QUANT & QUAL Conference Keynotes
AMI 2021, organized by the College of Education & Human Ecology’s QualLab, will be held virtually from noon on Wednesday, June 2, 2021 to 1pm on Friday, June 4, 2021. Registration closes on May 18, 2021.
Sylvia Hurtado (she/her) is a Professor of Education and was Director of the Higher Education Research Institute at the University of California, Los Angeles for over a decade. Previous to that, she was Director of the Center for Higher Education and Postsecondary Education at the University of Michigan. She has written extensively on student development and college experiences, campus racial climate, STEM education, and diversity in higher education. She received the 2018 Social Justice in Education Award from the American Educational Research Association (AERA), served as President of the Association for the Study of Higher Education (ASHE) in 2005, and is a member of the National Academy of Education. She is co-editor of two recent books that won awards from the International Latino Book Awards: The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond (2015, University of Texas Press); and Hispanic-Serving Institutions: Advancing Research and Tranformative Practice (2015, Routledge Press). Her current national projects focus on diverse learning environments and student retention, STEM education interventions and diversification of the scientific workforce, institutional transformation and innovation in undergraduate education. She employs mixed methods research and case studies of institutions that contextualize the experiences and success of underrepresented and marginalized groups.
Patti Lather (she/her) is Professor Emerita in the Department of Educational Studies, College of Education and Human Ecology, at The Ohio State University where she taught qualitative research, feminist methodology and gender and education from 1988-2014. She is the author of numerous articles and five books, the latest being (Post)Critical Methodologies: The Science Possible After the Critiques: The Selected Writings of Patti Lather, 2017. She has lectured around the world, including a 1989 Fulbright to New Zealand, and is a 2009 inductee of the AERA Fellows, a 2010 recipient of the AERA Division B Lifetime Achievement Award, and a 2015 recipient of the International Congress of Qualitative Inquiry (ICQI) Lifetime Achievement Award.
Keynotes, Speakers, & Workshop Presenters
Bryant Keith Alexander, PhD (he/him) is interim dean of the Loyola Marymount University School of Film and Television, dean of the Loyola Marymount University College of Communication and Fine Arts, and professor of Communication and Performance Studies.
Dean Alexander is an active scholar with a distinguished record of teaching, service, professional activity, and a regular performer and keynote speaker at universities and conferences around the country. His over 150 scholarly publications appear in leading journals and major handbooks that evidence the broad interdisciplinary and intellectual curiosity of his engagement, including: “The Handbook of Qualitative Inquiry 4th and 5th editions, and the forthcoming 6th Edition,” “The Oxford Research Encyclopedia of Communication,” “The Handbook of Autoethnography,” “The Blackwell Handbook of Critical Intercultural Communication,” “The Handbook of Communication and Instruction,” “The Handbook of Critical and Indigenous Methodologies,” “The Handbook of Qualitative Research,” “The Handbook of Performance Studies,” and “Men and Masculinities: Critical Concepts in Sociology.” Dean Alexander also has six books. Dean Alexander has an earned Ph.D. from Southern Illinois University Carbondale. He holds a bachelor’s and master’s degree from what is now the University of Louisiana, Lafayette. At LMU he holds tenure in the Department of Communication Studies and proudly serves as Affiliate Faculty in the Educational Leadership for Social Justice Doctoral Program in LMU’s School of Education.
Dean Alexander’s administrative, teaching, and scholarly life celebrates integrative and interdisciplinary approaches to knowledge, and a demonstrated commitment to high-quality undergraduate and graduate programs. He has particular interests in promoting leadership in/as collaboration and consensus building as well as an acknowledgment of administration, teaching, and scholarship as informing practices of academic professionalism. He promotes and embodies the importance of diversity, equity, and inclusion in all aspects of higher education and civic life.
For more information visit Dr. Alexander’s website.
Noelle Arnold, PhD (she/her) is the Senior Associate Dean and Professor of Educational Administration in the College of Education and Human Ecology at The Ohio State University. In addition to other units, Arnold oversees the EHE Office of Equity, Diversity and Global Engagement (EDGE). Prior to this, appointment Arnold was the Director for the Education Doctorate (EdD) program in Educational Administration in the Department of Educational Studies at Ohio State. Arnold has written and presented extensively and has nine (9) books published or in press and more than 70 publications. Her most recent books are the 2nd Edition of the Handbook for Urban Educational Leadership and Companion Guide for the Handbook of Urban Educational Leadership (forthcoming, 2021). She is currently completing the book Content Analysis In Education for Oxford University Press. A former administrator at the district and state level, Arnold also serves as a consultant throughout the US advising districts on diversity and inclusion, crisis leadership, and teaching and leading in urban and rural contexts. Arnold has served as PI or Co-PI on grants totaling more than $11 million. Arnold was the first African American female to serve as President for the University Council for Educational Administration (UCEA).
Kakali Bhattacharya, PhD (she/her) is a multiple award-winning professor at the University of Florida. Housed in the Research, Evaluation, and Measurement program, she serves as a qualitative methodologist for the College of Education. For the last fifteen years, Dr. Bhattacharya has explored qualitative research through critical, de/colonial, creative, transnational, and contemplative perspectives. She is the 2018 winner of AERA’s Mid-Career Scholar of Color Award and the 2018 winner of AERA’s Mentoring Award from Division G: Social Context of Education. Her co-authored text with Kent Gillen, Power, Race, and Higher Education: A Cross-Cultural Parallel Narrative has won a 2017 Outstanding Publication Award from AERA (SIG 168) and a 2018 Outstanding Book Award from International Congress of Qualitative Research. She was recognized as one of the top 25 women in higher education by Diverse magazine for her significant contribution to social justice work and efforts to de/colonize qualitative research. Additionally, she was one of the six distinguished scholars invited by the Association of Studies in Higher Education as a featured speaker for their 2018 Inaugural Woke Methodology Series.
Dr. Bhattacharya has also been recognized for her innovative qualitative pedagogy and teaching when she won the 2018 Summer Institute of Distance Learning and Instructional Technology Award. She has over 80 publications including refereed articles, books, and book chapters, in addition to editorial responsibilities with a Routledge Book Series entitled Futures of Data Analysis in Qualitative Research. She is also the guest editor of several special issues of journals such as Qualitative Inquiry, International Review of Qualitative Research, and International Journal of Qualitative Studies in Education. Her work has opened up new spaces in interdisciplinary de/colonizing work and qualitative research where creativity and contemplative approaches are legitimized and seen as necessary gateways for cultivating depth, integrity, expansive inquiry, and discovering critical insights.
Jamilia Blake, PhD (she/her) is an award-winning and published licensed psychologist and a tenured professor at Texas A&M University. She has been with Texas A&M since 2007, where she has achieved numerous accolades including Texas A&M University’s Montague-Center for Teaching Excellence and College of Education and Human Development Transforming Lives Faculty Fellowship for her teaching and mentoring.
Dr. Blake’s research examines the developmental trajectory of peer-directed aggression, bullying, and victimization in socially marginalized youth and racial/ethnic disparities in school discipline. She is author to more than 40 publications and a fellow of the American Psychological Association. Dr. Blake has published studies examining the social and psychological consequences of aggression and victimization for African-American girls and students with disabilities and the disparate impact of school discipline for African-American girls. Her work on the inequitable discipline experiences of Black girls has been featured in the New York Times, Huffington Post, on NPR, and CBS. She is the co-PI of a federally funded grant to examine the relation between school discipline and disproportionate minority contact in juvenile justice centers for immigrant youth. Dr. Blake is the lead researcher for the Girlhood Interrupted: The Erasure of Black Girls’ Childhood and the lead author for the follow-up work Listening to Black Women and Girls: Lived Experiences of Adultification Bias reports. Dr. Blake teaches graduate courses at Texas A&M University in child assessment, child therapy, and factors that contribute to racial/ethnic educational disparities.
Siqi (Lucy) Chen (she/her) is currently working as a Psychometrician in Pearson Clinical group. She earned her Ph.D in Research, Measurement and Statistics from Texas A&M University. Dr. Chen’s research interest lies in the area of applying quantitative and machine learning methods to improve educational evaluations and assessments.
Jessica T. DeCuir-Gunby, PhD (she/her) is a Professor of Educational Psychology and Department Head in the Department of Teacher Education and Learning Sciences at NC State University. She currently serves on the editorial board for Contemporary Educational Psychology and is a former associate editor for the American Educational Research Journal. Dr. DeCuir-Gunby’s research interests include race and racial identity development, critical race theory, mixed methods research, and emotions in education. She has served as Co-PI on two National Science Foundation funded grants, totaling over $4.3 million: Nurturing Mathematics Dreamkeepers (NSF DRK-12 Grant) and Peer Mentoring Summits for Women Engineering Faculty of Color (NSF ADVANCE Leadership Award Grant). Her work has been featured in top-tier journals such as Contemporary Educational Psychology, Educational Psychologist, Educational Researcher, and Review of Educational Research, among others. She has also co-authored/co-edited four books.
Dr. DeCuir-Gunby has received numerous awards. In 2012, she was inducted into the NC State University Academy of Outstanding Teachers and received the NC State University Alumni Association Outstanding Teacher Award. In 2013, she was awarded the inaugural NC State University Faculty Scholar award which recognizes academic leadership and achievement. In 2018, Dr. DeCuir-Gunby received the NC State Alumni Association Outstanding Research Award for outstanding research and was inducted into the Research Leadership Academy for leadership and mentoring in research. She was awarded the University of Georgia’s College of Education 2015-2016 Outstanding Educator Award for alumni.
Antonio Duran, PhD (he/him/el) is an Assistant Professor in the Administration of Higher Education program at Auburn University. Dr. Duran received his B.A. in English and American Literature from New York University, his M.S. in Student Affairs in Higher Education from Miami University, and his Ph.D. in Higher Education and Student Affairs from The Ohio State University. His research explores how historical and contemporary legacies of oppression inform college student development and experiences. He is often interested in how systems such as racism, heterosexism, and trans oppression shape how those with multiple minoritized identities navigate college campuses.
Namely, Dr. Duran leverages theoretical frameworks (e.g., intersectionality, queer of color critique) originating outside of educational disciplines to engage in this critical work. As a qualitative researcher, he seeks to understand the potential of these frameworks to inform research and practice within higher education settings. Dr. Duran has written alongside other scholars about how to engage with critical and poststructural schools of thought in educational scholarship, as well as in practice. His research has been published in venues such as the International Journal of Qualitative Studies in Education, Journal of Diversity in Higher Education, and Journal of College Student Development.
Xin Feng, PhD (she/her) is an Associate Professor in the Department of Human Sciences, Human Development and Family Science, College of Education and Human Ecology, at The Ohio State University. She has a broad background in social and emotional development in diverse family and cultural contexts, with specific focus on the interface of temperament, self-regulation, and contextual influences in the development of adaptive socioemotional functioning and childhood psychopathology. She is particularly interested in examining early emotional, cognitive, and physiological regulation as mechanisms for the transmission of depression between mothers and their children. Her research has focused on: 1) the co-development of emotional and cognitive regulation during early childhood, 2) early risk factors associated with the onset and maintenance of childhood depressive and anxiety symptoms, 3) the effect of parental socialization on the development of social and emotional competence across cultures. In these lines of research, her work relies on intensive behavioral observations of children and mothers. Her areas of expertise also include statistical methods in modeling longitudinal data. Her research has been funded by the National Institutes of Health and Health Resources and Services Administration, Health and Human Services.
Marcelle Haddix, PhD (she/her) is a Dean’s Professor and chair of the Reading and Language Arts department in the Syracuse University School of Education, where she is an inaugural co-Director of the Lender Center for Social Justice. She is the 2019 President of the Literacy Research Association. She facilitates literacy programs for adolescent and adult communities in Syracuse, including the Writing Our Lives project for urban youth writers and a Black women’s literary club and free library project. Dr. Haddix’s scholarly work is published in Research in the Teaching of English, English Education, Linguistics and Education, and Journal of Adolescent and Adult Literacy. Her book, Cultivating Racial and Linguistic Diversity in Literacy Teacher Education: Teachers Like Me, received the 2018 Outstanding Book Award from the American Association of Colleges for Teacher Education.
Odis Johnson, Jr., PhD (he/him) is a Bloomberg Distinguished Professor at Johns Hopkins University, where he has faculty appointments in the Department of Health Policy and Management at the Bloomberg School of Public Health, the School of Education as Executive Director of the Center for Safe and Healthy Schools, and in the Department of Sociology at the Krieger School of Arts and Sciences. He also directs the Institute in Critical Quantitative, Computational, and Mixed Methodologies (ICQCM). Odis Johnson previously served as a faculty member at Washington University in St. Louis, and chaired the African American Studies Department at the University of Maryland. His work on the interrelated topics of neighborhoods, social policy, and race have been funded by the National Science Foundation, National Institutes of Health, William T. Grant Foundation, and the Spencer Foundation. Odis Johnson’s work and ideas about social change have been featured in prominent media outlets, including the Oprah Magazine, Christian Science Monitor, CNN, The Washington Post, MSNBC, NPR, Teen Vogue, The Associated Press, Vox, The New Yorker, The New York Times, NBC News, The Chicago Tribune, SiriusXM, and a variety of international and local news outlets.
Minjung Kim, PhD (she/her) is an Assistant Professor in the Quantitative Research, Evaluation, and Measurement (QREM) program in the Department of Educational Studies, College of Education and Human Ecology, at The Ohio State University. Dr. Kim received her Ph.D. in 2012 from Texas A&M University. Her research interests include examining methodological issues in the use of the advanced quantitative methods under the framework of multilevel modeling and structural equation modeling. She is also interested in applying those models in different educational and psychological research and providing the easy-to-use guidelines for substantive researchers. Dr. Kim was recently awarded an EHE Emerging Scholar Seed Grant for Assessing Causal Mechanisms in Complex Educational Data: A New Approach of Multilevel Mediation Analysis. She has also served as the chair of the American Educational Research Association (AERA) Multilevel Modeling Special Interest Group (MLM-SIG) from 2017 to 2018.
Matt Mayhew, PhD (he/him) is the William Ray and Marie Adamson Flesher Professor of Educational Administration with a focus on Higher Education and Student Affairs in the Department of Educational Studies, College of Education and Human Ecology, at The Ohio State University. He received his BA from Wheaton College, Illinois; his master’s degree from Brandeis University; and his PhD from the University of Michigan. Before coming to Ohio State, he served as an associate professor at New York University and an administrator at the University of North Carolina at Wilmington and at Fisher College.
He has focused his research on examining the relationship between college and its influence on student learning and democratic outcomes. To support the study of college and its impact on student development and learning, he has been awarded over 20 million dollars in funding from sources including the United States Department of Education; the Ewing Marion Kauffman Foundation; the Merrifield Family Trust; the National Science Foundation and an anonymous non-religiously affiliated organization with interests in social cooperation. He is the current editor of the Digest of Recent Research. He has been on the editorial boards of the Journal of Higher Education, Research in Higher Education, and the Journal of College Student Development. He recently received the American Educational Research Association Religion and Education SIG Emerging Scholar Award. He was also recognized as a Diamond Honoree by ACPA-College Student Educators International.
Leslie C. Moore, PhD (she/her) is an Associate Professor of Foreign, Second and Multilingual Language Education and Language, Education and Society in the Department of Teaching and Learning, College of Education and Human Ecology, at The Ohio State University. Dr. Moore is an applied linguist and a linguistic anthropologist. Her research examines the social and cultural patterning of learning and language development in communities whose members use multiple languages and participate in multiple learning traditions. Dr. Moore has three overarching goals in studying children’s educational experiences and developmental trajectories as learners and users of multiple codes across contexts: (1) to expand and deepen our understanding of diverse community practices of language use, teaching, and learning and how they vary across time and space; (2) to contribute to the empirical and theoretical bases on which formal and informal education may be made more effective for children learning in an additional language or variety of a language by understanding and drawing upon the repertoires of practice they develop across multiple sites and activities; and (3) to participate in and contribute to the translation of research into educational practice. Her research in Ohio, Cameroon, and the Netherlands has been funded by the National Science Foundation, the Ford Foundation, the Spencer Foundation, and Fulbright. Dr. Moore is currently engaged in two projects: a study of informal science learning for dual language learners from diverse cultural and linguistic backgrounds (in collaboration with COSI, our local science center) and a study of adult assessments of Black children’s narrative language (with Dr. Monique Mills, Speech and Hearing Scientist, University of Houston).
For more information visit Dr. Moore’s website.
Anne-Marie Núñez, PhD (she/her) is a professor of Higher Education and Student Affairs Program in the Department of Educational Studies, College of Education and Human Ecology, at The Ohio State University. Her research explores how to broaden participation for historically underrepresented groups, including students and faculty, in postsecondary education. One line of her scholarship has focused on the higher education experiences and trajectories of Latino, first-generation, and migrant students. Another has emphasized institutional diversity in the United States, including the role of Hispanic-Serving Institutions in promoting college access and success. A third has focused on fostering supportive organizational climates for faculty and administrators to advance inclusivity in the academy. Her research has been published in several journals, including Educational Researcher, Harvard Educational Review, and the American Educational Research Journal.
She is also the lead author of the book Latinos in Higher Education and Hispanic-Serving Institutions: Creating Conditions for Success (2013, Jossey-Bass) and the lead editor of the award-winning book Hispanic-Serving Institutions: Advancing Research and Transformative Practice (2015, Routledge). For her contributions to research on underrepresented groups, she received the 2011 Association for the Study of Higher Education (ASHE) Council on Ethnic Participation Mildred Garcia Exemplary Scholarship award. Currently, she serves as an Associate Editor of The Journal of Higher Education and an Associate Editor of the Higher Education: Handbook of Theory and Research. She holds a PhD in Education from UCLA, MEd in Education from Stanford University and AB in Social Studies from Harvard University.
Penny A. Pasque (she/her) is professor in Educational Studies and Director of Qualitative Methods and the QualLab in the Office of Research, Innovation and Collaboration (ORIC) in College of Education and Human Ecology at The Ohio State University. In addition, she is editor of the Review of Higher Education (with Thomas F. Nelson Laird), which is considered one of the leading research journals in the field. Her research addresses complexities in qualitative inquiry, in/equities in higher education, and dis/connections between higher education and society. Her research addresses complexities in qualitative inquiry, in/equities in higher education, and dis/connections between higher education and society. Dr. Pasque’s research has appeared in approximately 100 journal articles and books, including in The Review of Higher Education, The Journal of Higher Education, Qualitative Inquiry, Diversity in Higher Education, among others. Her qualitative books include Qualitative Inquiry in Higher Education Organization and Policy Research (with Lechuga, Routledge), Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions (with Carducci, Kuntz & Gildersleeve, Jossey-Bass), and Critical Qualitative Inquiry: Foundations and Futures (with Cannella & Salazar Pérez, Left Coast Press). She is also author of American Higher Education Leadership and Policy: Critical Issues and the Public Good (Palgrave Macmillan), Empowering Women in Higher Education and Student Affairs (with Shelley Errington Nicholson, Stylus), Transforming Understandings of Diversity in Higher Education (with Ortega, Burkhardt & Ting, Stylus) and Engaged Research and Practice (with Overton & Burkhardt, Stylus). Dr. Pasque is currently the primary investigator for 1) the National Study on Women in Higher Education and Student Affairs since 2008 2) the Epistemological In/Justice in Graduate Education research project with Leslie Gonzales, 3) Researching Educational Diversity – The Decolonizing Indigenous Research Team (RED-DIRT).
Tim San Pedro, PhD (he/him) is an Associate Professor of Multicultural and Equity Studies in Education, College of Education and Human Ecology, at The Ohio State University. Dr. San Pedro’s scholarship focuses on the intricate link between motivation, engagement, and identity construction to curricula and pedagogical practices that re-center content and conversations upon Indigenous histories, knowledges, and literacies. His work forwards Culturally Sustaining, Humanizing, and Indigenous Pedagogies and Methodologies.
Don Pope-Davis (he/him, PhD, Stanford University) is Dean of the College of Education and Human Ecology at The Ohio State University. He is passionate about using higher education to address issues of equity, economic growth and the psychological well-being of educators and students. An educator for more than 25 years, he previously was dean of the College of Education at New Mexico State University, a Hispanic-serving institution. He also served in senior-level positions at the University of Notre Dame. Pope-Davis’ work on religious attitudes, multicultural competence and unintentional racism in counseling is widely published in peer-reviewed journals. He is an elected Fellow of the American Psychological Association’s Society for Psychological Study of Ethnic Minority Issues and a Fellow of the Society of Counseling Psychology. His most recent book, published by Cambridge University Press, examines the attitudes of Black Catholics in America. He is a member of the steering committee of Deans for Social Justice and Equity in Education and the incoming chair of the American Psychological Association’s Committee of Ethnic Minority Affairs.
Winston Thompson, PhD (he/him) is an Associate Professor of Philosophy of Education within the College of Education and Human Ecology at The Ohio State University and an internationally regarded philosopher of education concerned with social, political, and ethical issues related to justice and education. Before coming to OSU, he was a faculty member at New York University, Hofstra University, and the University of New Hampshire. In 2016-17, Dr. Thompson was a Fellow-in-Residence at the Edmond J. Safra Center for Ethics at Harvard University. He is on the Executive Board of the Association for Moral Education and is the Immediate Past President of the New England Philosophy of Education Society. Dr. Thompson’s scholarship focuses upon normative ethical and social/political questions of justice, education, and the public good, with recent efforts analyzing dilemmas of educational policy. His work has appeared in Educational Theory, Philosophy of Education, Teachers College Record, The Journal of Philosophy of Education, Educational Philosophy and Theory, and Studies in Philosophy and Education. Dr. Thompson is currently working on a book project that takes the mainstream view of the relationship between education and politics to 1) cheapen our sense of justice in education and 2) imperil our understanding of the political essence of justice in public life. By enlarging the mainstream view of this relationship and asking what is owed to persons and polities as a matter of educational, rather than only political, justice, this project explores a renewed approach to the very core of democracy within pluralistic societies. This work gives special attention to ethical dilemmas of identity related to race, immigration, and citizenship. Dr. Thompson received his PhD (with distinction) in Philosophy and Education from Teachers College, Columbia University.
Verónica Vélez, PhD (she/her) is an Associate Professor in the Woodring College of Education at Western Washington University (WWU). She is the Founding Director of WWU’s Education and Social Justice Minor. Her research is grounded in Critical Race Theory (CRT), Latinx Critical Theory (LatCrit), Radical Cartography, and Chicana Feminist Epistemologies. Influenced and inspired by these varied, but interrelated frameworks, she pioneered Critical Race Spatial Analysis (CRSA), a framework and methodological approach that seeks to deepen a spatial consciousness and expand the use of geographic information systems (GIS) in critical race research in education. As a result of this work, Dr. Vélez will be featured in the second volume of ESRI Press’s Women and GIS: Mapping Their Stories. In addition, she has published in multiple academic journals including Educational Forum, Harvard Educational Review, Association of Mexican American Educators Journal, and Race, Ethnicity, and Education, and has contributed several chapters to edited anthologies. She recently co-edited a special issue in Race, Ethnicity, and Education on “QuantCrit,” a methodological subfield of CRT that troubles the decontextualized and color-evasive nature of quantitative research in education and posits quantitative methods for racial justice.
Dr. Vélez pursued her graduate studies at UCLA, completing an MA and PhD in Social Science and Comparative Education with a specialization in Race and Ethnic Studies. She conducted her undergraduate studies at Stanford University, where she obtained a BA in Psychology. Before joining WWU, Dr. Vélez was a Post-Doctorate Research Fellow and Director of Public Programming at the Center for Latino Policy Research (CLPR) at UC Berkeley. At CLPR, Dr. Vélez developed research partnerships with P-16 institutions, non-profit organizations, and grassroots groups connected to CLPR’s research priorities in the areas of education, immigration, and civic engagement. She co-led a multi-method community needs assessment in the historically Latinx Mission neighborhood of San Francisco as part of a U.S. Department of Education grant that resulted in an award of $30 million to provide cradle-to-career services for Mission residents.
In addition to her scholarly work, Dr. Vélez worked as a grassroots organizer with Latinx im/migrant families for over 15 years. She is currently organizing with teachers, administrators, and community members in the Pacific Northwest to develop Ethnic Studies courses for local high school students. In 2017, she was one of six faculty across Washington State awarded The Ormsby Award for Faculty Citizenship to recognize exemplary service in the public interest for her efforts to create systems through which institutionally underrepresented and underserved students can access higher education.
Casey Philip Wong, PhD (he/him) is currently a Postdoctoral Scholar in the UCLA Department of Anthropology, as well as a Visiting Scholar within the USC Rossier School of Education. In 2019, Dr. Wong received his PhD from the Race, Inequality, and Language in Education program at the Stanford Graduate School of Education, with a concurrent Master’s in Linguistics. Recently recognized with the 2021 UCLA Chancellor’s Award for Postdoctoral Research, Dr. Wong’s qualitative research blends the multiple lenses of critical race studies, linguistic anthropology, and Black Feminism to examine how historically and institutionally marginalized students are provided opportunities to engage in authentic learning experiences that sustain their cultures, languages, and communities (i.e. culturally sustaining pedagogy). He was most recently an invited panelist for a Presidential Session at the American Educational Research Association on creating expansive and equitable learning environments (virtual), and an invited presenter for a Presidential Session on Hip Hop Pedagogies at the American Association of Applied Linguistics (Chicago), as well as a speaker at the International James Baldwin Conference (Paris). His dissertation was a finalist for the 2019 NWSA/UIP First Book Prize and is entitled Pray You Catch Me: A Critical Feminist and Ethnographic Study of Love as Pedagogy and Politics for Social Justice. Dr. Wong’s most recent publication, “The Wretched of the Research: Disenchanting Man2-as-Educational Researcher and Entering the 36th Chamber of Education Research,” appeared in the Review of Research in Education in March 2021. He synthesized how educational researchers from overlapping and interconnected Black, Indigenous, Latinx, Asian, and Pacific Islander communities have gathered, interpreted, and shared educational knowledge, and theorized how the field of education might more broadly integrate these understandings to conduct research for collective liberation. Dr. Wong has worked with activists in Hip Hop Education to organize four Think Tank gatherings, as well as a Culturally Sustaining Pedagogy (CSP) conference that brought together leaders working for educational justice. He is working alongside H. Samy Alim and Django Paris to organize a follow-up convening which will take place in July 2021, and to conduct research as a part of a Lyle Spencer-funded project exploring CSPs across the world. Dr. Wong has been working inside and outside of schools to heal, cultivate critical thinking, and educate for collective liberation with K-16 youth, from Oakland to NYC, for over 12 years.