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I came to theory because I was hurting—the pain within me was so intense that I could not go on living. I came to theory desperate, wanting to comprehend—to grasp what was happening around and within me. Most importantly, I wanted to make the hurt go away. I saw in theory then a location for healing. -bell hooks
OVERVIEW
My research looks at the intersection of critical theories, critical quantitative methodologies (QuantCrit), AI, and preparing educational professionals.
INTERESTS
Assessment and Measurement in Education
Teacher Education and Preparation
Teacher Self-Efficacy
Culturally Responsive Instruction (CRI)
Critical Race Theory
Critical Consciousness
Whiteness
Educational Equity and Access
Educational Policy
Bridging psychology coursework and anti-colonialism
Item-Response Theory (IRT)
Rasch Modeling
Critical Quantitative Methodologies
Data Mining in Educational Research
Longitudinal Data Analysis
Multilevel Modeling
Hierarchical Linear Modeling
Structural Equation Modeling
Survey Design and Analysis
Artificial Intelligence
Large Language Models (LLMs)
EMERGING PROJECTS
Identity Factors and Barriers to Success in STEM Education:
Exploring how race, gender, socioeconomic status, and first-generation status shape the challenges students encounter in introductory biology courses.
CURRENT PROJECTS
Project 1
Examining the Psychometric Properties of the Classroom Whiteness Scale (ClaWS) Through Rasch Partial Credit Analysis (Dissertation Study)
ClaWS is a psychometric instrument designed to assess the frequency and salience of whiteness-informed practices in K-12 teaching. Developed for my doctoral dissertation, the scale draws on constructs such as ethnocentric monoculturalism, emotional dimensions of whiteness, and dominant cultural norms.
Objective:
Measure whiteness in the classroom—not to pathologize teachers but to offer a reflective mirror for critical growth. This work aims to illuminate the often-hidden ideological undercurrents shaping educational practice.
Methods:
Rasch Partial Credit Model analysis
Principal Components Analysis of Residuals (PCAR)
Person-item separation reliability indices
Grounded in Critical Whiteness Studies and QuantCrit
Key Findings:
ClaWS shows promising theoretical alignment but needs repiloting to improve person reliability and dimensionality.
Ideology and practice often misalign; some teachers require affirmation, others need disruption.
Whiteness is complex and context-dependent, but it is measurable when approached with intention and care.
Why It Matters:
This instrument does not "solve" whiteness in education, but it helps name it. In naming it, we open the door to change.
Project 2
Examining Pre-Service Teachers' Multicultural Competency and Self-Efficacy for Culturally Relevant Teaching: A Longitudinal Study
This study builds on a pilot project presented at the American Psychological Association (APA) 2023 conference, focusing on pre-service teachers' development of multicultural competency and self-efficacy in implementing culturally relevant teaching (CRT) practices. Through longitudinal surveys, we aim to understand how pre-service teachers' experiences in coursework, observations, and student teaching influence their readiness to meet the needs of diverse student populations. The project has received IRB approval. Data collection began in Fall 2024 and will conclude in May 2025.
Objectives
To assess the growth in pre-service teachers' multicultural competence across their coursework, field placement observations, and student teaching experiences.
To evaluate pre-service teachers' self-efficacy in implementing CRT practices in diverse educational settings.
To examine how pre-service teachers perceive the influence of their cooperating teachers and coursework on their development of CRT skills.
Hypotheses
Pre-service teachers who engage in diverse field placements and coursework will show significant growth in multicultural competence over time.
Pre-service teachers with higher levels of interaction with diverse student populations will report higher self-efficacy for implementing CRT practices.
Having a cooperating teacher that engages in culturally relevant teaching practices will correlate with stronger CRT implementation and confidence in pre-service teachers.
We are currently administering the survey for this study. If you have access to pre-service teachers and would like to support this research, please reach out through the form at the bottom of this page. Your assistance in reaching a broad sample would be greatly appreciated!
Project 3
In-service Teachers and Culturally Responsive Instruction
Through my research assistantship in the Evaluation Center at the University of Kentucky, I have worked heavily on project PLACE (Partnership for Learning, Achievement, and Classroom Engagement). Project PLACE is funded by the US Department of Education OELA (Office of English Language Acquisition) National Professional Development Grant: Research on Schools, Teachers, and Communities.
My research in this area examines how culturally responsive instruction (CRI) practices influence student outcomes, particularly focusing on in-service teachers. Through a series of studies, I explore how CRI impacts both reading and math achievement, with a specific emphasis on English Language Learners (ELLs). Using a quantile regression analysis, my work delves into the effectiveness of teacher self-efficacy and family collaboration, as measured by the Culturally Responsive Instruction Observation Protocol (CRIOP).
This work has been presented at the American Psychological Association (APA) conference and has been submitted for consideration at the American Educational Research Association (AERA), with publications forthcoming.
Objectives
Examine the impact of culturally responsive instruction on student outcomes (reading and math achievement).
Identify which CRI practices most significantly influence student performance, focusing on English Language Learners (ELLs).
Analyze the role of teacher self-efficacy in implementing culturally responsive practices and its effect on student success.
Evaluate the contribution of family involvement in student achievement using CRIOP's family indicators.
Utilize advanced statistical methods (quantile regression, confirmatory factor analysis) to better understand the relationships between CRI, teacher factors, and student outcomes.
Inform educational practices and professional development to enhance CRI implementation and improve outcomes for diverse learners.
Results
Multi-factor models of the CRIOP show better alignment with teacher observation data, providing deeper insights into the areas of growth for teachers.
Teachers' use of the CRIOP pillars (Discourse, Family Collaboration, Instruction) significantly improves reading scores, especially for students with lower initial performance.
The Discourse pillar is linked to increased reading scores across all achievement levels, with a stronger effect for higher achievers, while the Instruction pillar is linked to decreased scores, particularly for higher achievers.
Culturally responsive teaching practices, such as greeting and praising ELLs in their native language, positively affect ELL math achievement across different quantile levels.
Family collaboration practices have varying impacts on student achievement, showing positive effects at higher achievement levels and mixed results across other quantiles.
Project 4
Psychometrics and the LSAMP (Louis Stokes Alliances for Minority Participation) program
Through a research assistantship at the University of Kentucky, I have been assisting with the Kentucky-West Virginia Louis Stokes Alliances for Minority Participation (LSAMP) National Science Foundation (NSF) grant.
My research in psychometrics within the LSAMP program focuses on enhancing the effectiveness of the program by targeting non-cognitive growth and improving the sense of belonging among marginalized STEM students. This work includes mapping opportunities for non-cognitive development using Wright Maps and assessing the impact of community experiences and inclusivity at predominantly white institutions.
We have submitted this research for presentation at major conferences, such as NCME (National Council on Measurement in Education) and AERA (American Educational Research Association), and are actively pursuing publications to share these findings and contribute to the broader conversation on inclusive STEM education.
Objectives
Developing psychometric tools to efficiently measure the sense of belonging among minority STEM students in LSAMP.
Identifying and promoting non-cognitive skills that contribute to student success in STEM.
Enhancing LSAMP program effectiveness by fostering inclusive educational environments that support minority students.
Informing program improvements through targeted research on the social and academic experiences of LSAMP participants.
Results
Findings from Wright Map analysis revealed strong work ethic development but challenges in supporting students with sharing research results, highlighting opportunities for enhanced program support.
Identified issues with existing scales for marginalized populations, such as item misfit and multidimensionality, through Rasch analysis, prompting iterative instrument revisions.
Evaluated six-item and four-item survey models to efficiently measure sense of belonging among LSAMP students, finding the four-item model had superior fit and internal consistency (Cronbach’s alpha = .884), providing a streamlined tool for ongoing program assessment.
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