Ramon M. Griffin is a native of Ford Heights, IL, a small town once known as the “poorest suburb” in the United States of America. It was there that Ramon was labeled at-risk and exposed to true poverty, low quality school systems, widespread community violence and many other chronic environmental stressors. Due to his surroundings, he struggled to gain access to the many pockets of academic knowledge and social networks that his counterparts in adjacent towns possessed. Thus, to overcome the structural impediments, Ramon exhibited perseverance, fortitude, willpower, and mental toughness in every facet of his life. While his circumstances were challenging and daunting to many, Ramon remained hopeful and relished the opportunity to prove that roses could be cultivated in the harshest terrain. The hidden curriculums in Ford Heights as well as his educational and professional training have afforded him unique non-cognitive skills, unmatched life experiences, and critical indigenous knowledges that have not only helped him navigate the world as a racially and emotionally conscious being, but as a resilient and transcendent leader that promotes boundary spanning and the dissection of cultural identity.
Ramon M. Griffin holds a Ph.D. in K-12 Educational Administration from Michigan State University (MSU). Prior to his studies at MSU, Ramon proudly graduated from Dillard University in New Orleans, a Historically Black College and University (HBCU) double majoring in Sociology and Criminal Justice. Shortly thereafter, Ramon attended the University of Nebraska School of Law where he learned ample about the United States Legal System, but even more about himself, trauma, failure, ministry and purpose. These serendipitous life lessons and realities served as the impetus for Ramon to lead a life of advocacy, servanthood, engagement and fearlessness. Over the next few years, Ramon would serve as a detention and probation officer in post-adjudicated facilities for juveniles as well as a teacher and administrator in several Charter Management Organizations (CMO) in urban cities like Houston, New Orleans and Detroit. He also enjoyed a brief leadership role as Program Director for an educational scholarship program called Boys Hope Girls Hope.
Ramon’s childhood experiences and varied professional landscapes contribute greatly to his interdisciplinary and comprehensive approach to educating youth as well, particularly youth of color plagued by poverty and chronic traumatic stressors. Therefore, his research interests includes the Sociology of K-12 Education and Urban Education Reform, “No Excuses” Discipline, How Mental Health Issues and Exposure to Trauma Impacts Academic Achievement, Urban Community Engagement and the School to Prison Pipeline to name a few. To date, Ramon has presented his work at the Albert Shanker Institute in Washington D.C., the University Council for Educational Administration (UCEA), the Northeastern Educational Research Association (NERA) and many other research conferences around the country. Ramon is very active with the American Educational Research Association as well (AERA). He has held numerous leadership positions within the organization from Newsletter Chair to Division A Connect Series Co-Chair. Most recently, he was appointed the AERA Graduate Student Program Chair for the 2017 AERA National Conference in San Antonio. Ramon was a 2015 Chicago Cohort Education Pioneer and a 2016 UCEA Barbara Jackson Scholar Alumni. His educational writings have been featured in the Washington Post as well as international academic blogs like Cloaking Inequity, Edushyter and Diane Ravitch’s blog, to name a few.
Ramon’s dissertation explored the emotional and psychological effects of cumulative trauma exposure on four Black males who attended a ‘No Excuses’ charter school. The other strand of his dissertation work examined how exposure to cumulative trauma influenced the disciplinary decision making of Deans and other administrators who managed school culture at ‘No Excuses’ charter schools. Currently, Ramon is pursuing career opportunities in the education sector as well as opportunities within the non-profit and philanthropic sectors. He hopes to strategically impact urban communities with his diverse skill sets and to create equitable educational policies for students who are disadvantaged and disenfranchised.