Beverly Faircloth

Teacher Education and Higher Education (TEHE) Department 
Beverly Faircloth

Associate Professor
Office: 484 SOE Building

Research Interest

Educational Psychology, Learning Sciences, Student Belonging, Student Identity, Student Culture, Adolescent Development, Motivation, Sociocultural Theory


  • Ph.D. Educational Psychology, University of North Carolina at Chapel Hill, 2006
  • Master of Education, North Carolina State University, Raleigh, NC, 1981
  • B.A. Psychology, Wake Forest University, Winston-Salem, NC, 1978


Dr. Faircloth is an associate professor of Educational Psychology and coordinates both the Middle Grades Teacher Education program and the M.Ed. Concentration in Learning Sciences at UNCG. Her research explores the ways that adolescents’ identities, cultures, communities, and voices can leverage an empowering sense of belonging. She partners with teachers and adolescent students at diverse, high needs schools to co-construct transformational learning spaces. Her recent research has expanded to explore belonging among the growing population of refugee youth in the Greensboro area. In 2015, Dr. Faircloth was awarded the Teaching Excellence Award for the UNCG School of Education.  Prior to pursuing graduate work, she taught middle school and served as a curriculum facilitator in North Carolina schools. In her spare time, she enjoys surfing, being creative, and trying to keep up with her three daughters.

Link to Dr. Faircloth’s CV


Fairbanks, C., Faircloth, B., Gonzalez, L., He, Y., Tan, E., & Zoch, M. (in press 2017). Beyond commodified knowledge: The possibilities of powerful community learning spaces. In P. Portes & S. Salas (Eds.), Latinization of K-12 communities: National perspectives on regional change. Albany, NY: SUNY Press.

Tan, E., & Faircloth, B. (2015). “I come because I make toy”: Examining nodes of criticality in an afterschool Science & Engineering (SE) club with refugee youth. In Sherry Marx & Stacie L. Gregory, (Editors). Qualitative Research in STEM. Routledge.

Cooper, J., Faircloth, B., Wilson, H., DeCosta, N., Ridley, K., Harris, D., & Weisner, S. (2014). Our students and the “School to Prison Pipeline”. In Janet C. Richards, Ph.D. and Kristien Zenkov, Ph.D. (Ed.s). Social Justice, the Common Core, and Closing the Instructional Gap: Empowering Diverse Learners and Their Teachers. Charlotte, NC: Information Age Publishing.

Faircloth, B., & Miller, S. (2013). Adolescents crafting a place to belong at school. A. Cohan & A. Honigsfeld (Eds.). Breaking the Mold of Classroom Organization and Management: Innovative and Successful Practices of Engagement, Motivation, and Student Empowerment for 21st Century Schools. Lanham, MD: Rowman and Littlefield.

Faircloth, B. S. (2012). ‘‘Wearing a mask’’ vs. connecting identity with learning. Contemporary Educational Psychology, 37, 1-9.

Faircloth, B., & Miller, S. (2011). Enriching, enabling, & empowering education: Insights from Brophy’s legacy. Theory Into Practice, 50, 1-7.

Faircloth, B.S. (2011). Adolescent sense of school belonging. The Encyclopedia of Adolescence. New York: Springer Publishing, 1-9.

Fairbanks, C., Duffy, G., Faircloth, B., He, Y., Levin, B., Stein, C., & Rohr, J. (2010). Beyond knowledge: Why some teachers resist procedural teaching. Journal of Teacher Education, 61 (1-2), 161-171.

Faircloth, B.S. (2009). Making the most of adolescence: Harnessing the search for identity to understand classroom belonging. Journal of Adolescent Research. 24(3), 321-248.