About

Nicole Arnold, Ph.D., is an Assistant Professor and Field Specialist in Food Safety at Ohio State University Extension, with a joint appointment in the Department of Food Science and Technology. She received her B.S. and M.S. degrees in Food Science from North Carolina State University and her Ph.D. in Food Science from Virginia Tech. Prior to her current role, she worked as an Assistant Professor in Nutrition Science and as an Adjunct Assistant Professor in Public Health at East Carolina University. Her research focuses on assessing the landscape of various food-based activities to inform more effective food policies and educational initiatives. She primarily concentrates on applied food safety, food safety education and interventions, and risk communication for consumers, food handlers, and educators. Through her Extension programming, she disseminates information on topics such as food processing, preservation, recalls, and policies to stakeholders.

Research topics

• Political Science
• Sociology
• Law
• Pedagogy
• Labour economics
• Psychology
• Public administration
• Gender studies
• Economics
• Public relations

Selected publications

• Exploring the Meaning and Paths of Advocacy for Undocumented Students' Access to Education

  Routledge eBooks · 2024

  Senior authorCorresponding
  • Political Science
  • Sociology
  • Political Science

  There is widespread national debate over how to address and advocate for undocumented immigrants in the United States. Education is key to the economic, occupational, and social mobility of young unauthorized immigrants, but policies and practices can hinder or open their access to education. Educators pursue a range of activities to support undocumented students in school. This article identifies the conceptualizations, strategies, and thought processes of educators who advocate for undocumented students. The results reveal that advocates' backgrounds, resources, goals, identity, and the communities in which they advocate influence their perceptions and practices of advocacy.

  PublisherDOI

• A Culturally Responsive School Leadership Approach to Developing Equity-Centered Principals: Considerations for Principal Pipelines

  2023-07-01 · 20 citations

  reportOpen access

  How could school districts construct principal pipelines that produce school leaders who advance equity in education? A team of scholars offers ideas.

  PublisherOA PDFDOI

• Guest Commentary and Reflection

  SUNY Press eBooks · 2023-06-01

  book-chapter1st authorCorresponding
  PublisherDOI

• Guest Commentary and Reflection:

  State University of New York Press eBooks · 2023-06-01

  book-chapter1st authorCorresponding
  PublisherDOI

• A Companion Guide to Handbook of Urban Educational Leadership

  Rowman & Littlefield Publishers eBooks · 2022-01-01

  book
  PublisherDOI

• Companion Article: A Metaphor Analysis of Tragedy and Trauma

  2022-01-01

  otherSenior author
  PublisherDOI

• Informational Grounds as the Locus of Dignity for Immigrant Students

  The Palgrave Handbook of Educational Leadership and Management Discourse · 2022 · 1 citations

  1st authorCorresponding
  • Sociology
  • Political Science
  • Sociology
  PublisherDOI

• Paying Professional Taxes for Promotion and Tenure: The Costs of Justice Work for Black Faculty

  Journal of Research on Leadership Education · 2021 · 17 citations

  1st authorCorresponding
  • Political Science
  • Public relations
  • Labour economics

  This article examines the costs faculty pay to gain status and security in the academy. Academics receive salaries for their work, but also “pay taxes” in order to maintain a positive trajectory toward the ultimate “prize”—promotion and tenure (PT). The psychology of narrative method is used to examine the articulation of the PT process for two Black faculty in educational leadership. Findings offer that the taxes assessed are: credibility tax, leading edge tax, group status tax, and retaliation tax. Narratives culminate in a discussion of the academic labor costs and racial battle fatigue of justice work for Black faculty.

  PublisherDOI

• Informational Grounds as the Locus of Dignity for Immigrant Students

  The Palgrave Handbook of Educational Leadership and Management Discourse · 2021-01-01

  book-chapter1st authorCorresponding
  PublisherDOI

• An Emerging Framework for Inclusive Educational Leadership

  Oxford Research Encyclopedia of Education · 2020-06-30 · 5 citations

  reference-entrySenior author

  Ongoing shifts in demographics, knowledge, and expectations require continuous critical reflection on the leadership of K-12 schools. The models of school leadership offered in the past, which focus on management, are no longer adequate. Today, leaders must also ensure that all the students in their care are being provided high-quality, developmentally appropriate, and challenging educational opportunities that prepare each student for college, careers, and life. In other words, leaders must engage in “Inclusive Educational Leadership.” Inclusive Educational Leadership is a reconceptualization of traditional education leadership, which is dedicated to equity, quality and inclusion. We emphasize “inclusive” because it is our contention that providing a quality education experience that is both equitable and fosters equitable outcomes requires an intentional focus on inclusion. Inclusive Educational Leadership has three key areas of emphasis: place, preparation, and practice. Place refers to social practices and policies that reflect competing meanings and uses of spaces, the role people play in a given space and articulations of locations (geographic positions), environments (conditions), and ranks (hierarchies). Preparation refers to education, training and mentoring that is provided to leaders, and practice refers to the work leaders do to cultivate dispositions that support inclusion, support inclusive and culturally responsive practice, and develop an inclusive school culture. The goal of inclusive leadership is to cultivate an inclusive, caring, and supportive school culture that promotes the academic success and well-being of each student. In other words, its goal is to offer more than expectations that lightly touch on all students; its goal is to deliver results for each student. Thus, the work of Inclusive Educational Leadership involves a restructuring of the education experience to prevent marginalization, while creating school cultures based on dignity and respect and focused on achieving equity, high-quality educational experiences, and life success for all students.

  PublisherDOI

Frequent coauthors

• Emily R. Crawford

  9 shared

• Muhammad Khalifa

  7 shared

• Ty-Ron M. O. Douglas

  University of California, Berkeley

  4 shared

• Azadeh F. Osanloo

  4 shared

• Whitney Sherman Newcomb

  Virginia Commonwealth University

  3 shared

• Andre L Brown

  University of Pittsburgh

  3 shared

• Wendi Miller-Tomlinson

  New Mexico State University

  3 shared

• Kristine Velasquez

  New Mexico State University

  2 shared

Awards & honors

• Hall of Distinction Award