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Grosland's research focuses on policy responses, and specifically on pedagogical and emotional responses and the implications for policy. Overarching themes in Grosland's writings include educational leadership, politics, and urban education. Grosland is interested in what it means to experience, not just policy itself, but rather what urban educators consider important social policy. 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). Grosland is also active in the University of South Florida's College of Education Diversity Committee.
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.