptualizing Organizational Leadership for Equity,” for the current issue of the journal Leadership and Policy in Schools.
Recent research from professor Mollie Galloway on the extreme prevalence of cheating among privileged high schoolers may point to some of the causes of a recent Harvard cheating scandal.