Vonzell Agosto, PhD, is an associate professor at the University of South Florida. Her research focuses on curriculum leadership and anti-oppression related to race, gender, and disability.
Sonya M. Alemán, PhD, is an associate professor at the University of Texas at San Antonio. Her research focuses on representations of race, racism, and whiteness in the media; reimagined journalism pedagogical models that result in more inclusive and authentic coverage of Latina/o communities; media products created by Chicana/o students; and the educational experiences of students of color.
Subini Ancy Annamma, PhD, is an assistant professor in the Department of Special Education at the University of Kansas. Her research focuses on increasing access to equitable education for multiply marginalized students, particularly students of color with disabilities. Specifically, she critically examines the social construction of race and ability, how the two are interdependent, how they intersect with other identity markers, and how their mutually constitutive nature impacts education experiences.
Erika C. Bullock, PhD, is an assistant professor of mathematics education and curriculum studies at the University of Wisconsin-Madison. She uses critical theories of race, poststructural theories, and concepts from urban sociology, critical geography, and science and technology studies to interrogate the politics of mathematics education and STEM education.
Tamara T. Butler, PhD, is an assistant professor at Michigan State University in the Department of English and the African American and African Studies Program. Her research focuses on the connections between place-making, storytelling, and memory among Black girls and women. As a member of the English education and African American studies core faculty, she teaches undergraduate and graduate courses that focus on artistic forms of activism, Black women’s and girls’ storytelling, and practices of justice and equity that are rooted in communities of color. She is the recipient of the 2017 Woodrow Wilson Career Enhancement Fellowship and a member of the National Council of Teachers of English’s 2012–2014 cohort of Cultivating New Voices Among Scholars of Color fellowship program. In 2016, the National Council of Teachers of English awarded her the Promising Researcher Award for her research on youth activism among high school girls of color in Columbus, Ohio. She holds a doctorate in multicultural and equity studies in education from The Ohio State University.
Mercedes A. Cannon, MS, is an associate director of outreach, compliance, and services at Indiana University–Purdue University Indianapolis. Her research focuses on centering the voices (narratives) and perspectives (consciousness) of individuals with disabilities (e.g., Black women) while underscoring their educational experiences at the intersections of race, gender, and disability oppression. She is also interested in transition processes and resources, which provides access to and completion of college for students with disabilities.
David J. Connor, EdD, is a professor at Hunter College, City University of New York. His research focuses on learning disabilities, intersectionality, inclusive education, and expanding disability studies in education.
Kendra D. DeLaine, MEd, is a doctoral student in the Educational Psychology program at Howard University. Her research focuses on achievement motivation and academic self-perceptions of African American students in STEM learning environments.
Beth A. Ferri, PhD, is a professor of inclusive education and disability studies in the Department of Teaching & Leadership, Syracuse University. Her research focuses on the intersection of disability, race, and gender; feminist disability studies; narratives; and inclusive education.
Kimberley Edelin Freeman, PhD, is an associate professor of educational psychology and chair of the Department of Human Development and Psychoeducational Studies in the School of Education at Howard University. Her research focuses on motivation and achievement of African American students, the preparation of science and mathematics teachers at historically black colleges and universities, culturally responsive pedagogy, and mixed-methods research.
Laurie Gutmann Kahn, PhD, is an assistant professor at Moravian College. Her research and practice interests include the intersection of identity, culture, and disability in education research; the emancipatory possibilities of disability studies in special education practices; and the education of teachers working with students with disabilities from a social justice framework. Her work also explores how we can create supportive learning and living communities for the transition from school to adult life for young adults with disabilities.
Angela Harris, JD, is professor emerita at the School of Law at University of California, Davis. Her research focuses on critical race theory, feminist theory, and law and political economy.
David I. Hernández-Saca, PhD, is an assistant professor at the University of Northern Iowa. The nucleus of his research agenda is problematizing the common sense assumptions of what learning disabilities are. His three lines of research are (a) the emotional impact of learning disability labeling on conceptions of self, (b) the role of emotion and affect in teacher learning about social justice issues, and (c) transition plans and programming for historically marginalized youth with disabilities at their intersections and their families.
Danyelle T. Ireland, PhD, is associate director of the Center for Women in Technology at the University of Maryland, Baltimore County. Her research focuses on the interrelatedness of social, academic, and occupational identities among students in STEM education, and psychosocial factors that influence the motivation and persistence of underrepresented student groups in computing and engineering fields. She is particularly interested in the theoretical and methodological applications of intersectionality toward advancing psychological scholarship on the achievement of Black women and girls in secondary and higher education settings.
Zeus Leonardo, PhD, is a professor at the Graduate School of Education and faculty of the critical theory designated emphasis at the University of California, Berkeley. His research focuses on ideology critique of race, whiteness, and class in education.
Stacey McDonald Lowe, MS, is a doctoral student in the Howard University Department of Human Development and Psychoeducational Studies. Her research interests include exploring issues related to impacting teaching practice in economically challenged schools and school districts with a focus on the impact of various interdisciplinary contexts (educational, socioeconomic, psychological, physical, and political) have on the development of minority, underrepresented, and marginalized students’ motivation, persistence, and self-efficacy for the purpose of improving access to postsecondary education leading to degree completion with a special interest in women and African Americans in STEM.
Bach Mai Dolly Nguyen, PhD, is an assistant professor of education at Lewis & Clark College, Portland, Oregon. Her research focuses on racial stratification, racial heterogeneity, and organizational change.
Thai-Huy Nguyen, PhD, is an assistant professor of education at Seattle University, Seattle, Washington. His research focuses on social inequality, postsecondary education, and workforce stratification.
Ayesha Rabadi-Raol has an MA in early childhood education and early childhood special education. She is a doctoral student, doctoral research fellow, instructor, and research assistant in the Department of Curriculum and Teaching at Teachers College, Columbia University, New York City. Her research focuses on equity issues in early childhood education and teacher education. She is specifically interested in how students of color and teachers of color have been positioned by educational institutions in and through standardization.
Sarah A. Robert, PhD, is an associate professor at the University at Buffalo’s Graduate School of Education. Her research focuses on how teachers enact policy and how teachers’ work is transformed in the process. She is particularly concerned with all the work teachers do in addition to facilitating learning in the classroom. She blends ethnography with archival research and policy and media analysis to theorize policy enactment in local contexts with attention to historical and contemporary power dynamics. She aims to mediate the often diverging interpretations of what “problems” a policy should address and forge a more inclusive policymaking process to bring forth equity. Her work is interdisciplinary, appearing in journals such as Educational Policy Analysis Archives, Anthropology & Education Quarterly, British Journal of Sociology of Education, Gender and Education, and DISCOURSE: Cultural Politics of Education. She is the author and editor of multiple books, including the ethnography of teachers’ policy work, Neoliberal Education Reform: Gendered Notions in Global and Local Contexts (Routledge, 2017).
Ericka Roland, MS, is a doctoral candidate at the University of South Florida. Her research focuses on critical approaches to the development and enactment of leadership in educational organizations and communities.
Lauren Schudde, PhD, is an assistant professor at the University of Texas at Austin. Her research focuses on the impact of postsecondary educational policies and practices on educational attainment and labor market outcomes, with a primary interest in how education can be better leveraged to ameliorate social inequalities in the United States.
Mariana Souto-Manning, PhD, associate professor at Teachers College, Columbia University, is an early childhood teacher educator committed to racial and cultural justice. From a critical perspective, her research examines in/equities and in/justices in early childhood teaching and teacher education, (re)centering methodologies and pedagogies on the lives and experiences of people of color and other historically minoritized communities. She considers questions such as “critical for whom?” and “according to whom?” as she investigates issues pertaining to equitable teaching and learning, focusing on languaging and literacy practices in pluralistic settings. She has published eight books and more than 60 articles in journals such as the Journal of Teacher Education and Teachers College Record. She is the recipient of a number of research awards, including the 2011 AERA Division K Innovations in Research on Diversity in Teacher Education Award and the 2017 AERA Teaching and Teacher Education (Division K) Mid-Career Award.
Cynthia E. Winston-Proctor, PhD, is a professor of psychology in the Howard University Department of Psychology. Her research focuses on narrative personality psychology theory and method development to advance understanding of the relationship among narrative identity, race self-complexity, achievement motivation, and the psychology of success within the lives of adolescents, women, and African Americans in STEM.
Kamilah M. Woodson, PhD, is an associate professor of counseling psychology in the Department of Human Development and Psychoeducational Studies in the School of Education at Howard University. Her research focuses on HIV/AIDS, substance abuse, violence exposure, trauma, victimization, psychological functioning, and colorism with women and girls of color, from professional to those who are incarcerated. Specifically, she examines the complex mosaic resulting from the intersection of culture, race, social class, gender, and sexual orientation within social, political, and historical contexts. This integrated approach to research, scholarship, program development, and community activism is the vehicle by which her work addresses health disparities and promotes social justice and equity. She also examines women of color in academia from the perspective of the ways in which they are marginalized and invisible in the ivory tower, to inform retention and mentoring efforts, and to ensure that women scholars are healthy and productive.
Min Yu, PhD, is an assistant professor in the Teacher Education Division in the College of Education at Wayne State University. Her research focuses on how changing social, political, and economic conditions affect schools serving migrant and immigrant families and communities. Her work appears in journals such as Review of Research in Education; Diaspora, Indigenous, and Minority Education; and Curriculum Perspectives; as well as chapters in various edited volumes. She is the author of the book The Politics, Practices, and Possibilities of Migrant Children Schools in Contemporary China (Palgrave Macmillan, 2016).
