William Tate

William F. Tate

​Dean of the Graduate School of Arts & Sciences
Vice Provost for Graduate Education
Professor of Education and of African and African-American Studies
Edward Mallinckrodt Distinguished University Professor in Arts & Sciences
PhD, University of Maryland

contact info:

mailing address:

  • CB 1183
  • ST. LOUIS, MO 63130-4899

As dean of the Graduate School of Arts & Sciences, William F. Tate awards all the master of arts and doctor of philosophy degrees at Washington University. The dean also works closely with the Olin Business School, the School of Engineering & Applied Science, the School of Medicine and the Brown School in supervising doctoral students in these schools’ PhD programs.

Professor Tate holds or has held other Arts & Sciences academic and research appointments including in Education, African and African-American Studies, American Culture Studies, Center for Applied Statistics and Computation, and Urban Studies. He has served as a member of the executive committee in three of the programs. His other university academic and research endeavors include serving as a participating faculty member in both the Institute for Public Health and Audiology and Communication Sciences program. He also served as a faculty fellow in the Office of the Provost and Executive Vice Chancellor for Academic Affairs.

He directs the Center for the Study of Regional Competitiveness in Science and Technology (CSRCST). Center researchers examine the alignment of people, policy instruments, and partnerships as well as other relevant factors associated with regional scientific and technological growth and production. Funding from the National Science Foundation and other agencies has supported the center’s programmatic and research agenda.

He has authored scores of scholarly journal articles, book chapters, edited volumes, monographs, and textbooks focused on (1) social determinants of science, mathematics, engineering, and technology attainment; (2) epidemiological models and geospatial applications with a focus on adolescent and child developmental outcomes; and (3) social development of youth in the context of urban communities. 

He is a past president of the American Educational Research Association (AERA).  In 2011, he was awarded fellow status in the Association. He served as an editor of the Association’s American Educational Research Journal (Teaching, Learning, and Human Development Section). Among his research awards and fellowships, he has been an Anna Julia Cooper Fellow at the University of Wisconsin – Madison, a Patricia Roberts Harris Fellow at the University of Maryland at College Park, and the recipient of an Early Career Award (AERA) and Outstanding Scholar Awards (SIG: Research Focus on Black Education and the University of Maryland). In 2010, he received a Presidential Citation from AERA for “his expansive vision of conceptual and methodological tools that can be recruited to address inequities in opportunities to learn.” He has completed post-doctoral training in psychiatric epidemiology in the Department of Psychiatry at the Washington University Medical School. He is a member of For The Sake of All research team, a multi-disciplinary group that is studying the health and well-being of African Americans in St. Louis.

Selected Publications

Tate, W. F. [Ed.] (2012).  Research on schools, neighborhoods, and communities: Toward civic responsibility. Lanham, MD: Rowman and Littlefield.

Hogrebe, M. & Tate, W. F.  (2012).  Research and geospatial perspective: Toward a visual political project in education, health, and human services. Review of Research in Education, 36, 67-94.

Tate, W. F. (2012).  Pandemic preparedness: Using geospatial modeling to inform policy in systems of education and health in metropolitan American. In W. F. Tate [Ed.], Research on schools, neighborhoods, and communities: Toward civic responsibility(pp. 411-430). Lanham MD: Rowman & Littlefield.

Tate, W. F. & Hogrebe, M. (2011).  From visuals to vision: Using GIS to inform civic dialogue about African American males.  Race Ethnicity and Education, 14(1), 51-71.

Frierson, H. and Tate, W. F.  (Eds.) (2011).  Beyond stock stories and folktales: African Americans paths to STEM fields.  United Kingdom: Emerald Press.

Tate, W. F., Anderson, C. R., King, K. [Eds.] (2011).  Disrupting traditionPathways for research and practice in mathematics education.  Reston, Virginia: National Council of Teachers of Mathematics.

Artiles, A., Klingner, J. K., Tate, W. F. [Eds.] (2006). Representation of minority students in special education: Complicating traditional explanations, Educational Researcher, 35(6), 3-28.

Tate, W. F. & D’Ambrosio, B. S. [Eds.] (1997, January). Equity, reform, and research in mathematics education,  Journal for Research in Mathematics Education, 28(6), 650-782.

Tate, W. F. [Ed.] (1996, January). Urban schools and mathematics reform:  Implementing new standards, Urban Education30(4), 379-521.

Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility

Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility

Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility focuses on research and theoretical developments related to the role of geography in education, human development, and health. William F. Tate IV, the Edward Mallinckrodt Distinguished University Professor in Arts & Sciences at Washington University in St. Louis and former President of the American Educational Research Association, presents a collection of chapters from across disciplines to further understand the strengths of and problems in our communities.

Today, many research literatures—e.g., health, housing, transportation, and education—focus on civic progress, yet rarely are there efforts to interrelate these literatures to better understand urgent problems and promising possibilities in education, wherein social context is central. In this volume, social context—in particular, the unequal opportunities that result from geography—is integral to the arguments, analyses, and case studies presented. Written by more than 40 educational scholars from top universities across the nation, the research presented in this volume provides historical, moral, and scientifically based arguments with the potential to inform understandings of civic problems associated with education, youth, and families, and to guide the actions of responsible citizens and institutions dedicated to advancing the public good.