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Grosland's research focuses on politics (political subjects and policy) and the interaction between emotion, leadership, and policy in education. An overarching theme of Grosland's work includes what it means to experience, not just political subjects, but rather what leaders consider important political matters. Grosland served as an Associate Editor for the Journal of Cases in Education Leadership and now is an editorial board member for several journals (Race, Ethnicity, and Education; and Florida Journal of Educational Research).
Examines the Minnesota Desegregation Rule as a cultural artifact of race-related policy in US public education. Reveals nuances, contradictions, and patterns of power and privilege that serve as masked but powerful cultural signifiers. Finds that while legal and policy remedies are positioned as a means to reduce social and structural inequality, the Rule emphasizes bureaucracy and procedure and de-emphasizes student equity and racially equitable practices. Finds the Rule relies on and perpetuates cultural routines that prescribe technical fixes to address deep structural, systemic, social, and institutionalized forms of racism.
Addresses the emotional aspects of policy response and provides suggestions to school leaders and scholars.
Disseminates of an investigation of the Minnesota Desegregation Rule and provides suggestions for policy designed to address racial inequity.
Disseminates an investigation on the classroom emotional responses to a higher education curriculum as a policy response. Includes suggestions, including a call to include emotions an aspect of education practices.