Assistant Professor, California Lutheran University
Ford Fellow. AERA Fellow. PEO International Scholar.
Current Research. How psychological processes and public policies affect educational outcomes in school discipline has been a central thread in the research questions I have investigated and continue to investigate. In current studies, I aim to produce a series of experimental and theoretical pieces. Experimental work in school discipline is nascent, but crucial to addressing discipline disparities. I aim to use critical theories to predict and test social stratification in school discipline outcomes across multiple unique online experiments that investigate the use of corporal punishment, restraint, seclusion, suspension, and special education designations. My theoretical pieces will posit a crisis of theory in school discipline scholarship and promote Critical Race Theory, Racial Threat Theory, TribQuit, Queer Criminology, and DisCrit as viable theories for advancing school discipline explanatia and progress. I have begun focusing on discipline disparities in various states. Posing critical questions about how restraint, seclusion, corporal punishment, in school removal, and suspension impact American Indian, Black American, disabled, gender expansive, cis gender girls and boys, and two spirits children. I aim to inform policy and the public by disseminating my research in open access, peer reviewed journals.
Dissertation Research. My dissertation research contributes to the theoretical development of Critical Race Theory and further advances its potential as a causal model for education policy analyses. Critical Race Theory is crucial to animating the promise of social science to protect and preserve all children’s humanity—not just some of them. My critical quantitative research tests the extent to which Critical Race Theory can explain how material and ideological forces of white supremacy (in school criminalization) disparately impact oppressed schoolchildren. As a Critical Race Theorist, I research disparities in public education by assessing the effectiveness of policies and programs on vulnerable youth. My multimethod dissertation studies alternately employ secondary analysis of large-scale state and national longitudinal datasets as well as designing and analyzing original experimental data.
As the start of an early career line of research on racial and social stratification in public schools in America, my Critical Quantitative dissertation prioritizes the historical and contemporary experiences of public school students in California who are Black, Indigenous, Latina/o/x, cis gender, and gender expansive. In this process, I leverage my lived experience as an Afro-Latina mother of three brown boys and a former poor and policed public school student from Los Angeles to critically contextualize the quantitative data I’ve sourced on these schoolchildren against the reality of my own schoolchildhood.
I do not believe in single-issue oppression. Instead, as a Critical Race Theorist and Critical Quantitative methodologist, my lived experience directs my research pursuits. Currently, the research projects I lead focus on neurologically and neurodevelopmentally atypical, Indigenous, and two-spirits children. With Critical Race Theory and Critical Quantitative methodology, I can and will test America’s public-school-promise-of-equal-opportunity against its disparate treatment of oppressed school children.
Doctoral Research Opportunities. I have had the privilege of working under the supervision and guidance of my dissertation directors: Drs. Lara Perez-Felkner and James Wright. My research collaborations with them explore how financial support can improve the academic success of college students experiencing food and housing insecurity as well as how bureaucratic representation can improve police and civilian interactions. These studies alternately employ secondary analysis of large-scale state and national longitudinal datasets and content analysis of internal institutional student data, original experimental data, observational survey data, and interview methodology.
Assistantships. During my tenure at Florida State University, it has been my great honor to work as a research assistant for the Office of the Vice President of Student Affairs and the Office of Research.
2024 Helping Hands' Social Justice Award, $24,000
2023 California Lutheran University's Faculty Development & Inclusive Excellence Grant, $1,500
2023 California Lutheran University's Hewlett Grant, $1,000
2023 Federation of American Scientists' Civil Rights Data Science Impact Fellow finalist, $160,000
2022 National Academies of Sciences, Engineering, and Medicine's Ford Dissertation Fellowship, $28,000
2022 American Education Research Association's Research Grant, $27,500
2022 American Education Research Association's Minority Dissertation Fellowship, $25,000
2022 International Philanthropic Education Organization's PEO Scholar Award, $20,000
Jenkins, L., Marks, L.R., Perez-Felkner, L., Verma, K., Templeton, D., Thomas, J. (2024). Applying the Bystander Intervention Model to Racial Microaggressions in College Students. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-024-00216-x.
Marks, L., Jenkins, L., Perez-Felkner, L., Templeton, D., & Verma, K. (in press). Social Cognitive Predictors of Bystander Intervention in Racial Microaggressions among College Students. Race and Social Problems.
Wright, J., Gaozhao, D., Dukes, K., & Templeton, D. (2022). The power of protests: An experiment of Black Lives Matter protest presence and citizens’ perceptions of the police. Public Administration Review. https://doi.org/10.1111/puar.13498.
Holton, A., Perez-Felkner, L., & Templeton, D. (2022). How do institutional type and transfer affect contemporary college students' degree attainment. Community College Journal of Research and Practice. https://doi.org/10.1080/10668926.2022.2156633.
Templeton, D. (revise & resubmit). [Title blinded for peer review]. Educational Researcher.
Templeton, D. (under review). [Title blinded for peer review]. Journal of Race Ethnicity, and Education.
Templeton, D. (under review). [Title blinded for peer review]. AERA Open.
Templeton, D. (under review). [Title blinded for peer review]. American Educational Research Journal.
Perez-Felkner, L., Rodriguez, S., & Fluker, C. (Eds.) (In press; expected 2024). Latin* Students in Engineering: An Intentional Focus on a Growing Population. Rutgers University Press.
includes... Empirical Chapter 7: Perez-Felkner, L., Fluker, C., & Templeton, D. (in press). A critical mixed methods analysis of Latin* students in diverse contexts.
Perez-Felkner, L., Acosta, J., Fluker, C., and Templeton, D., & Pacheco, D. (contracted). Student success for Latino/a students. In S. Hu & Joe O'Shea (Eds.). The Handbook for Postsecondary Student Success.
Portis, D. (2016). Strong city. In Kushner, R. & 826 National (Eds). The Best American Nonrequired Reading 2016 (The Best American Series ®). pp. 178–180. Houghton Mifflin Harcourt Publishing Company.
Portis, D. (2015). Room to room. In Savo, S. & Nash, R. (Eds). Fourteen Hills, 21(2). pp. 20– 23. San Francisco State University Review.
Portis, D. (2014). Our reconstruction. Atherton Review. pp 12-38. Menlo Poetry Team.
Portis, D. (2015). Long Live the Queen; Scottie Doesn’t Play Excerpt. In Savo, S. & Nash, R. (Eds). Fourteen Hills, 21(2). pp. 20-31. San Francisco State University Review.
Portis, D. (2014). This is not my mother. In Monique Mero-Williams (Ed.). ekphrasis. pp. 5-23. San Francisco State University Review.
D. Templeton. (2023). How to write a quantitive dissertation. California Lutheran University.
D. Templeton. (2023). Towards Stratified Economics of Education: Evidence from the US. California Lutheran University.
D. Templeton. (2023). Quantitative Boot Camp. California Lutheran University.
D. Templeton. (2023). Class dismissed: The effect of student population grants on (school) criminalization. American Education Research Association.
D. Templeton. (2023). Supremacy is so predictable: The effects of differential state aid and school personnel biases on (school) criminalization. American Education Research Association.
D. Templeton. (2022). Supremacy is so predictable: The effects of differential state aid on (school) criminalization. Society for Research on Educational Effectiveness.
D. Templeton. (2022). Class dismissed: The effect of student population grants on (school) criminalization. Society for Research on Educational Effectiveness.
D. Templeton. (2022). Supremacy is so predictable: The effects of differential state aid on (school) criminalization. 2022 Conference of Ford Fellows.
D. Templeton. (2022). The laying on of hands: The effects of discriminatory animus on (school) criminalization. Association for Public Policy Analysis & Management.
D. Templeton. (2022). Class dismissed: The effect of student population grants on (school) criminalization. Association for Public Policy Analysis & Management.
Marks, L.R., Jenkins, L., Verma, K., Perez-Felkner, L., Templeton, D., & Thomas, J. (2022). Examining predictors of bystander intervention to racial microaggressions in college students. Poster accepted for the annual American Psychological Association (APA) convention, Minneapolis, MN.
Wright, J., Gaozhao, D., Dukes, K, & Templeton, D. (2020). The Power of Protest: Protest and Citizens Evaluation of the Police. Virtual Paper Presentation and Panel. Public Administration Review (PAR) Symposium on Race and Gender. Dahlbacka, N. (Director). (2015, June 26). In This Chapel Filled with Light [Play].
D. Portis. Brown Bag Theater, San Francisco. Dahlbacka, N. (Director). (2014, June 28). Scottie Doesn’t Play [Play].
D. Portis. Brown Bag Theater, San Francisco.
I graduated summa cum laude with certificates in Teaching of Composition and Teaching of Post-Secondary Reading from San Francisco State University’s renowned Integrated Reading and Writing Program. In my thirteen years as an educator, I have taught at non-profits, prisons, minority-serving institutions, small liberal arts colleges, and predominately white-serving institutions (see select courses below).
Adult basic education I & II;
Freshman composition reading;
Freshman composition writing;
Fundamentals of creative reading;
Fundamentals of creative writing;
General educational development
test preparation I
Approaches to university writing A;
Course design in composition and post-secondary reading;
Craft of poetry;
Diversity in higher education;
Extemporaneous expository writing;
Graduate seminar in teaching integrated reading and writing;
Introduction to composition theory;
Outcomes in assessment in higher education II
It has been my privilege to work with and learn from students who belong to underrepresented groups, including those who are 1.5 generation learners, disabled, first-generation, imprisoned, living in poverty, neurologically atypical, racially minoritized, and English language learners. With my professional preparation and employment, I will thrive as a tenured research faculty member at any university committed to social justice. I have been trained and am fully qualified to teach a wide array of research methodology courses in both critical quantitative and qualitative paradigms.
I have a collaborative, apprenticeship style teaching philosophy. I prioritize comprehension (not memorization) and improvement (not perfection). As such, my grading system is collaborative. I cultivate collaborative learning environments further by 1) Respecting atypical/typical forms of student participation, 2) Co-developing individualized education programs, 3) Soliciting criticism of my pedagogy, and 4) Dedicating consistent class time to fun, community building exercises. I scaffold my assignments, fold in multiple revision opportunities, and provide ongoing formative and summative feedback. I strive to sell my students on the subject matter, actuate their prior knowledge, and bolster their self-efficacy.
I understand the barriers facing oppressed student groups in education (e.g., limited financial resources and nonprivileged capital). As such, I assign Open Education Resources and champion Open Science—both are socially just movements that advocate for access and free knowledge. Additionally, I dissolve boundaries between conventional disciplines and narratives by using critical, transdisciplinary theory and content. To highlight, I generate diversified reading lists that reflect critical, historical, and global contributions to the subject matter. In keeping with social justice orientations, I contextualize my materials for real-world application by teaching skills transferable to both academic and professional settings.
Throughout my career, I benefitted from rigorous and extensive training in education and public policy as well as related fields of experimental psychology and sociology. My transdisciplinary training and expertise in both qualitative and quantitative methods enables me to speak comfortably across traditional academic boundaries and bridge collaboration across disciplines. My background as a racially minoritized researcher—with experience living and working in urban communities like Los Angeles—has been an asset for my ability to initiate research in public schools and disenfranchised communities, research that I would continue and build upon at my home institution.
With my professional preparation and employment, I thrive as a tenured research faculty member at a leading research university. I am fully trained to teach a wide array of methodology courses including Introduction to Inferential Statistics, General Linear Models, Introduction to Qualitative Research, Qualitative Data Analysis, Modern Causal Inference, Experimental and Quasi-experimental Research Designs, Experimental and Quasi-experimental Research Analysis, Critical Quantitative Research Methods, Critical Race Theory, Research Tools, Quantitative Methodology, Literature Review, and Proposal.
One of my favorite things about Da'Shay is that she creates a safe space, allowing me to be truly comfortable with her. When personal issues arose I really appreciated the emotional support she provided to me. In addition, she gives amazing feedback and has a great skill of rephrasing and clarifying things that previously confused me. She adjusted to my learning style really well and definitely gave me the support I needed to succeed!Florida State University
This instructor helped my writing by giving constructive criticism in a better way than others have. Instead of glossing over parts that I myself felt were weak or hammering away at my writing without giving tips for improvement, this instructor created an environment where writers could help each other.San Francisco State University
Effectively challenged students while giving them valuable feedback.San Francisco State University
An amazing teacher.San Francisco State University
Da'Shay was a wonderful teacher this semester. I learned a lot about my writing, and she gave incredible feedback and a ton of support and encouragement. She had a lot of really helpful readings as well.
Da'Shay was the greatest help, I appreciate her so much for all the help in not only this class but our other class as well. She goes out of her way to help us and she did an amazing job as a TA. She helped me when looking for books at the beginning of the semester and was always very quick with her responses.Florida State University
LOVEDSan Francisco State University
Da'Shay is very passionate about writing. For me, this is especially inspiring and motivating for me to write because her love for writing is in the assignments she has for us. She always wants us to read other's work (plays, short stories, handbooks) because she really wants us to learn and succeed.San Francisco State University
The instructor provided great feedback and assigned thoughtful homework assignments and readings. Would recommend this course to anyone else if she was teaching it again.San Francisco State University
Da'Shay was very helpful in bridging the gap between in-class learners and remote learners. She helped to increase the course's accessibility by making sure we could hear what was happening in class and also typing instructions/questions into the chat for all to read. She was extremely responsive and understanding throughout the class, and she was candid with us about her personal life so it was easy to feel comfortable sharing with her about ours.Florida State University
I have taken multiple classes at a community college and this being my first semester at SFSU I wouldn't have wanted to interact with anyone other than Da'Shay. Every aspect of her teaching is incredible and so helpful, the reason as to why I continue to write is due to the advice and helpful encouragement she gives not only myself but the whole class in general. If she was to teach classes in the future there would be a long list of students wanting to enroll in her class especially myself.San Francisco State University
Da'Shay Portis is perhaps the most influential instructor I've had in my college career. She expects the weekly readings to read at least twice, and expects an in-depth in class discussion, and in turn she promises the rise of craft ability and growth in overall our overall writing. She delivers on that promise and then some. Throughout the semester she continually pushed me and my writing harder and harder, forcing me to really look at the story I was telling and making me reconsider the ways in which I attempted to bring it to life. She went above and beyond in her duties as my instructor by giving me one on one time to talk about and workshop my piece, and by helping me shop it around for potential ways in which to publish it. Her intuitive editing abilities, coupled with her passion for her students to shine makes her an invaluable part of my academic life.San Francisco State University
Wonderful instructor.San Francisco State University
Da'Shay offered a perspective as a researcher focused on critical theory that many of my peers and myself were not able to bring to class. She shared interesting knowledge and was always engaging. Her passion for the material showed and encouraged me to find areas I was passionate about as well.Florida State University
Good format for the class, workshops were very helpful.San Francisco State University
Da'Shay was incredible at advocating on our behalf in both courses. She listened to our questions and concerns and brought them to the forefront of class discussion if they needed to be addressed. I really appreciate how open and easy to talk to she was!Florida State University
My favorite class. I really feel like I am an enormously better writer than I was at the beginning of this semester, and that is thanks in big regard to this class. The coolest and most effective thing of the class was creating a story and expanding upon it each week. That's where most of my growth stems from.San Francisco State University
She's super good, helpful, and attentive.San Francisco State University
Da'Shay gave insightful and helpful feedback on my writing assignments. She pointed out things in my writing that I never would have thought of otherwise. She always encouraged us to be honest in our writing and mindful of what kind of message we were presenting. I learned so much from her this semester.San Francisco State University
Da'Shay helped keep me sane at multiple points throughout the semester. She helped explain assignment guidelines to us and she gave insightful connections for what our reading mean in practice giving us tangible examples to reflect on. Her knowledge and passion for social justice was evident in every class, and she was connected in our conversations each and every day.Florida State University
I was a fan of a lot of the reading material for this class. The feedback on my work was really helpful, and she was also able to elaborate on her feedback in person effectively. The prompts were also really engaging and challenging.San Francisco State University
Da'Shay is the absolute best. She is through beyond belief and gives quality feed back on everything that was turned in. She really cares and it shows! I need her to teach more classes!San Francisco State University
I learned the crafts of elements very well. Her teaching style is engaging.San Francisco State University
I am so so thankful for Da'Shay. She supported me through the different opportunities she mentioned through out several classes. She mentioned being able eligible for food stamps. My financial situation placed a burden on mental health due to always being worried about if I would have enough money to be able to afford groceries. I was able to get approved for food stamps, which has in return allowed me to focus on school work within the course.Florida State University
Da'Shay Portis is an amazing teacher! I really enjoyed her workshops every week. It explores what we need to work on and what we excel at with the help of our peers. She really works with each student setting aside time in class each week. No student is ever left behind, because she makes sure we each understand or are brought up to speed on things. I am never afraid to ask a question in class; in fact, it is strongly encouraged! She always gets our work back to us in a timely matter (she's never late...I don't know how she does it!) Even if we have an extensive amount of work (multiple pages) she always takes the time out to give us the most helpful feedback and comments! We have to do a lot of readings in her class, but all readings pertain to the weekly lesson and help with crafting and understanding the material better. This is one of my first classes at SFSU and I'm glad I took the course! Awesome teaching style and accuracy with course objectives!San Francisco State University
The best teacher of the semester by far. She genuinely cared about the work we submitted and the sharpening of our skills. She treated our writing seriously and respectfully and the class itself had a huge impact on my writing. Before this class I was unsure about wanting to continue as a writing major, but because of Da'Shay I was inspired to continue doing something I love. She's the bomb.San Francisco State University
I cannot say enough good things about Da'Shay and this class. She was obviously highly intelligent, professional, informative and very good at running group discussions. She chose some very hard-hitting and dense readings for us-- she didn't baby us with the usual books and stories-- and it really helped to elevate our thinking in terms of making our own work better. She assigned thought-provoking projects that allowed us to flex our creative muscles and she was approachable and available when we needed support or to ask questions. I would take her class again in a heart beat.San Francisco State University
Excellent teacher. Not only was the material very useful and presented in a useful and engaging way, but the teacher seemed personally interested and invested in the development of the students (myself included) on an individual level. She stressed wanting to speak with each student about their writing and future plans, and her feedback was thorough, clear, and helpful. I can, perhaps, imagine a more experienced teacher, but it's hard to imagine a better one. Full marks and then some.San Francisco State University
Da'Shay created a relaxed yet focused environment. She clearly cared about her students.San Francisco State University
The class was very fun and interesting. I enjoyed being able to express my creativity and my imagination and to be encouraged to do so. Her feedback was very helpful and I enjoyed taking her advice and suggestions.San Francisco State University
This instructor had me looking forward to coming to class every week. She was bubbly and on point. She knew what she was talking about. By providing the class workshops and then smaller group workshops, where she would then come by and observe a group once a week. She always had our papers back to us in a timely manner and her feedback was amazing and very accurate.San Francisco State University
By far the most helpful, engaging and enjoyable class I have ever taken. Helped to extend my creativity to places I did not previously know of.San Francisco State University
This is one of the testimonials you can use for adding customer feedback / satisfaction on your website. You can edit all of this text and replace it with anything your customer has had to say about you or your company or services. Edit your Testimonials from the Pages tab by clicking the edit button.Florida State University
This course was essential in preparing students for starting the research process and what is needed for a dissertation. All parts of the course were necessary and valuable. The writing assignments & discussions were well aligned to the curriculum and in helping students be prepared for the dissertation process and doing research.California Lutheran University
Dr. Templeton was so encouraging, even when we shared the wrong answer or were confused.California Lutheran University
Practical application of the topics that we discussed for writing our dissertationCalifornia Lutheran University
I appreciate how available Dr Templeton was and open to discussion.California Lutheran University
2023 Florida State University’s Sherrill W. Ragan’s Leadership & Service Award
2023 National Center for Education Statistics Data Institute, finalist
2022 Florida State University's Fellow
2022 Society for Research on Educational Effectiveness's Researcher of Color
Florida State University's Social Justice & Innovation Lab Dissertation Series Selection
2017 Florida State University's Hardee Center for Leadership and Ethics in Higher Education Fellow
2016 Florida State University's Peer Leadership Award
Email: dtempleton at callutheran dot edu
Phone number: 661.305.3502