Cal State Fullerton educator Alison G. Dover has devoted her teaching and research career to advancing social, racial and economic justice in schools and communities.
Dover, professor of secondary education and a leading social justice scholar, grew up in a working-class family in New York and never imagined she would become a professor.
“Like many first-generation scholars, women and people from historically underrepresented communities, I never felt like I belonged or was good enough for academia,” said Dover, who earned a doctorate in social justice education from the University of Massachusetts Amherst.
“That’s a big part of why I do the work I do: I want students to have the mentorship, scaffolding and support they need, not just to navigate higher education, but to thrive within and beyond.”
For her superior teaching, distinguished scholarship and service, Dover is the recipient of the 2026 Outstanding Professor Award — the university’s top honor for faculty members.
“I’m humbled and honored to receive this award,” she said. “My commitment to educational equity and justice is a defining characteristic of my work and shapes every class I teach.”
“Dr. Alison Dover’s commitment to the principles of just, equitable and inclusive education, and her sustained excellence in teaching, scholarship and mentorship make her truly deserving of the Outstanding Professor Award,” said Sean Walker, interim provost and vice president for academic affairs.
Dover, a faculty member since 2016, strives to transform students’ lives through innovative and high-quality education and prepares them to be just, equitable and inclusive leaders within their schools and communities.
She serves as her department’s graduate program adviser and directs the master’s program in transformative teaching in secondary education. Dover teaches online and in-person courses to future teachers and graduate students — many of whom teach in districts throughout the region.
Brock Lewis, a Brea Junior High School history teacher and Dover’s former student, shared that she transformed his view of himself as a scholar.
“Through her consistent encouragement, high expectations and steady belief in my potential, she helped me develop both competence and confidence,” said Lewis ’12, ’13, ’24 (B.A. communications-radio/TV/film, single subject credential-social science, M.S. transformative teaching in secondary education).
“She did not lower the bar; instead, she equipped and challenged me to rise to it.”
Dover’s scholarship is recognized nationally and internationally for its impact. She has received more than $800,000 in research funding, including a $400,000 grant for Project LEARN.
“Dr. Dover’s ability to connect research to practice ensures her work has a lasting impact on both educators and students,” noted Lucía Alcalá, professor of psychology, who nominated Dover for the award. “Her mentorship is transformative.”
Her research has resulted in 32 scholarly publications, 75 local, national and international presentations and two books, including “Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students: Braving Up,” which received national awards.
Dover co-developed culturally and linguistically inclusive enrichment programs for newcomer students across five school districts, serving more than 1,400 newcomer and emergent plurilingual students from 23 countries. She also leads the Summer Institute on Transformative Teaching in Secondary Education for middle and high school teachers.
Outside the classroom, Dover facilitates the Faculty Development Center’s Teaching for Social Justice Faculty Learning Community. The initiative has supported 60 faculty members from 26 departments in analyzing their equity-oriented teaching approaches.
“My students and colleagues inspire me in their creativity, insight and passion for justice,” Dover said. “I’ve grown so much as a scholar because of our shared work.”