In 2016, I joined the faculty at Saint Mary's College of California, in the Department of Leadership. Born and raised in South Los Angeles, I graduated from UCLA in 2003 as a Psychology major, with minors in Education and Applied Developmental Psychology. I enrolled in UCLA's Teacher Education Program in 2003, where I earned my Masters in Education and teaching credential. For several years I had the privilege of teaching high school English at my alma mater. In 2008, I returned to UCLA's Graduate School of Education and Information Studies and obtained a Ph.D. in Urban Schooling in 2014. After earning my doctorate, I worked for two years at Columbia University's Teachers College, as the Provost's Postdoctoral Research Fellow.
My research specializations include pre-service and in-service teacher development, Black feminist praxis, and educational justice for Black girl-identified learners. A vast majority of my work aims to disrupt the persistent academic underachievement of young Black women in K-12 public schools through an investigation into transformative pedagogical interventions. I also examine the complex ways in which the identities of these youth are co-constructed and mediated within and outside of the schooling context. In 2016 I inaugurated And Still We Rise Conference on Black Girls and Women in Education at Teachers College. This daylong professional development drew K-12 educators, graduate students, educational researchers, and stakeholders from myriad disciplines to identify the barriers facing Black female students and highlighted policies and practices that have advanced tangible interventions for this population of learners.
As a scholar-activist, my research explores the transformative ability of Black feminist pedagogy and advances educational justice for African American female-identified learners. Equity & Excellence in Education, International Journal of Educational Reform, and The Urban Review feature notable articles that I have authored. Additionally, my forthcoming book, Engendering #BlackGirlJoy: How to Cultivate Empowered Identities and Educational Persistence in Struggling Schools offers constructive curricular strategies to alleviate Black girl learners’ systematic disenfranchisement and disparate school outcomes.
My research specializations include pre-service and in-service teacher development, Black feminist praxis, and educational justice for Black girl-identified learners. A vast majority of my work aims to disrupt the persistent academic underachievement of young Black women in K-12 public schools through an investigation into transformative pedagogical interventions. I also examine the complex ways in which the identities of these youth are co-constructed and mediated within and outside of the schooling context. In 2016 I inaugurated And Still We Rise Conference on Black Girls and Women in Education at Teachers College. This daylong professional development drew K-12 educators, graduate students, educational researchers, and stakeholders from myriad disciplines to identify the barriers facing Black female students and highlighted policies and practices that have advanced tangible interventions for this population of learners.
As a scholar-activist, my research explores the transformative ability of Black feminist pedagogy and advances educational justice for African American female-identified learners. Equity & Excellence in Education, International Journal of Educational Reform, and The Urban Review feature notable articles that I have authored. Additionally, my forthcoming book, Engendering #BlackGirlJoy: How to Cultivate Empowered Identities and Educational Persistence in Struggling Schools offers constructive curricular strategies to alleviate Black girl learners’ systematic disenfranchisement and disparate school outcomes.