University of Illinois at Chicago

Catherine Main is a member of the Education and Learning working group. She is a senior lecturer in the College of Education at the University of Illinois at Chicago, where her clinical and research interests focus on developing early childhood educators to serve in under-resourced, urban environments.

She has more than 20 years of teaching experiences in preschool, kindergarten, primary grades, and university settings. Her work includes innovative and responsive program development in Early Childhood Education at UIC. Main designed and developed a Blended Early Childhood/Early Childhood Special Education program and an Early Childhood Alternative certification program. She provides consultation, professional development, and program evaluation services for a variety of organizations and regularly presents her program work at national conferences and as an invited speaker at local conferences. Main also serves on several advisory groups and boards including the Illinois Early Learning Council Program Standards and Quality Committee, the Harold Washington Chicago Community College Child Development Program Advisory Board, and is a member of the Illinois Articulation Initiative Early Childhood panel.  She is co-chair of the Illinois Higher Education Learning and Professional Development Work Group, the lead on the state team participating in the National Academy of Sciences (NAS) Innovation to Incubation (i2I) program focusing on Transforming the Early Childhood Workforce, and the current President of Illinois Association for Early Childhood Teacher Educators (ILAECTE).

Christopher Z. Mooney is the W. Russell Arrington Professor of State Politics in the Political Science Department at the University of Illinois at Chicago. Professor Mooney served as director of IGPA from 2013 through 2017, and from 2004-2013, he was an IGPA faculty member at University of Illinois at Springfield. Mooney studies comparative U.S. state politics, with special focus on state legislatures, and he is a noted expert on term limits. Since 2010, the American Political Science Association’s State Politics and Policy section has awarded the annual Christopher Z. Mooney Prize for the best dissertation the field. In 2012, Professor Mooney was awarded that section’s Career Achievement Award, and in 2017, he was elected to a two-year term as its president.

The main focus of Professor Mooney’s research involves the study of state politics and policy in the United States. In particular, his work deals with state legislatures,, lawmaking, and morality policymaking. He is currently working on a long-term project exploring how state legislators think about cause and effect in public policy. He also is the co-author of one of the leading undergraduate textbooks in his field, State and Local Politics: Institutions and Reform, published by Wadsworth/Cengage.

Maria Krysan focuses her research on racial residential segregation and racial attitudes. She is the primary author of Trends in Racial Attitudes, a website that compiles results of several national surveys that have been tracking Americans’ racial attitudes from as early as the 1940s. Professor Krysan's investigations of these substantive issues often connect to methodological questions about how to study this sensitive area of social life. She combines standard closed-ended survey analysis with mode of administration experiments, analyses of open-ended survey questions, focus groups, and in-depth interviews. In addition to an edited volume with Amanda Lewis, The Changing Terrain of Race and Ethnicity, her most recent work has appeared in the American Journal of Sociology, Social Forces, Social Science Research, Social Problems, and The DuBois Review. Her work has been funded by the National Science Foundation, National Institutes of Health, Russell Sage Foundation, and Ford Foundation.  Her most recent work focuses on understanding the causes of residential segregation, particularly as viewed through the question of how people end up living where they do.

Rachel Gordon chairs IGPA’s Working Group on Education and Learning. Her research broadly aims to measure and model the contexts of children and families’ lives, often using longitudinal data sets. She has examined numerous contextual and social factors that affect children and families. Some of her work examines the use of child care and preschool quality measures for high-stakes policy purposes, the health outcomes of child care and maternal employment, and the implications of teenagers’ looks for their social and academic achievement. Other work in this area has examined the association between community context and child well-being, the relationships between youth gang participation and delinquency, the causes and consequences of grandmother co-residential support for young mothers, and the evaluation of an innovative job program for young couples.

Professor Gordon has received extensive funding from numerous sources and is currently Principal Investigator (PI) on three external grants from the National Science Foundation and the National Institute of Child Health and Human Development. Gordon's recent research has examined two widely used measures of quality -- the Early Childhood Environment Rating Scale-Revised (ECERS-R) and Classroom Assessment Scoring System (CLASS) -- including their structural validity (dimensions of each scale), response process validity (order, fit and separation of items along underlying dimensions), and predictive validity specific to cutoffs defined in policy system (Quality Rating and Information Systems; Head Start Recompetition). She and her collaborators studied these aspects of validity across over a dozen datasets, using meta-analyses to systematically accumulate results. Their latest efforts in this vein are harmonizing measures of behavioral health in two large nationally representative datasets. Another stream of research contributes to the growing body of research on physical attractiveness as a source of social stratification with wide implications for health, akin to more frequently studied factors like race and gender. Based on the Study of Early Child Care and Youth Development, the project created and analyzed the largest-ever public repository of physical attractiveness ratings for a cohort from birth into young adulthood. New work in this line is comparing interviewer- and self-ratings of skin tone to direct assessments made with handheld devices and examining how each associates with personal identities and social inequalities.