Skip to navigation menu

Skip to main content

Minority Postdoctoral Fellowship > Current Minority Postdoctoral Fellows

Site Navigation

Minority Postdoctoral Fellowship

Current Minority Postdoctoral Fellows

Robert "Bob" Alcala, Ed.D., J.D.
Department of Education Policy and Social Analysis

  • Bob Alcala, Minority Postdoctoral Research Fellow, earned his Ed.D. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education and his J.D. from Harvard Law School.
  • Dr. Alcala's dissertation examined how legal institutions serve as a source and locus of political education, arguing that normative theories in legal and political philosophy should better account for the educative function of law and political discourse.
  • Dr. Alcala's research focuses on the public dialogue between educational professionals, civic groups, and the federal courts over race and educational diversity. He has also conducted research on education rights and international development.
  • Dr. Alcala has taught at Harvard University, Williams College, and Ateneo de Manila University. He was a Fulbright Scholar at the University of the Philippines Law School's Institute of Government and Law Reform.


Altovise Gipson-Colon
Department of Arts and Humanities

  • Altovise Gipson-Colon, Minority Postdoctoral Research Fellow, earned her Ph.D. and M. Phil. in Urban Education from the City University of New York Graduate School.

  • Dr. Gipson-Colon's dissertation, "Spaces of Inspiration, Affirmation, and Resistance for African-American Music Teachers," focused on the narratives and teaching life histories of African-American music teachers and how their engagement within artistically, racially, and culturally inclusive spaces have informed their perceptions of what it means to be a teacher.

  • Dr. Gipson-Colon's research examines African-American music teachers by conducting a study about perceptions of inclusive musical spaces among TC graduate music  students. Her project addresses how cultural values and perceptions are influential in  determining what and whose knowledge is privileged in music education. Her research will provide a  space for the perspectives of music teachers to be amplified by illuminating experiences that are  uniquely linked to who they perceive themselves to be and how they construct, negotiate, and navigate their understandings of what it means to be a teacher.     

  •  Dr. Gipson-Colon has lectured at the University of Wisconsin-Madison and the College of Staten Island (CUNY).


    Minority Postdoctoral Fellowship