Catherine Kramarczuk Voulgarides
Assistant Professor, Special Education
Tu, Th 4-6pm
Dr. Catherine Kramarczuk Voulgarides is Assistant Professor of Special Education at the City University of New York (CUNY)—Hunter College. She received her Ph.D. from New York University in Sociology of Education. Her scholarship is interdisciplinary and it spans the fields of special education, disability studies, sociology, educational leadership, and policy and law. She is focused on understanding how schools are both sites of educational opportunity and marginalization for non-dominant students, specifically examining how notions of equity, access, and opportunity are constructed in policy and law; how educational policies and laws impact long standing educational inequities; and how the social, historical, and cultural contexts of schools and the teaching and learning process relate to educational equity. She published her first book with Teachers College Press in 2018 in the Disability, Culture, and Equity Series. The book, entitled, Does Compliance Matter in Special Education: IDEA and the Hidden Inequities of Practice won the Outstanding Publication Award in 2020 by the Disability and Society Section of the American Sociological Association (ASA). As a graduate student she served as Co-PI on a William T. Grant Foundation small grant focused on disability policy, policy compliance, and racial inequity. She also served as the Program Co-Chair for the Disability Studies in Education (DSE) Special Interest Group (SIG) for the American Educational Research Association (AERA) for the 2019 and 2020 annual meetings.
- New York University PhD
- Pace University MST
- McGill University BA
- Research Seminar: Issues in Special Education (SPED 707)
- Doctoral Directed Reading Course
- Social, Historical, and Philosophical Foundations of Special Education (SPED 700.5)
- Race, Politics, and Education (URBG 78776; URBS 40330)
- Research on Effective Practice and Curriculum (REPAC) for Students with Disabilities (SPED 801)
- Teaching Culturally and Linguistically Diverse Students (SPED 704.5)
- Teaching Students with Special Needs in Inclusive Classrooms (SPED 308/703/708)
Educational Policy and Law, Sociology of Education, Disability Studies, Special Education, Social Contexts, Race, Equity
- Kramarczuk Voulgarides, C. (2018) Does Compliance Matter in Special Education? IDEA and the Hidden Inequities of Practice. Teachers College Press. New York, NY.
- Kramarczuk Voulgarides, C., Fergus, E., & King Thorius, K. A. (2017). Pursuing Equity: Disproportionality in Special Education and the Reframing of Technical Solutions to Address Systemic Inequities. Review of Research in Education, 41(1), 61-87.
- Voulgarides, C. K., & Tefera, A. (2017). Reframing the racialization of disabilities in policy. Theory Into Practice, 56(3), 161-168.
- Tefera, A., & Kramarczuk Voulgarides, C. (2016). Is educational policy alleviating or perpetuating the racialization of disabilities? An examination of “big-p” and “little-p” policies. Teachers College Record (Yearbook), 118(14).
- William T. Grant Foundation (2014; $23,470) Co- Principal Investigator with Dr. Alfredo Artiles, Dr. Adai Tefera, Dr. Pedro Noguero. Paradoxes and Inequities in Special Education and the Law.