Brittany Hampton

Office Hours

Fall 2026

 

Professor of African American Studies & Ethnic Studies

Brittany Hampton is a professor, educator, scholar, and student advocate whose work is rooted in culturally responsive teaching, educational equity, and creating learning environments where students feel seen, valued, and empowered.

Professor Hampton brings experience across both K–12 and higher education to her work at Glendale Community College. Before entering higher education, she worked as a classroom educator and Dean of Culture, experiences that continue to shape her student-centered approach to teaching. She entered higher education in 2022 and has since taught courses in African American Studies, Africana Studies, and Ethnic Studies across multiple California community colleges.

At Glendale Community College, Professor Hampton teaches courses exploring the African American experience, race and ethnicity, intersectionality, systems of inequality, resistance, social movements, and the ongoing pursuit of racial and social justice. Her classrooms encourage students to connect historical knowledge with contemporary issues while examining how their own identities, experiences, and perspectives shape the way they understand the world.

Education & Scholarship

Professor Hampton earned her master’s degree in Pan African Studies with an emphasis in Education and is currently pursuing her Doctorate in Educational Leadership in Community College Leadership at California State University, Fullerton.

Her scholarly interests center Black women in higher education, culturally responsive leadership, Black feminist thought, intersectionality, othermothering, cultural taxation, and the often-unrecognized forms of mentoring, advocacy, care, and leadership Black women contribute within educational institutions.

Her doctoral research examines othermothering as a pathway to authentic leadership among Black women in higher education, exploring how practices historically understood as care, nurturing, and community responsibility can also be recognized as meaningful forms of educational leadership.

Teaching Philosophy

Professor Hampton believes education should do more than ask students to memorize information. It should give them the tools to question, analyze, connect, and understand both themselves and the world around them.

Her teaching philosophy is grounded in the belief that students bring valuable knowledge into the classroom through their cultures, families, communities, identities, and lived experiences. She strives to create courses that are academically rigorous while remaining relevant, accessible, and connected to students’ lives.

Central to her practice is a simple question:

Who is in the room, and what do they need from me to have an opportunity to succeed?

That question guides how she teaches, communicates, designs curriculum, and builds relationships with students.

Beyond the Classroom

Professor Hampton’s commitment to students extends beyond the classroom. She is passionate about faculty development, equity-minded teaching, student advocacy, Black maternal health advocacy, community engagement, and creating educational spaces where students experience a genuine sense of belonging.

Her long-term professional interests include expanding her work into student services leadership, with the goal of serving as a Dean of Student Services. She is particularly interested in leadership that bridges instruction and student support, recognizing that students’ success is shaped not only by what happens inside the classroom but also by whether they have access to resources, advocacy, community, and people who believe in their potential.

For Professor Hampton, teaching and leadership are deeply connected to purpose. Whether working with students in the classroom, collaborating with colleagues, or contributing to the broader campus community, she approaches education as an opportunity to help students recognize their own knowledge, understand the systems that shape their experiences, and see themselves as capable of creating change.

“I want students to leave my classroom knowing more than what was written in a textbook. I want them to leave knowing that their experiences matter, their voices belong in academic spaces, and they have the ability to shape what comes next.”