In 2021, the Flood Center developed the Flood Center Educational Equity Fellowship Program to develop a more representative legislative and policy-making workforce. This fellowship is specifically geared to recruit graduate students who are members of traditionally underrepresented groups in careers related to education and policy.
To create this pipeline, the Flood Center supports each Fellow in their work by providing professional experience through Flood Center policy and programmatic efforts, a monthly stipend, and learning opportunities through the Dudley Flood Center’s Equity Core Network and Equity Education programming. Each Fellow ends the fellowship having developed key professional skills as well as an understanding of the following topics:
- History of educational inequities in North Carolina
- Current education inequalities facing North Carolina schools and districts
- Roles and responsibilities of of the NC General Assembly, State Board of Education, and Local School Boards in Education
Since developing the Flood Educational Equity Fellowship program in 2021, the Flood Center has supported four Equity Fellows who have substantially contributed to the Flood Center’s programmatic and research efforts.
2022-2023 Flood Center Fellows
Dramaine Freeman is a native of eastern NC and has over twenty years of experience in education, including teaching, tutoring, counseling, and administration. He received his Bachelor of Science degree in Electronics and Computer Technology from North Carolina Agricultural and Technical State University. His passion for ensuring that all students have someone in their corner to support them and advocate for their hopes and dreams inspired him to further his education. He obtained a Master’s in Education from the University of Phoenix, followed by a Master’s in Administration and Educational Specialist licenses from Appalachian State University.
He is currently a doctoral student at Appalachian State University because he believes in continual learning and wants to understand educational structures that impact minority students and Black male leadership. He has participated in a New Leaders cohort, a program for assistant principals to learn how to remove barriers to success for underestimated and underserved students and support students in fully realizing their futures as the next generation of great thinkers, innovators, and leaders for our society. As a school administrator, he has planned and implemented diversity, equity, and inclusion practices, math curriculum changes, and cultural shifts at both school and district levels. Throughout his career, he has impacted school outcomes through effective organization, prioritization, and execution of key projects. The learning from New Leaders and school administration and being a part of committees for change continue to inspire him to do the work of positively impacting students’ and families’ lives as they transition through k-12 education.
Amber B. Sansbury is a PhD Candidate in Education at George Mason University (Fairfax, VA). She deeply believes in Black young children’s agency in their learning, evolving in asset-rich families, and development during the early childhood years (birth- age 8). Her own research examines the relational goals of African American teachers and African American families and the ways in which these goals support- or hinder- African American preschool children’s racial identity (e.g., parent-teacher relationships and family engagement) across program and home environments. Her work can be found in the Early Childhood Research Quarterly, Policy Insights from the Behavioral & Brain Sciences, Handbook on the Science of Early Literacy, Virginia Teacher Educators’ Journal, Researchers Investigating Sociocultural Equity and Race (RISER) Network, and the Educare Learning Network. She brings more than thirteen years of community organizing and policy experience in the implementation of Every Student Succeeds Act provisions on family engagement, high-quality preschool, and Title I school improvement- key areas in the Study Group XVI report on the Leandro ruling. These Dudley priorities contextualize the impact of resegregation on North Carolina’s early care and education and public school systems.”
Amber Brenae Sansbury