A Conversation with Dr. Jonathan Collins
In our fourth edition of the From Roots to Research series, we had the privilege of speaking with Dr. Jonathan Collins, Assistant Professor of Political Science and Education at Teachers College. Dr. Collins's work explores the allocation power within educational systems, examining innovative approaches such as participatory budgeting and community-centered school board meetings. During our conversation, Dr. Collins reflected on the critical gap between national policy debates and the needs of local educational communities. Dr. Collins also shared his personal journey, marked by resilience in the face of challenges and offered heartfelt advice to faculty and students at Teachers College. He concluded with a powerful message on striving to be the best version of oneself as a means to enrich public goods and inspire positive change.
Sumit Karn (Office of the VDR): Dr. Collins, thank you for taking the time to chat with us! To start, can you tell us about your background and what led you to pursue a career in education and research?
Dr. Jonathan Collins: Sure! My academic background is in political science, but what led me to focus on education was a long-standing passion for addressing educational inequality and, more broadly, racial and economic inequality through education. My own educational experience played a significant role in shaping this commitment.
I attended public schools from kindergarten through 12th grade, and in retrospect, those schools were essentially racially resegregated. Looking back, I realize I was educated within an apartheid-like system. It wasn’t until I went to college and met peers from different educational backgrounds that I understood just how starkly unequal opportunities were. Some students had access to advanced resources and enriched educational experiences, while others, like myself and my peers, were left behind. This realization motivated me to confront the systemic barriers that perpetuate such disparities.
For me, the problem wasn’t just about what happened inside the classroom. Many of the challenges I witnessed were rooted in broader systemic issues. For instance, students had to navigate unsafe neighborhoods just to get to school. Schools themselves often felt less like places designed to cultivate intellectual curiosity and more like mechanisms for social control - a literal pipeline to the prison system. These systemic problems demanded systemic solutions, and I became deeply curious about where to start and how to enact meaningful change.
This curiosity drove me toward political science, which I came to understand as the study of power. Reflecting on my own schooling experience, the absence of power was a defining feature. My peers and I had no control, no autonomy, and no meaningful way to advocate for the kind of educational spaces we truly needed. These spaces should have fostered intellectual curiosity and real academic achievement - not just test-taking skills, but the kind of knowledge that helps navigate life and contributes to improving society.
When I entered graduate school, I was driven by my interest in politics and political science, but my passion for addressing educational inequity remained central. I quickly noticed a significant gap in the field. Political science often overlooked education as a subject of study, while education research tended to focus on politics at the micro level, such as school-level policies, rather than system-level governance, politics, and power. This gap inspired me to dive deeper and explore how I could contribute meaningfully to this intersection.
Ultimately, the work I do is motivated by the people in my community. I think about them every day. They are at the heart of my research and my efforts to confront the systemic inequities that continue to hold so many back.
Sumit Karn (Office of the VDR): Drawing from that, what current research projects are you working on?
Dr. Jonathan Collins: I frame my research as a study of power. Much of my research revolves around the concept of reallocating power - what happens when power is redistributed, and what might that process look like in practice?
For example, I have conducted research on participatory budgeting initiatives, exploring what happens when governments empower everyday citizens to make decisions about discretionary funds. What outcomes emerge when communities are given a direct voice in allocating public resources?
Another key area of my research focuses on school board meetings, which I see as one of the most critical power structures in our education system. School boards have three primary responsibilities: hiring and firing the superintendent, balancing the budget, and making policy. These monthly meetings are where pivotal decisions are made. My work examines who participates in these meetings and why, and what motivates or deters public engagement. I’m particularly interested in whether democratizing aspects of these meetings—making them more inclusive and inviting to public participation—can enhance their legitimacy and effectiveness.
When school boards actively seek to redistribute power and involve the public more directly, what happens? Is there genuine appetite among community members to engage? Does this redistribution of power lead to better policy decisions? And most importantly, does it translate into improved student outcomes, such as better academic performance or greater equity in education?
Beyond the local level, I also explore national political issues, particularly the politicization of education. I’m interested in the gap between politically charged debates and the realities of everyday schooling. For instance, I’m often asked to comment on polarizing topics like charter schools, the U.S. Department of Education, or “culture war” issues in education. While these debates dominate headlines and opinion pieces, they often feel disconnected from the urgent challenges faced by schools and families.
When you step into a middle school in an urban or suburban community serving students of color or low-income households, the concerns are strikingly different. Families are grappling with practical challenges: children who are several grade levels behind in reading or math, a lack of engaging after-school programs that offer both enrichment and safety, and the need to create educational environments that celebrate and amplify students’ cultural identities. These are the issues that matter most to parents, teachers, and administrators, yet they rarely feature in our national policy debates.
To me, understanding both ends of this spectrum - the high-level political narratives and the on-the-ground realities - is essential. Highlighting the distance between the two isn’t just an academic exercise; it’s a call to action. Our education system will reach its potential on the day when national conversations truly reflect and address the deepest needs of our communities. Bridging this gap is one of the most pressing challenges in education, and my work is committed to advancing that effort.
Sumit Karn (Office of the VDR): Looking ahead, are there other areas of research you are considering?
Dr. Jonathan Collins: Recently, I have been exploring technology. In my lab, along with my former student, we have been developing a prototype tech platform to improve parent and community engagement in education.
Research consistently shows that parental involvement is one of the strongest predictors of academic success. Yet, with the decline of social capital (from Robert Putnam’s work) - our sense of collective engagement - it is becoming harder to foster community involvement. Our platform aims to address this by enabling communities to communicate their priorities and concerns to school boards and districts more effectively.
We are working towards creating a form of digital democracy at the community level, which I believe can help schools function more efficiently.
Sumit Karn (Office of the VDR): Reflecting on your academic journey, were there specific experiences or individuals who inspired you to become an educator or researcher?
Dr. Jonathan Collins: Yes, my undergraduate advisor was one of the most influential people who inspired me to become an educator and researcher. I attended Morehouse College, a historically Black, all-male institution in Atlanta. When I started, I thought I wanted to go to law school and become a lawyer. Coming from a first-generation college background, that path seemed both admirable and achievable. My grandfather was the only other person in my family who had attended college, doing so later in life after serving in the military and using the GI Bill. My mother also started college but paused her education before returning to finish when I was in high school. So, while I had some exposure to higher education, I was the first in my family to follow the traditional route - graduating high school, attending college for four years, and completing my degree.
Initially, law school felt like the right choice. After my freshman year, I participated in a pre-law program at the University of Iowa Law School. It was designed to encourage students of color to pursue careers in law. The program offered a condensed, immersive experience that simulated law school. We briefed cases, engaged in the Socratic method during daily classes, and met professionals in various legal fields, including corporate lawyers. We even visited law firms. By the end of the program, I felt confident that I was capable of succeeding in law school - but I realized I didn’t enjoy it.
When I returned to Morehouse, my academic advisor, Dr. Delores Stephens, changed the trajectory of my life. I was an English major, and I often arrived to class early to ask questions about the readings. One day, she said, "You seem like a pretty curious person. Have you ever thought about pursuing a PhD?" At the time, I had no idea what that entailed or what a career in academia looked like. She invited me to meet with her, and during that conversation, she explained what academics do—research, teaching, and the pursuit of knowledge.
What stood out to me most during that meeting was her opening question: What are you interested in? That question resonated deeply. For the first time, I felt a sense of autonomy in my education. My interests and passions could be the foundation of my work. Dr. Stephens also encouraged me to join the Mellon Mays Undergraduate Fellowship program, which further exposed me to the world of research and academia. At the time, I pursued a project related to African American literature, which was far removed from the work I do now. Still, that initial spark of curiosity set the stage for everything that followed.
That pivotal moment shaped my career and the joy I find in it to this day. Academia has allowed me to focus on what I am passionate about, to pursue questions and ideas that inspire me, and to contribute meaningfully to others. I approach my work with love, empathy, and a commitment to creating opportunities for those who don’t always have access to them. I also strive to ensure that resource-rich institutions can positively impact their communities. Ultimately, everything I do starts with that simple but profound question: What are you interested in? Answering that question continues to guide my path, and I have been enjoying it ever since.
Sumit Karn (Office of the VDR): What significant challenges have you faced during your academic career, and how did you overcome them?
Dr. Jonathan Collins: There have been challenges at every step of my academic journey. When I first applied to PhD programs, I was rejected by every single one of them. That was a tough blow. I ended up enrolling in a master’s program, which gave me the opportunity to reapply later. I managed to complete the master’s degree in just one year and then transitioned into the PhD program at UCLA, where I had been pursuing my master’s.
Still, at every stage, rejection and obstacles have been constants. That’s what I believe separates people in this industry: the ability to get comfortable with being uncomfortable. You have to develop resilience and learn to accept failure. What makes failure so difficult, though, is how much you care. You pour so much time, energy, and effort into your work, only to face setbacks.
For example, even after getting into the PhD program, I struggled. We had to complete field exams, and I spent an enormous amount of time preparing for my first one - only to fail it. That failure put me on academic probation, and I was on the brink of being pushed out of the program. I had to regroup, figure out what went wrong, and make a plan to improve. I had to learn how to situate my ideas within the existing literature, how to design research questions that made sense, and how to articulate my analytical approach clearly. These might seem like small things, but they are foundational to producing high-quality scholarship.
It was through constant failure that I came to understand these lessons. Whether it was failing the field exam, submitting papers for publication and being rejected over and over again, or facing other setbacks, I learned that this profession is often thankless. You lose far more often than you win.
To survive - and thrive - you have to find joy in the process itself. The victories, like publications or CV accomplishments, are fleeting. What truly matters is your research and what you’re trying to say with it. A publication isn’t the ultimate goal; it’s just one piece of your broader intellectual contribution. As long as you’re able to continue saying what you want to say and pursuing the questions that matter to you, you’re on the right path.
The other achievements - the publications, the recognition - they will come. But they are not the point. The journey, the learning, and the process of contributing meaningfully to the field are what sustain you.
Sumit Karn (Office of the VDR): What do you enjoy most about being at Teachers College?
Dr. Jonathan Collins: It is really the collection of everything. This is the dream. If you had gone to first- or second-year PhD student Jonathan and asked, “If this all works out exactly how you want it to, what would that look like?” it would be this.
I am at the most historic institution for the study of education, in arguably the greatest city in the world. I am here with my family, living a very communal and fulfilling life. My colleagues are incredible - all who’s who in the field. The students are amazing, deeply inquisitive, and here for the right reasons. At Teachers College, the students aren’t looking for a simple resume boost; they are here because they genuinely care. They want to be challenged, to make a difference, and they look to the faculty to help them reach those goals.
That’s what you want as an educator - to work with people who share that passion, who still carry within them the spark of that idealistic child who believed they could change the world. That spark should never fade. Here, I see it all the time, especially in the students. Sure, people can become jaded or discouraged, especially in today’s world. But when you give these students an opportunity to show you why they’re here, they almost always rise to the occasion.
There is this underlying, unshakable belief that we can change the world. It might sound cheesy when you say it out loud, but when you see it in action, it is truly beautiful!
Sumit Karn (Office of the VDR): What advice would you give to faculty and students at Teachers College?
Dr. Jonathan Collins: Take full advantage of the opportunities you have access to here. Anything you can imagine wanting to be a part of - there is likely an entry point for it from this position. Just by walking through the door, you are granted a certain credibility. It is up to you to live up to that, and that is where the hard work comes in: being prepared, producing high-quality work, and showing your dedication. The access is here, but it is up to you to make the most of it.
Don’t be afraid to put yourself out there. Build connections with organizations, governments, nonprofit leaders - people and groups who are doing incredible work. This is a place where you can engage with and collaborate alongside those who are making a real impact. The potential is limitless, and while I feel like I am only scratching the surface myself, that is what I would advise others to focus on: lean into the opportunities, take risks, and forge meaningful connections.
Another thing I would strongly recommend is taking time to appreciate Harlem and the Harlem community. Coming from a background as a student of African American literature, I’ve grown to deeply value what Harlem represents and continues to represent in shaping America. This is the epicenter of Black art, culture, and some of the most groundbreaking social, political, and artistic ideas in our nation’s history.
I would encourage everyone to think Teachers College - not an institution situated on the Upper West Side but in close proximity to Harlem - to embrace and engage with this rich cultural and historical legacy.
Sumit Karn (Office of the VDR): Outside academia, what are your hobbies and interests?
Dr. Jonathan Collins: I love spending time with my family. Being a dad is incredibly fulfilling. I also enjoy running, biking, and engaging in cultural activities around the city.
Sumit Karn (Office of the VDR): Can you share a fun fact about yourself?
Dr. Jonathan Collins: I am technically a first-degree black belt in karate.
Sumit Karn (Office of the VDR): What book are you currently reading, and what music are you listening to?
Dr. Jonathan Collins: Right now, the book I am reading is my own because I am working to finish it. As for music, I have been listening to a lot of Kendrick Lamar lately. I first started listening to him during grad school, when I was living in LA and he was emerging as an artist. His first album became a kind of soundtrack to what I was experiencing at the time.
Kendrick’s music is cathartic for me because of how he approaches his work - it mirrors what I try to do with mine, which I also consider a form of art in its own way. Like Kendrick, I aim to be thoughtful and reflective about my community, introspective about my own shortcomings, and always striving to be better. Kendrick challenges himself and his audience to uphold the same high standards. He holds up a mirror to himself, asking hard questions, and expects his listeners to do the same.
I try to embody that ethos in my teaching and research. I push myself to be the best version of who I can be, while also being critical of the systems and communities I feel have been neglected or underserved. I challenge my students - and myself - to rise to the occasion, because we need to be excellent. Collective action, a central framework in political science, is one of my guiding principles. To achieve public goods that benefit everyone, we must hold ourselves accountable, remain committed to perfecting ideas, and resist the temptation to cut corners.
For students, it can not just be about grades or superficial achievements. Excellence requires us to dig deeper and do the hard work, because the communities we serve need us to be our best. That is the same message I hear in Kendrick’s music, and it is the same message I strive to convey in my work.