Education

2007 MA：Education (Foreign Language Education), University of Kansas

2008 MA：Linguistics, University of Kansas

2012 Ph.D. : Educational Leadership and Policy Studies, University of Kansas

Emotional Involvement Matters: An Analysis of Parenting Patterns and Academic Outcomes of High School Students in 1980, 1990, and 2002. (Doctoral dissertation)

Professional Appointments

2009~2012  Research Assistant, Life Span Institute, University of Kansas

2012~2013  Research Associate, Life Span Institute, University of Kansas

2014~2016  SEL Coach and Facilitator, Bank Street College, New York, NewYork

2015~2017  Adjunct Assistant Professor, City University of New York

2015~2017  Research Associate, Research Foundation, City University of New York

2017~2021  SEL Coach and Facilitator, New York University, School of Medicine, Department of Public Health, 

              Center for Early Childhood Health and Development

2021~present   Associate Professor, Department of Social and Human Sciences, 

   Institute of Science Tokyo (formally known as Tokyo Institute of Technology until September 

   2024)

Research Interests

Diversity, Equity, and Inclusion (DEI), Social Emotional Learning (SEL), structural, institutional discrimination,

universal early childhood education policy,

Peer-reviewed Journal Articles

*Akaba, S., Peters, L. E., Liang, E., & Graves, S. B. (2022). Pre-K teachers’ professional identity development at 

community-based organizations during universal Pre-K expansion in New York City. International Journal of 

Child Care and Education Policy, 16(1), 6.

Liang, E., Peters, L. E., Akaba, S., Lomidze, A., & Graves, S. B. (2022). “If they have more work, they learn 

more”: parents’ views of their children’s learning experiences and homework in Pre-K settings. Early Years, 

42(3), 327-342.

*Akaba, S., Peters, L. E., Liang, E., & B Graves, S. (2020). Pre-K teachers’ perspectives on factors that 

influence their experiences through universal Pre-K policy changes in New York City. Journal of Early 

Childhood Research, 18(2), 143-158.

*Akaba, S., Peters, L. E., Liang, E., & Graves, S. B. (2020). “That’s the whole idea of college readiness”: A 

critical examination of universal Pre-K teachers’ understandings around kindergarten readiness. Teaching and 

teacher education, 96, 103172.
Liang, E., Peters, L. E., Lomidze, A., & Akaba, S. (2020). " I Like Being Involved in School Stuff": Mothers' 

Perspectives around Their Participation in Family Engagement in Universal Prekindergarten. School 

Community Journal, 30(1), 59-87.
Rury, J. L., & Akaba, S. (2014). The Geo-Spatial Distribution of Educational Attainment: Cultural Capital and 

Uneven Development in Metropolitan Kansas City, 1960-1980. Histoire & mesure, 1, 219-248.
Barker, R. M., *Akaba, S., Brady, N. C., & Thiemann-Bourque, K. (2013). Support for AAC use in preschool, and 

growth in language skills, for young children with developmental disabilities. Augmentative and Alternative Communication, 29(4), 　　

334-346.

Chapters 

*Akaba, S. (2025). Beyond Program Implementation: Building Adult SEL Capabilities.  In DeMartino 

and Fetman (eds). Demystifying Social Justice Education: Moving from Trendy to Transformative Equity and 

Justice Practices in Schools. Myers Education Press, Mar, 2025. 

Rury, J. L.,& Akaba, S. The Geo-Spatial Distribution of Educational Attainment: Cultural Capital and Uneven Development in Metropolitan Kansas City, 1960-1980 (2018). In Hodge and Gamson (eds) The Shifting Landscape of the American School District: Race, Class, Geography, and the Perpetual Reform of Local Control, 1935- 2015. Peter Lang Publishing, Inc. Feb, 2018.

Other publication

*赤羽早苗 & 榎原実香. (2025). 多文化共生に関する調査：本学の留学生の声にも着目して. FLS 言語文化論集『ポリフォニア』第 17 号, 8-106. 

*赤羽早苗. (2024). 大学教育におけるソーシャルエモーショナルラーニング(SEL)の実践：英語科目での事例. FLS 言語文化

論集『ポリフォニア』第 16 号, 95-116. 

*赤羽早苗. (2023). ニューヨーク市における SEL 教育 2 つの事例と今後の展望. In 日本教育心理学会総会発表論文集 第 65 

回総会発表論文集 (p. 150). 一般社団法人 日本教育心理学会.

*Akaba, S. (2023). A Comparative Study of ECE Policies in Tokyo and New York City. 日本教育学会大會研究発表要項, 82, 243-244.

Conference Presentations

*赤羽早苗 & 榎原実香. (2025). 多文化共生に関する調査：本学の留学生の声にも着目して. 大学教育学会大会, 2025.

田中智麻, 工藤潤, & 赤羽早苗. (2025). 社会インフラとしての大学教育の価値創造. 大学教育学会大会, 2025. 

*Akaba, S. (2025). Beyond Program Implementation: Building Adult SEL Capabilities. American Educational Research Association Focal Meeting in Denver, CO. April, 2025. 

*Akaba, S. (2025). "You are seen, you are heard, and you belong": Implementation of Social Emotional Learning in a College Setting. Asia-Pacific Network for Holistic Education, The 8th Roundtable meeting. Kyoto, Japan. Mar. 2025.

*Akaba, S. (2024).  (A Lack of) Diversity in Early Childhood Literature: A comparative study of the early childhood curriculum in New York City in 2019 and 2023. World Educational Research Association Focal Meeting in Manchester, England, Sep. 2024. 

*Akaba, S. (2024).  A Study of a Diversity, Equity, and Inclusion Program for College Students in Japan: Examination of the Program Design and Implementation Process. World Educational Research Association Focal Meeting in Manchester, England. Sep. 2024. 

*赤羽早苗 (2024). 大学教育におけるソーシャル・エモーショナル・ラーニング（SEL）の実践　―英語科での事例ー 日本教育 学会大会で発表.

*赤羽早苗 (2024). 大学教育におけるDiversity, Equity, and Inclusion 研修の開発と実践 ―ソーシャル・エモーショナル・ラーニング（SEL）の観点から― 日本教育学会大会で発表.

*Akaba, S. (2024).  Professional Identity of Early Childhood Educators during Universal Pre-K Policy Implementation: Case Studies on New York City and Tokyo. Conference Childhood, Education, & Society in Istanbul, Turkey, June. 2024. 

*Akaba, S. (2024).  An Examination of (a Lack of) Diversity in Early Childhood Education Literacy. Conference Childhood, Education, & Society in Istanbul, Turkey, June. 2024. 

*Akaba, S. (2023). A Comparative Study of Early Childhood Education Policies in Tokyo and New York City. World Educational Research Association, Nov, 2023.

*Akaba, S. (2023). An Examination of Diversity in Children’s Literature in Early Childhood Education Curriculum. World Educational Research Association, Nov, 2023.

*Akaba, S. (2023). A Comparative Study of Early Childhood Education Policies in Tokyo and New York City:東京都とニューヨーク市における幼児教育無償化制度の実装アウトカム比較研究.日本教育学会大会で英語発表.

*赤羽早苗 (2023). ニューヨーク市におけるSEL教育 ―2つの事例と今後の展望― 日本教育心理学会で発表.

*Akaba, S., Peters, L., Liang, E., Graves B. S.. (2019). The whole idea is college readiness”: Pre-K teachers’ conceptualization of kindergarten readiness., American Educational Research Association, Apr. 2019.

Peters, L., Liang, E., Graves B. S, Akaba, S. (2019). Teachers’ perspectives on the adoption of Authentic Assessment Systems in Universal Pre-K Programs, American Educational Research Association, Apr. 2019.

*Akaba, S., Peters, L, Liang, E., Graves, B. S.. (2019). “I do what I am told to”: Pre-K teachers’ professional identity development at community- based organizations during UPK expansion, American Educational Research Association, Apr. 2019.

*Akaba, S., Liang, E., Lomizde, A., Tauste, L., Christie, E., Peters, L, Graves, B. S.. (2018). Teachers’ Perspectives on Universal Pre-K Expansion: An examination of factors that influence their experiences., American Educational Research Association, Apr. 2018.

Liang, E., Tauste, L., Akaba, S., Christie, E., Fayette, T., Peters, L, Graves, B. S..(2018). “If they have more work, they learn more”: Parents’ views on homework in Pre-K settings., American Educational Research Association, Apr. 2018.

Rury, JL. & Akaba, S. (2013). The geo-spatial distribution of educational attainment: cultural capital and uneven development in metropolitan Kansas City, 1960-1980., History of Education Conference, Apr. 2013.

Barker, MS., *Akaba, S., Brady, NC., Thiemann-Bourque, K. (2013). Augmentative and Alternative Communication Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities, Gatlinburg Conference, Augmentative and Alternative Communication, Apr. 2013.

*Akaba, S. (2010). The effects of parenting dimension on high school completion., American Educational Research Association Annual Meeting, May 2010.

*Akaba, S. (2010). The effects of siblings on educational attainment at age 18, American Educational Research Association Annual Meeting, May 2010.

*Akaba, S. (2009). Parental Involvement: When well-meant involvement result in negative outcomes. American Sociological Association, Aug. 2009.

*Akaba, S. & Saatcioglu, A. (2009). Parental involvement and its unintentional outcomes., American Educational Research Association Annual Meeting, Mar. 2009.

Awards, Honors, and Grants

Tokyo Institute of Technology Education Award　(2023)

Best Research Study Award (2013) Augmentative and Alternative Communication

2024  JSPS Research Grant (C) (24K06123)

2024  Tokyo Tech EdCycle Grant　

2021  JSPS Research Start-up Grant (21K20234)

Professional Membership

​American Educational Research Association (2007-present)

• • Division K: Teaching and Teacher Education

  • Division L: Educational Policy and Politics

  • SIG: Critical Perspectives on Early Childhood Education

  • SIG: Urban Learning, Teaching, and Research

  • SIG Social Emotional Learning

World Educational Research Association (2023-present)

Japan Educational Research Association (2021- present) 

Japan Educational Psychology Research Association (2022-present)

Japan SEL Research Association (2023-present) 

Institutional and Academic Service

Interviewer, Study Abroad Division (2021~present, Science Tokyo)

Reviewer Institutional Review Board for Human Subject Research Ethics (2022~present, Science Tokyo)

Group Chair, Institutional Review Board for Human Subject Research Ethics (2023~2024  Science Tokyo)

UPWARDS for the future, UPWARDS Faculty (2024-present) 

Professional Activities

Quantitative training:

2009 IES Institute for NELS and ELS, US Department of Education, Washington, D.C.

2010 Summer Statistics Institute, University of Chicago, Chicago, IL.

2015 Statistics Summer Institute, Columbia University, New York, NY.

Other training:

2017 Racial Equity Training: Beyond Diversity, Courageous Conversations

2017-2018 Racial Equity Training: Culturally Relevant Instructional Coaching, Courageous Conversations

2019 Re-imagining Education Summer Institute, Columbia University

2018-19 Racial Equity Training: LEADS, Courageous Conversations

2018 Motivational Interviewing I, New York University Langone Health

2018 Motivational Interviewing II, New York University Langone Health

2018 Gender, Sexuality and Family, City University of New York

Languages

English (proficient)

Japanese (native)