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Dr. Elizabeth K. DeMulder
PhD, St. John's College, Cambridge University, England
Professor Emerita of Education
Transformative Teaching

Contact Information

Send email to Dr. DeMulder

Phone: (703) 786-6499
Fax: (703) 993-9380

George Mason University
Fairfax Campus
Thompson Hall
4400 University Dr.
MS 1E8
Fairfax, VA 22030


Elizabeth DeMulder is Professor Emeriti of Education at George Mason University. She was the Academic Program Coordinator of Transformative Teaching (TT), a professional development master's degree program for practicing educators housed in George Mason University’s College of Education and Human Development. She earned a Ph.D. in Developmental Psychology from St. John's College, Cambridge University. Dr. DeMulder was a Staff Fellow at the National Institute of Mental Health and initially joined George Mason University under the auspices of the National Science Foundation's Visiting Professorships for Women Program. Dr. DeMulder’s research concerns the study of interpersonal relationships in educational contexts, young children’s development and early education, and teacher professional development focusing on critical pedagogy, antiracism and social justice issues. She has been involved in community-based action research in Fairfax County, Alexandria and in South Arlington, where she developed a family-centered preschool program for low-income, immigrant families as a university/community partnership. Dr. DeMulder co-wrote the book Antiracist Professional Development for In-Service Teachers: Emerging Research and Opportunities (IGI Global 2020), co-edited the book Transforming Teacher Education: Lessons in Professional Development (Bergin and Garvey, 2001) and has published her research in a variety of professional journals, including Child Development, Developmental Psychology, the Journal of Curriculum and Instruction, the Journal of Praxis in Multicultural Education, Democracy and Education, Teaching and Teacher Education, Peace & Change, and Reflective Practice.

Research Interests
  • Critical pedagogy and equity-centered education
  • Antiracist and action research approaches in teacher professional development
  • Children’s social, emotional, and intellectual development and early education
  • Marginalized and minoritized families -- equity in and access to high-quality early care and education 
  • Qualitative and mixed methods research
Recent Publications


  • View, J.L., DeMulder, E.K., Stribling, S.M., & Dallman, L.L. (2020). Antiracist professional development for in-service teachers: Emerging research and opportunities. Hershey, PA: IGI Global Publishers.

Peer-reviewed journal articles:

  • Vesely, C.K., DeMulder, E.K.Sansbury, A., Davis, E., Letiecq, B.L., Willard, I., Goodman, R., & Amigas de la Comunidad. (2021). ‘A place where my children could learn to read, write, and play’: The search for early care and education among undocumented Central American immigrant mothers. Early Childhood Research Quarterly (56) 306-319.

  • Dodman, S.M., Swalwell, K., DeMulder, E.K., View, J.L., Stribling, S. (2021). Critical data-driven decision-making: A conceptual model of data use for equity. Teaching and Teacher Education (99), 1-12.

  • Dodman, S., DeMulder, E.K., View, J.L. (2020). Equity audits: Using data to make the Invisible visible. InterEd. Association for the Advancement of International Education. 48 (129), 14-18.

  • Dodman, S., DeMulder, E.K., View, J.L., Swalwell, K., Stribling, S.M., Ra, S. and Dallman, L.(2019). Equity Audits as a Tool of Critical Data-Driven Decision Making: Preparing Teachers to See Beyond Achievement Gaps and Bubbles. Action in Teacher Education, (41) 4-22.