Pamela Nicholas-Hoff

Postdoctoral Research Associate

  • Ph.D, Curriculum and Instruction, University of Virginia
  • M.Ed., Physical Education, University of Virginia
  • B.S., Middle School Education, University of Virginia

Pamela Nicholas-Hoff earned a Ph.D. in Curriculum and Instruction from the University of Virginia. For her dissertation research, she analyzed federally funded, national datasets to study the relationship between school racial composition and rates of out-of-school suspension across the Obama and Trump administrations. She also presented a more comprehensive theory explaining how anti-Black racism and White supremacist beliefs contribute to disproportionate rates of out-of-school suspension.

While a doctoral student, Pamela received the Snyder-Crumpacker Graduate Fellowship, the Jessie C. Carpenter Award, and an American Educational Research Association-National Science Foundation Dissertation Grant. She was also inducted into the Raven Society. In addition to her membership in the American Educational Research Association and the Society for Research in Child Development, Pamela was active in several University organizations that focus on equity and inclusion, including the School of Education and Human Development Student Advisory Board, the Black Scholars Writing Group, SEEDSforChange, and Discussions On Race and Equity.

Pamela holds a Virginia Postgraduate Professional Teaching license and is a certified Cultivating Awareness and Resilience in Education facilitator. While a doctoral student, she taught Mindfulness in Health and Human Development and, under the supervision of Dr. Tish Jennings, Mindfulness for Teachers. She is currently teaching Mindfulness for Teachers and Teaching Social and Emotional Learning.

Working with Dr. Nancy Deutsch and Dr. Tish Jennings, Pamela supports the research initiatives of Youth-Nex and the Department of Curriculum, Instruction, and Special Education. Her research interests focus on utilizing mindfulness-, compassion-, and equity-based practices as interventions to reduce implicit bias and discipline disparities.