SELECTED PUBLICATIONS
McArthur, S. & Lane, M. (2018). Schoolin’ Black girls: Politicized caring and healing as pedagogical love. The Urban Review, (51)3, 535- 536.
Lane, M. (2018). “For real love”: How Black girls benefit from a politicized ethic of care. International Journal of Educational Reform, 27(3), 269-290.
Lane, M. (2017). Reclaiming our queendom: Black feminist pedagogy and the identity formation of African American girls. Equity &
Excellence in Education, 50(1), 13-24.
Lane, M. (2015). Black girl interrupted: A reflection on the challenges and possibilities in transitioning from the community to the academy. In V. Evans-Winters and B. Love (Eds). Black feminism in education: Black women speak back, up, & out.
Lane, M. (In press). Toward a politicized ethic of care about Black women and girls in education. In L. Patton, V. Evans-Winters, C. Jacobs (Eds). Investing in the Educational Success of Black Women and Girls.
Lane, M. (Forthcoming). Engendering #BlackGirlJoy: How to cultivate empowered identities and educational persistence in struggling
schools. New York, NY: Peter Lang.
McArthur, S. & Lane, M. (2018). Schoolin’ Black girls: Politicized caring and healing as pedagogical love. The Urban Review, (51)3, 535- 536.
Lane, M. (2018). “For real love”: How Black girls benefit from a politicized ethic of care. International Journal of Educational Reform, 27(3), 269-290.
Lane, M. (2017). Reclaiming our queendom: Black feminist pedagogy and the identity formation of African American girls. Equity &
Excellence in Education, 50(1), 13-24.
Lane, M. (2015). Black girl interrupted: A reflection on the challenges and possibilities in transitioning from the community to the academy. In V. Evans-Winters and B. Love (Eds). Black feminism in education: Black women speak back, up, & out.
Lane, M. (In press). Toward a politicized ethic of care about Black women and girls in education. In L. Patton, V. Evans-Winters, C. Jacobs (Eds). Investing in the Educational Success of Black Women and Girls.
Lane, M. (Forthcoming). Engendering #BlackGirlJoy: How to cultivate empowered identities and educational persistence in struggling
schools. New York, NY: Peter Lang.
AWARDS AND RECOGNITIONS
2014 – 2016 Columbia University, Teachers College Provost's Postdoctoral Fellowship
2012 – 2013 UCLA Graduate School of Education & Information Studies, Distinguished Teaching Associate Award
2007 – 2008 Crenshaw High School, Faculty Member of the Year
2006 – 2007 Crenshaw High School, Recognized by student body as one of the most dedicated teachers
2005 – 2006 Crenshaw High School, Most Inspirational Teacher
AWARDS AND RECOGNITIONS
2014 – 2016 Columbia University, Teachers College Provost's Postdoctoral Fellowship
2012 – 2013 UCLA Graduate School of Education & Information Studies, Distinguished Teaching Associate Award
2007 – 2008 Crenshaw High School, Faculty Member of the Year
2006 – 2007 Crenshaw High School, Recognized by student body as one of the most dedicated teachers
2005 – 2006 Crenshaw High School, Most Inspirational Teacher