Biography
Khamia is a fourth-year doctoral candidate specializing in Learning, Teaching, and Development. She attended Hampton University for her undergraduate studies in Psychology (BA), earned a Master of Social Work (MSW) degree from the State University of New York (SUNY) at Stony Brook, and has earned a Master in Education from UCI in route to her Ph.D.
Khamia has developed her skill and pedagogy as an educator of 10 years in Title I schools. She is certified in Early Childhood Education, Middle Grades Social Sciences, STEM, and Gifted/Exceptional Learners. She has collaborated with the Georgia Department of Education to develop the state’s World History Social Studies curriculum, integrating culturally responsive research-based practices that engage both teachers and students in the learning process.
Her experience in underserved areas has influenced her research agenda. Her dissertation examines the influence of a teacher intervention that focuses on the development of empathy and color consciousness, as a method to facilitate, motivate, and support the enactment of culturally responsive pedagogy. This study is an explanatory sequential mixed method design and uses a multitude of data including surveys, semi-structured interviews, classroom observations, and participant artifacts. She hopes this research can help teachers feel supported and empowered in ways that promote the enactment of more culturally responsive teaching practices to meet the growing and shifting needs of students of color. The demographics of the United States’ public-school systems are becoming more diverse and culture is central to learning. Therefore, teachers must be prepared to take an asset-based approach that acknowledges, responds to, and celebrates students’ culture to design content, foster environments, and create opportunities that are equitable for a multicultural student demographic.
January 2021
Khamia is a fourth-year doctoral candidate specializing in Learning, Teaching, and Development. She attended Hampton University for her undergraduate studies in Psychology (BA), earned a Master of Social Work (MSW) degree from the State University of New York (SUNY) at Stony Brook, and has earned a Master in Education from UCI in route to her Ph.D.
Khamia has developed her skill and pedagogy as an educator of 10 years in Title I schools. She is certified in Early Childhood Education, Middle Grades Social Sciences, STEM, and Gifted/Exceptional Learners. She has collaborated with the Georgia Department of Education to develop the state’s World History Social Studies curriculum, integrating culturally responsive research-based practices that engage both teachers and students in the learning process.
Her experience in underserved areas has influenced her research agenda. Her dissertation examines the influence of a teacher intervention that focuses on the development of empathy and color consciousness, as a method to facilitate, motivate, and support the enactment of culturally responsive pedagogy. This study is an explanatory sequential mixed method design and uses a multitude of data including surveys, semi-structured interviews, classroom observations, and participant artifacts. She hopes this research can help teachers feel supported and empowered in ways that promote the enactment of more culturally responsive teaching practices to meet the growing and shifting needs of students of color. The demographics of the United States’ public-school systems are becoming more diverse and culture is central to learning. Therefore, teachers must be prepared to take an asset-based approach that acknowledges, responds to, and celebrates students’ culture to design content, foster environments, and create opportunities that are equitable for a multicultural student demographic.
January 2021
