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As a race critical researcher and an experienced educator, my mission is to cultivate more human fulfillment and mitigate human suffering. I launched my research career through the Literacy, Language, and Culture program, Department of Curriculum and Instruction, in the College of ºÚÁϳԹÏÍø at the University of Illinois at Chicago. My dissertation study (Croom, 2018) investigated teachers’ conceptualization(s) of race in literacy instruction with Black children. This work makes a theoretical and empirical contribution to the fields of ºÚÁϳԹÏÍø and Literacy.

Within my broader inquiries of race and literacies, I continue to document teachers’ understandings of race and examine the influence these understandings may have on teacher efficacy, student identification, pedagogical reasoning, and teaching practices in literacy. Typically, I generate knowledge through case study and qualitative methods using post-White vindicationist philosophy, practice of race theory (PRT), and race critical practice analysis. Still, counts and comparisons of averages can also be meaningful in this orientation to data analysis.

Concisely, I use interdisciplinary research and experience to support the development of racial literacies and thereby advance the justice, antiracism, curriculum studies, public health, and political-economic efforts of universities, schools, businesses, organizations, communities, and individuals.

Publications from include: , published by (2021); Review and scholarly syntheses as anti-racist action, co-authored and published in Literacy Research: Theory, Method, and Practice (2023); Black Lives Matter panel: A generous invitation to The Archive, co-authored and published in Literacy Research: Theory, Method, and Practice (2021); A case study from "Barracoon: The story of the last 'Black Cargo'" with practice of race theory, published in The Journal of Negro ºÚÁϳԹÏÍø (2020); If "Black Lives Matter in Literacy Research," then take this racial turn: Developing racial literacies, published in Journal of Literacy Research (2020); Literacies of interrogation and vulnerability: Reimagining preservice teacher preparation designed to promote social justice in education, co-authored and published in Springer Handbook on Promoting Social Justice in ºÚÁϳԹÏÍø (2019); “Sometimes things get worse before they get better”: A counter-narrative of White suburban school leadership for racial equity, co-authored and published in Leadership and Policy in Schools (2019); Meet me at the corner: The intersection of literacy instruction and race for urban education, published in Urban ºÚÁϳԹÏÍø (2018); Reading ‘The Crisis in Black ºÚÁϳԹÏÍø’ from a post-White orientation, published in the Black History Bulletin (2016).