Jennifer studies work and organizations from a sociological perspective — i.e., with a focus on structures of social inequality (by race, class, gender) and the organizational practices that generate them. An organizational ethnographer, she examines how structures and practices in schools shape teachers’ and other school personnel’s behavior, attitudes, and social interactions. To date, Jennifer’s research focuses on teachers’ work processes and outcomes, especially interracial relations, coworker support, job satisfaction, and turnover. Her dissertation project was a multi-site study that uncovered the role of principal practices in creating or hindering teachers’ social networks, and thereby also teachers’ access to workplace resources. Her other research examines urban teachers’ job reward bundles as predictors of turnover, early childhood teachers’ identity strategies for safeguarding dignity at work, the role of organizational justice in predicting teacher trust, and determinants of state-level adoption of alternative teacher certification laws. She is currently working on two studies about principal compensation and evaluation, as well as a vignette study examining teacher-principal social interactions in the school workplace. Previously, Jennifer was an IES Postdoctoral Fellow at Vanderbilt University. She received her PhD in Sociology from Emory University. Prior to graduate school, Jennifer taught in a public, urban high school for three years.