Lindsey J. Kaiser

A headshot of Lindsey Kaiser.
Assistant Professor of Educational Leadership lindsey.kaiser@maine.edu

334 Merrill Hall University of Maine Orono, ME 04469

Bio: Lindsey Kaiser is a collaborative education researcher whose work focuses on racially just educational leadership and system-level change. Lindsey uses community-engaged research approaches to unite educational leaders, community leaders and researchers around a shared vision that foregrounds educational justice and equitable collaborations. She draws on theoretical perspectives from education, sociology, race and learning theories to inform the interconnectedness of human interactions, racialized identities, and educational leadership. Her research interests include equity-centered leadership, educational policy, equitable schools and school systems, and collaborative education research methods. Lindsey has worked in schools as an assistant principal, instructional coach, special education teacher, and elementary teacher in Texas, Wisconsin and Pennsylvania. When she is not engaged in research, community collaborations and teaching, she enjoys rock climbing, running and birding.

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Education

Ph.D. in Educational Policy, Organizations, and Leadership, 2024, University of Washington M.S. in Educational Leadership and Policy Analysis, 2014, University of Wisconsin–Madison B.S. in Elementary Education and Special Education, 2008, Slippery Rock University

Courses taught at UMaine

  • EAD 647 Organizational Learning and Development

Selected Publications

  • Kaiser, L.J. (2024). Community-based approaches to anti-racist leadership: Supporting white principals’ learning through collaborative education research. (Doctoral dissertation, University of Washington).
  • Kaiser, L.J., & Wegemer, C. (2024). Boundary spanning roles that support anti-racist educational leadership. In Polly, D. & Zenkov, K (Eds.) (2024) Boundary-Spanning Roles and School-Univerisity Partnerships. Information Age Publishing.
  • Kaiser, L.J., & Lechner, H. (2023). Call to action: Restructuring traditional research conferences to promote dignity-affirming spaces. NNERPP Extra, 5(2), 28-35.

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