Gina Laura Gullo
Dr. Gina Gullo researches how school leaders work to avoid the impacts of implicit bias in schools and communities. With a focus on bridging the gap between research and practice, Gina assists schools working towards equity through professional development and data support as CEO and founder of GLG Consulting. Gina offers solution-focused leadership paired with evidenced strategies to create realistic, accessible plans for schools working towards social justice and greater equity for all.
Biography
Gina Gullo, leading author of Implicit Bias in Schools: A Practitioner’s Guide, received her doctorate in Educational Leadership and masters in Special Education from Lehigh University where she now adjuncts between collaborative researcher projects. Her research focuses on how school leaders work to avoid the impacts of implicit bias and other forms of unintentional discrimination in their schools and communities. With a focus on bridging the gap between research and practice in education, Gina assists schools working towards equity through professional development and data support as CEO and founder of GLG Consulting. Gina offers solution-focused leadership paired with evidenced strategies to create realistic, accessible plans for schools working towards social justice and greater equity for all.Education
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EdD, Educational Leadership, Lehigh University
MEd, Special Education, Lehigh University
BA, Psychology, The College of New Jersey
Areas of Research / Professional Expertise
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implicit bias, school discipline, educational leadership, social justice, mindfulness, gender intersectionality, LGTBQ+ intersectionality, special education
Personal Interests
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music (vocal), aerial dance, camping, crafts
Websites
Books
Articles
Does implicit bias matter at the administrative level? A study of principal implicit bias and the racial discipline severity gap
Published: Mar 14, 2019 by Teachers College Record
Authors: Gullo, GL & Beachum, FD
Through the use of hierarchical linear modeling, this study found that school administrators’ (principals and vice/assistant principals) implicit racial biases explained differences in the discipline severity experiences by students based on their perceived race for subjective discipline decisions only. The findings implicate the need to extend implicit bias remediation trainings to administrative staff and explore methods of removing the risk of bias in discipline determinations.
Using data for school change: The discipline equity audit and school climate survey
Published: Mar 14, 2018 by Journal of Cases in Educational Leadership
Authors: Gullo, GL
Using data effectively is a critical skill for the modern school leaders. This case presents a school district where local interest groups are demanding changes regarding school safety and inclusion. Students have the opportunity to respond to a disciplinary equity audit and school climate survey. While interpreting and using data in a meaningful manner, students are challenged to evaluate the quality and efficacy of the presented data.
Videos
Published: Feb 01, 2019
Dr. Gullo is the leading author of Implicit Bias in Schools: A Practitioner's Guide. Her research focuses on how school leaders work to avoid the impacts of implicit bias and other forms of unintentional discrimination in their schools and communities. Check out her new book: https://www.routledge.com/Implicit-Bi... Take the Implicit Association Test: https://implicit.harvard.edu/implicit...