Dr. Newman

Contact Information

Email: cbnewman@fullerton.edu

Phone: 657-278-7980

Dr. Christopher Newman

Associate Professor


Christopher B. Newman, Ph.D., is Associate Professor at California State University Fullerton in the College of Education Department of Educational Leadership. Prior to joining the faculty at CSUF he was a professor at the University of San Diego and Azusa Pacific University. Formerly, he served as Chair of the American Educational Research Association (AERA) Multicultural/Multiethnic Education: Theory, Research and Practice Special Interest Group. In April of 2019, Dr. Newman was awarded the “Carlos J. Vallejo Memorial Award for Exemplary Scholarship” by the American Education Research Association’s Multicultural Education Special Interest Group. He has also been recognized for his excellence in teaching and mentorship and was awarded the University of San Diego School of Leadership and Education Sciences “Outstanding Faculty Recognition for Teaching Award” in 2014 and he is the back-to-back recipient of the USD Faculty Trailblazer Award in 2017 and 2018. 

His research focuses primarily on outcomes, inequities, and undergraduate student experiences in Science, Technology, Engineering and Mathematics (STEM). Additionally, he has interests in multicultural education in global contexts. Dr. Newman has served as a consultant to the National Science Foundation's (NSF) Colloquy on Minority Males and is regularly an NSF grant proposal review panelist. Utilizing critical, leadership and organizational change theoretical perspectives, Dr. Newman has worked with colleges and universities in the USA and abroad as they prepare for diversity, inclusion, equity, and/or racial justice initiatives. He has presented over 40 papers and symposia at well-regarded national and international conferences including AERA, American Association for the Advancement of Science (AAAS), Understanding Interventions, National Society for Black Physicists (NSBP), Association for the Study of Higher (ASHE), and United Arab Emirates University Innovation and Research for Education Excellence conference to name a few. He has co-authored a book, Global White Supremacy: Anti-Blackness and the University as Colonizer (Rutgers University Press).

He has also co-edited 3 books including, Multiculturalism in Higher Education: Increasing Access and Improving Equity in the 21st Century (Information Age Publishing). His research has appeared in the Journal of Women and Minorities in Science and Engineering, Journal of Research in Science Teaching, Journal of STEM Education, Journal of Multicultural Education, Teachers College Record, the Journal of Social Issues, American Behavioral Scientist, The Journal of Negro Education, and Urban Education, among others.


PhD, Higher Education and Organizational Change, University of California, Los Angeles

MA, Higher Education and Organizational Change, University of California, Los Angeles

MA, Leadership Studies, University of San Diego

BA, Sociology, University of California, Santa Barbara

Research Areas

  • Access, Equity, Diversity, and Inclusion in STEM
  • Global Education Policy for Access and Equity


  • Collins, C., Newman, C. B., & Jun, A. (2023). Global White Supremacy: Anti-Blackness and the University as Colonizer. Rutgers University Press.
  • Newman, C. B., Jun, A., & Collins, C. S. (2022). White Diasporas, Anti-Blackness and Universities in the Global South. Annual Review of Comparative and International Education (pp. 59-77).
  • Newman, C. B. (2020). Corporate internships, undergraduate research, and finances: Successful African American engineers’ consideration of immediate workforce entry or graduate school. Journal of STEM Education, 21(1), 58-64.
  • Platt, S. C., Hilton, A. A., Newman, C. B., & Hinnant-Crawford, B. (2020). Multiculturalism in Higher Education: Increasing Access and Improving Equity in the 21st Century. Charlotte: Information Age Publishing.
  • Sanchez, M., Hypolite, L. I., Newman, C. B., & Cole, D. (2020). Black women in STEM: The need for intersectional supports in professional conference spaces. Journal of Negro Education, 88(3), 297-310.
  • Hinnant-Crawford, B., Platt, S, Newman, C. B., & Hilton, A. A. (Eds.). (2019). Comprehensive Multicultural Education in the 21st Century: Increasing Access in the Age of Retrenchment. Charlotte: Information Age Publishing.
  • Cole, D. G., Newman, C. B., Hypolite, L. I. (2019). Sense of belonging and mattering among two cohorts of first-year students participating in a Comprehensive College Transition Program (CCTP). American Behavioral Scientist, 64(3), 276-297.
  • Wood, J. L., & Newman, C. B. (2017). Predictors of faculty-student engagement for Black men in urban community colleges: An investigation of the Community College Survey of Men (CCSM). Urban Education, 52(9), 1057-1079.
  • Newman, C. B. (2016). Minority engineering programs at the multiculturalism crossroads: A multiple case study of two historically White public research universities. Journal for Multicultural Education, 10(2), 217-233.
  • Harper, S. R., & Newman, C. B. (2016). Surprise, sensemaking, and success in the first college year: Black undergraduate men’s academic adjustment experiences. Teachers College Record, 118(8), 1-30.
  • Newman, C. B. (2015). Rethinking race in student-faculty interactions and mentoring relationships of African American undergraduate engineers and computer science majors? Journal of Women and Minorities in Science and Engineering, 21(4), 323-346.
  • Newman, C. B., Wood, J. L., Harris, F. (2015). Black Men’s Perceptions of Sense of Belonging with Faculty Members in Community Colleges. Journal of Negro Education, 84(4), 564-577.
  • Wood, J. L., Newman, C. B., & Harris, F. (2015). Self-efficacy as a determinant of academic integration: An examination of first-year Black males in the community college. Western Journal of Black Studies, 39(2), 3-17.
  • Harris, F., Wood, J. L., & Newman, C. B. (2015). An exploratory investigation of the effect of racial and masculine identity on focus: An examination of White, Black, Mexicano, Latino, and Asian men in community college. Culture, Society & Masculinities, 7(1), 61-72.
  • Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups? Journal of Research in Science Teaching, 51(5), 555-580.
  • Newman, C. B. (2011). Engineering success: The role of faculty relationships with Black collegians. The Journal of Women and Minorities in Science and Engineering, 17(3), 193-207.
  • Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P. (2011). “We Do Science Here”:  Underrepresented Students’ Interactions with Faculty in Different College Contexts. Journal of Social Issues, 67(3), 553-579.
  • Harper, S. R., & Newman, C. B. (Eds.). (2010). Students of color in STEM. New Directions for Institutional Research, No. 148. San Francisco: Jossey-Bass.