We are living in historic times and negotiating multiple national crises. The confluence of the COVID-19 pandemic and unrelenting state-sanctioned murders of Black people has disproportionately impacted our women and girls at the intersections of employment, citizenship, housing, healthcare, and motherhood statuses. As many of us rally for liberation on the frontlines, how might educational institutions intervene as sources of respite and reparation? |
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SELECTED PUBLICATIONS:
Terriquez, V., Lane, M., & Miles, J. (2023). Shared experiences: How social media affects the well-being and empowerment of girls and
young women. California Partners Project and UCLA Chicano Studies Center.
Lane, M. (2022). When Black girls unite: How critical teacher reflection can lead to a powerful pedagogy. In D. C. Hucks, Y. Sealey-Ruiz,
S. C. Carothers, V. S. Showunmi, & C. W. Lewis (Eds). Purposeful teaching and learning in diverse contexts: Education
for access, equity and achievement.
Lane, M. (2022). 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. (2021). Engendering #BlackGirlJoy: How to cultivate empowered identities and educational persistence in
struggling schools. Peter Lang.
Lane, M. & Carr, K. (2021). Listen to her!: Black girls constructing activist identities in a school-based leadership program. In O.
Delano-Oriaran, E. Moore Jr., M. Penick-Parks, A. Michael, S. Arki, and O. Swindell (Eds). Teaching beautiful brilliant Black girls: A
radical transformation for educators.
McArthur, S. & Lane, M. (2019). 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.
Terriquez, V., Lane, M., & Miles, J. (2023). Shared experiences: How social media affects the well-being and empowerment of girls and
young women. California Partners Project and UCLA Chicano Studies Center.
Lane, M. (2022). When Black girls unite: How critical teacher reflection can lead to a powerful pedagogy. In D. C. Hucks, Y. Sealey-Ruiz,
S. C. Carothers, V. S. Showunmi, & C. W. Lewis (Eds). Purposeful teaching and learning in diverse contexts: Education
for access, equity and achievement.
Lane, M. (2022). 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. (2021). Engendering #BlackGirlJoy: How to cultivate empowered identities and educational persistence in
struggling schools. Peter Lang.
Lane, M. & Carr, K. (2021). Listen to her!: Black girls constructing activist identities in a school-based leadership program. In O.
Delano-Oriaran, E. Moore Jr., M. Penick-Parks, A. Michael, S. Arki, and O. Swindell (Eds). Teaching beautiful brilliant Black girls: A
radical transformation for educators.
McArthur, S. & Lane, M. (2019). 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.
SELECTED AWARDS AND RECOGNITIONS:
2021-2022 Saint Mary's College of California Provost Research Grant
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
SELECTED AWARDS AND RECOGNITIONS:
2021-2022 Saint Mary's College of California Provost Research Grant
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