Director, Educational Equity
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Merle Froschl is Director of Educational Equity at FHI 360. She provides leadership and oversight to projects that include curriculum development, professional development, parent education, research and evaluation. She has more than 35 years of experience in education and publishing, developing innovative programs and materials that foster equality of opportunity for students regardless of gender, race/ethnicity, disability, or level of family income.
Prior to coming to FHI 360, Froschl was Co-Founder and Co-Director of Educational Equity Concepts, a national nonprofit organization whose mission was to create bias-free programs and materials beginning in early childhood. Since the 1970s she has developed outstanding curricular and teacher training models in the field of educational equity and is a nationally-known speaker on issues of gender equity and equality of opportunity in education. She is the author and co-author of numerous journal articles and book chapters.
Froschl holds a Bachelor’s Degree in Journalism from Syracuse University and is a graduate of the Institute for Not-for-Profit Management at Columbia University.
Select blog posts
- Froschl M. Researchers and practitioners join forces to improve girls’ math identity. 2017 May 24. In: Newsroom. New York City, NY: FHI 360.
- Froschl M, Sprung B. Math identity is the key to girls’ math success. 2015 July 25. In: Degrees. New York City, NY: FHI 360.
Select recent publications
- “Right from the start in the digital age: A new challenge for teachers and parents of children in grades K-3” with Barbara Sprung. Childhood Education, Vol. 92, Issue 5, September/October 2016.
- “Furthering Girls’ Math Identity: The Key to Girls’ Math Success” with Barbara Sprung. Childhood Education. Vol. 92, Issue 4, July 2016.
- ‘The role of out-of-school time in encouraging girls in STEM” with Barbara Sprung. In: Koch J, Polnick B, Irby B, editors. Girls and women in STEM: A never ending story. Charlotte: Information Age Publishing, Inc; 2014. P. 139-152.