Elizabeth K. DeMulder is a Professor of Education and Academic Program Coordinator of the Transformative Teaching program, a teacher professional development master’s degree program housed in George Mason University’s College of Education and Human Development. She earned a Ph.D. in Developmental Psychology from St. John’s College, Cambridge University, studying children’s attachment relationships with parents and influences on their social and emotional development. Dr. DeMulder was a Staff Fellow at the National Institute of Mental Health, conducting research on attachment relationships, family dynamics, and parental psychopathology and the influences of these factors on children’s development. She joined George Mason University under the auspices of the National Science Foundation’s Visiting Professorships for Women Grant Program. Dr. DeMulder’s research has a strong interdisciplinary, applied, and collaborative orientation and concerns the complex influences of systems, interpersonal relationships, and learning environments that support and/or create barriers to children’s and teachers’ development. In her research on young children’s development, she focuses on challenging structural barriers (e.g. related to navigating poverty, racism, second language learning, access to child care) to understand and advocate for anti-oppressive and justice-oriented systems that support families and children’s healthy development. She has been involved in community-based action research in Alexandria and in South Arlington, Virginia, where she developed a family-centered preschool program for low-income families as a university/community partnership. In her study of teacher professional development and in her teacher educator role, she uses critical theory, critical pedagogy and inquiry, and action research frameworks to understand and support the development of teachers’ complex meaning-making, critical consciousness, and anti-oppressive and justice-oriented teaching. Dr. DeMulder co-edited a book entitled Transforming Teacher Education: Lessons in Professional Development and has published her research in a variety of professional journals, including the Journal of Curriculum and Instruction, Teaching Education, Democracy and Education, Reflective Practice, Child Development, and Developmental Psychology. She serves as the Vice President of the Mason Advocacy Chapter of the American Association of University Professors and as a member of Mason’s Faculty Senate.