Clayton Hurd directs the Public Service Scholars Program (PSSP), the Community-Based Research (CBR) Fellowship Program, and the the Graduate Public Service Fellows (GPS) Program at the Haas Center. Clayton also serves as a lecturer in the Program on Urban Studies, teaching such courses as URBANST 198: Senior Research in Public Service (autumn, winter, and spring quarters), URBANST 123A/B: Approaching Research in the Community (autumn and spring quarters), and URBANST 187: Housing Justice Research Lab (ongoing). In these roles, he supports graduate and undergraduate students who are interested in linking their passion for community service and action with academic study and research in their field(s) of interest. Clayton is dedicated to helping Stanford students develop their potential for public scholarship and social action at the local, national and global levels.
Before arriving at Stanford, Clayton held a dual appointment as assistant professor of anthropology and director of the Center for Service-Learning at the College of Coastal Georgia. Previous to that, he served as an assistant professor of education and director of the Office of Service-Learning at Colorado State University (2005-2010).
Clayton received his Ph.D. in cultural anthropology from the University of California, Santa Cruz and a B.A. with honors in development studies from Trinity College in Connecticut. He has extensive experience in community-based ethnographic research, including work in Central and South America on indigenous rights and education (Bolivia, Ecuador and Guatemala) and in the US Southwest on issues of U.S.-Mexico immigration, community organizing and public schooling, and social sustainability. He has also coordinated a number of cross-cultural service learning projects in both the United States and abroad related to K–12 education and youth development, environmental justice, and housing and health services.
Clayton’s recently-released book, Confronting Suburban School Re-segregation in California (November 2014, University of Pennsylvania Press), examines the political and educational processes that have contributed to increasing White/Latino school re-segregation in suburban areas of the United States. The book explores the core issues at stake in citizen campaigns to re-organize school districts in ways that accomplish Latino/White segregation as well as the expressions of resistance being mobilized against these potent campaigns, particularly from those within the working-class Latino community.
As a college student and young adult, Clayton served as an AmeriCorps volunteer for the San Francisco Food Bank, worked as an intern for the Hartford Food System and Connecticut Public Interest Research Group (ConnPIRG), led a chapter of Habitat for Humanity, and helped facilitate various after-school tutoring and academic development programs for working class youth (e.g., Public Achievement, AVID, Migrant Education and ESL).
As a public anthropologist, Clayton is passionate about the relationship between service and social change. When he is not working, he loves playing basketball, reading, hiking, biking, hanging out in coffee shops and playing ultimate frisbee.