Stephen Chandler’s academic journey is defined by a passion and a deep connection to Black education. What began as a theater scholarship evolved into a path shaped by discovery and purpose, ultimately leading him to a life in teaching, research, and community engagement. While pursuing a bachelor’s degree in psychology, Stephen took his first African American Studies course as an elective. “From that first class,” he recalls, “I fell in love. I realized so much more about my own culture and background. I connected things from my own life to that learning.” By the time he graduated, he had completed enough credits to earn a second degree in African American Studies.
Stephen later earned a double master’s degree in African American Studies and Educational Policy from UW–Madison. “It all goes together,” he reflects. “The psychology, the African American Studies, working with mostly Black minority students in urban neighborhoods…it all packages well.” His thesis work explored how Black music is taught in higher education, specifically, how one of the largest courses on Black culture was created and taught by a white instructor while relying on Black teaching assistants. His research critically examined whether such courses offer meaningful engagement with Black culture or if they rely on the popularity of Black music without substantive cultural context.
The onset of the COVID-19 pandemic delayed Stephen’s graduation, but also allowed him to complete a second master’s in Educational Policy. His two companion thesis projects explored both institutional performances of diversity and the evolving role of Black music in educational contexts, particularly in the years shaped by the Obama and Trump presidencies and the rise of the Black Lives Matter movement.
Now a fourth-grade teacher in Chicago Public Schools, Stephen recently completed a third master’s degree in Elementary Education through a tuition-supported program at Roosevelt University. He is currently finishing his ESL certification to better serve his diverse classroom, which includes several non-English-speaking students. Despite initially not seeing himself as a K-12 educator, Stephen says the role has reaffirmed his passion for education: “I love the children…it helped solidify how much I care about education.” In addition to his full-time teaching position, Stephen is an adjunct instructor at the City Colleges of Chicago, where he teaches humanities and American culture courses during the summer. He plans to pursue a Ph.D. beginning next year, with future research focused on the educational experiences of urban youth, exploring how elements like music, environment, and family dynamics shape educational attainment.
His teaching and research continue to intersect. In his elementary classroom, Stephen incorporates music daily (often jazz, gospel, or child-friendly selections) using it as a tool to calm and focus students, exposing them to diverse traditions: “I play music in my classroom every single day…just to expose them to all kinds of music. And not just Black music, I love everything.”
Stephen’s experience at UW–Madison remains foundational. A course on jazz aesthetics taught by Professor Craig Werner shifted his perspective on scholarship. “I realized I can write about the things I love, not just the things that affected me. I can combine these things with issues in the Black community,” he shares. That lesson continues to shape his work across disciplines and classrooms. Reflecting on his path, Stephen offers this advice to students: “Follow your heart. Allow your heart to be at the center of your work.”