Michelle Frazier Trotman Scott, Ph.D.

Director Of Graduate Affairs and Professor of Special Education
Department of Special Education College of Education

678-839-6159
fraztrot@westgNBdRnOJdDnopv5ez0ekmmhYeOcCh9PGOTa.edu

Education Center - Room 175

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Michelle Frazier Trotman Scott, Ph.D.
Biography

Michelle Frazier Trotman Scott, PhD, is a professor at the University of West Georgia. She teaches in the area of Special Education within the Department Literacy and Special Education. She is also the College of Education, Director of Graduate Affairs. Michelle has served as an adjunct professor, a superintendent of a charter middle school, and a director of a charter elementary school. She also taught and coached in the Columbus Public School System.

 

Michelle earned her Doctor of Philosophy degree in Applied Behavior Analysis with an emphasis on special, gifted and urban education, Masters of Arts degree (technology education), and Bachelor of Science in Education from The Ohio State University.

 

Dr. Frazier Trotman Scott’s research interests include the achievement gap, special education over-representation, gifted education under-representation, twice exceptional creating culturally responsive classrooms, and increasing family involvement. Dr. Frazier Trotman Scott has conducted professional development workshops for urban school districts and has been invited to community dialogs with regard to educational practices and reform. Michelle has written and co-authored several articles and has made numerous presentations at professional conferences. She is the co-editor of six books, Gifted and Advanced Black Students in School: An Anthology of Critical Works and Young, Triumphant, and Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools, Gumbo for the Soul: Liberating Memoirs and Stories to Inspire Females of Color, R.A.C.E. Mentoring through Social Media: Black and Hispanic Scholars Share Their Journey in the Academy, and Faculty of Color Navigating Higher Education, A Second Helping of Gumbo for the Soul: More Liberating Stories and Memories to Inspire Females.

She is on the editorial board for Multiple Voices Journal and the Education and Urban Society Journal. She has also served as the guest co-editor for two editions of the Interdisciplinary Journal of Teaching and Learning (ITJL), as well as the guest editor for the Illinois School Journal.

Michelle has reviewed for journals in such disciplines as gifted, special, and urban education. Professional development includes membership in professional organizations, including the National Association for Gifted Children, Council for Exceptional Children, and American Educational Research Association.

Dr. Frazier Trotman Scott is also the co-creator of an on-line, Facebook mentoring group called R.A.C.E. Mentoring, which was created by Dr. Frazier Trotman Scott and two of her colleagues to “…support, nurture, and advocate for Black and Hispanic doctoral students, junior/untenured faculty, and tenured faculty—too many of whom are under-represented in higher education.”

 

 

 

Education / Degrees
  • B.S., Developmental Handicaps, Ohio State University,
  • M.A., Technology Education, Ohio State University,
  • Ph.D., Special, Gifted and Urban Education, Ohio State University,
Courses Taught
Course Sections and Syllabi

Fall 2025 Sections

Summer 2025 Sections

Spring 2025 Sections

Fall 2024 Sections

Summer 2024 Sections

Spring 2024 Sections

Fall 2023 Sections

Summer 2023 Sections

Spring 2023 Sections

Fall 2022 Sections

Summer 2022 Sections

Spring 2022 Sections

Fall 2021 Sections

Summer 2021 Sections

Spring 2021 Sections

Fall 2020 Sections

Publication List

Trotman Scott, M. (2016). About F.A.C.E.: Increasing the Identification of African American males with dual exceptionalities. Journal of African American Males in Education, 7(1), 98 – 117. [View Publication External Resource]

Trotman Scott, M. & Moss-Bouldin, S. (2014). We need more drama: A comparison of Ford, Hurston, and Boykin’s African American characteristics and instructional strategies for the culturally different classroom. Interdisciplinary Journal of Teaching an [View Publication External Resource]

Trotman Scott, M. (2014). Resisting dark chocolate: A journey through racial identity and deficit thinking: A case study and solutions. Interdisciplinary Journal of Teaching and Learning, 4(1), 43 - 55. [View Publication External Resource]

Trotman Scott, M. (2014). Using the Bloom-Banks matrix to develop multicultural differentiated instruction for gifted students. Gifted Child Today 37(3), 163 – 168. [View Publication External Resource]

Ford, D., Trotman Scott, M., Moore, III., J., Amos, S. (2013). Gifted education and culturally different students: Examining prejudice and discrimination via microaggressions. Gifted Child Today, 36(3), 205 – 208. [View Publication External Resource]

Ford, D., & Trotman Scott, M., (2010). Under-representation of African American students in gifted education: Nine theories and frameworks for information, understanding, and change. Gifted Education Press Quarterly, Fall, 2010, 24(3), 2-6. [View Publication (PDF)]

Trotman Scott, M. & Ford, D.Y. (in press). Preparing teachers to work with students with disabilities and gifts and talents. In A. Ball & C. Tyson (Eds.), Studying diversity in teacher education (199-215). Washington, DC: American Educational Research [View Publication (PDF)]

Other Information

Professional Interests

My research interests include the achievement gap, special education over-representation, gifted education under-representation, creating culturally responsive classrooms, and increasing family involvement. I also enjoy coaching and providing feedback to teachers as well as teaching test taking and learning strategies to students.

Personal Interests

Relaxing Reading a good book Spending time with friends, family, and good people! Music Dancing Singing