Amber Holton-Thomas, PhD
Courses
EDLD 706 Diversity, Equity, and Systems Thinking
EDLD 708 Teaching & Learning in Higher Ed
EDLD 716 Quantitative Research Methods
EDLD 720 - Leadership, Ethics, Advocacy & Policy
Dr. Amber Holton-Thomas (she/her/ella) is an Assistant Professor in the PhD in Education and Leadership program. Her research and teaching focus on equity and access for underrepresented students in higher education and includes an emphasis on public policy at the federal level (Pell Grants, Immigration, SNAP, TANF). She also has interests in critical quantitative methods, age diversity and parenting students in higher education, and dynamics of power in leadership.
Dr. Holton-Thomas was previously in the role of Inaugural Director of the First-Gen+ Center within the Division of University Life at George Mason University, centering support, advocacy and success of first-generation college students broadly and within that community, increased advocacy for undocumented college students (includes undocumented, students protected by DACA or TPS, asylees, and refugees). During her time at George Mason University, she is also taught and advised graduate students as an Affiliate Faculty member in the Higher Education Program.
She is currently a Co-Primary Investigator on a funded research study focused on the summer bridge program for first generation college students.
Prior to her time at George Mason University, she served as an Associate Director for the Center for Leadership and Social Change at Florida State University working directly with programs that centered leadership education and development, social justice education (through a Living Learning Community), and co-led the Diversity & Inclusion Certificate, a partnership between Human Resources and the Center. She also spent time at New York University in the Center for Multicultural Education focusing on peer education development and at the New York University School of Medicine as a graduate program manager for physicians seeking advanced post-residency training in medical education and clinical epidemiology.
Amber completed a Bachelor of Arts degree in 2005 with a double-major in Psychology and Spanish from Capital University. During her undergraduate career she participated in undergraduate research, took classes at Cuyahoga Community College, and spent a semester abroad at the Universidad de Granada in Spain.
Her graduate career included completion of her Master of Arts degree in Higher Education in 2007 from New York University and her Doctor of Philosophy degree was awarded in May 2019 in Higher Education and Public Policy from Florida State University. During her doctoral work, she also completed a Certificate in Institutional Research. Her dissertation, a quantitative research study, titled "Education as Feminism for Nontraditional Aged Women Receiving Pell Grants" guides her primary research interests and passion for higher education.
She grew up in Cleveland, Ohio and is a proud first-generation college graduate and the only member of her family to hold a Doctor of Philosophy degree. She enjoys traveling the world, running, writing, baking and spending time with her family. She is also an active member of Theta Nu Xi Multicultural Sorority, Incorporated.
Education
BA Psychology and Spanish, Capital University
MA Higher Education Administration, New York University
PhD Higher Education and Public Policy, Florida State University
Selected Publications
Holton-Thomas, A., McCarron, G. P., & Associates. (2023). Summer bridge programs and first-generation college student success at George Mason University: Insights and promising practices for bridge program development. George Mason University and Ithaka S+R, Fairfax, VA. https://americantalentinitiative.org/academic-equity-research-2023/
Holton-Thomas, A., Perez-Felkner, L., & Portis Templeton, D. (2023). How do institutional type and transfer affect contemporary college students’ degree attainment? Community College Journal of Research and Practice.
(Holton-Thomas) Hampton, A. E. (2019). Dialogue and Leadership Learning. In Jillian M. Volpe White, K. L. Guthrie, & M. Torres (Eds.), Thinking to transform companion manual: Facilitating reflection in leadership learning (pp. 59-61). Charlotte, NC: Information Age Publishing.
Guthrie, K. & (Holton-Thomas) Hampton, A.E. (2016). So just make a difference: A unique approach to social justice education. eJournal of Public Affairs.
Brower, R.L., Cox, B.E., & (Holton-Thomas) Hampton, A.E. (2016). No adult left behind: Student affairs practices targeting adult undergraduates. ACPA Developments.