Na’ilah Suad Nasir

Biographic Data

ID3979295
NAMENa’ilah Suad Nasir
GIVEN NAMESNa’ilah Suad
FAMILY NAMENasir
SIGNATURENASIR N S
AFFILIATIONSUniversity of California, Berkeley
ORCID0000-0002-7751-9965
VERIFIEDYes
TOTAL WORKS31
TOTAL CITATIONS183
AUTHOR COUNT30
EDITOR COUNT1
FIRST PUBLICATION YEAR2000
LATEST PUBLICATION YEAR2024
H-INDEX8

  • The Past, Present, and Future of Culturally Sustaining Pedagogies

    Gloria Ladson-Billings, Django Paris et al.ARTICLEHarvard Educational Review2024

    In this Voices: Reflective Accounts of Education essay, Gloria Ladson-Billings, Django Paris, H. Samy Alim, and Na’ilah Suad Nasir speak to the past, present, and future of culturally sustaining pedagogies. This dialogue marks the tenth anniversary of the Culturally Sustaining Pedagogies Symposium, published in the Harvard Educational Review in 2014, where the authors illustrated how culturally relevant, sustaining, and revitalizing pedagogies ar…

  • A Vision for the Future of Learning

    Open AccessNa’ilah Suad NasirARTICLEEducational Researcher2024Cited by: 2References: 75

    In this article, based on my Presidential Address for the 2022 American Educational Research Association (AERA) Annual Meeting, I offer some thoughts on the education and learning systems we need for the future. Specifically, I take up two core questions: (1) How do we organize education and learning systems for a multicultural democracy? (2) How do we build systems that transcend and transform how we have been doing “education” and that are desi…

  • The adventures of John Bransford

    Cindy E Hmelo-Silve, Cindy E Hmelo-Silver et al.ARTICLEJournal of the Learning Sciences2023

  • Weaving a Colorful Cloth

    Open AccessMary Helen Immordino‐Yang, Na’ilah Suad Nasir et al.ARTICLEReview of Research in Education2023

    We integrate work from human development, psychology, education, and neuroscience to argue for five interrelated developmental principles that together provide the conceptual basis for a fundamental shift in thinking in education about the nature of learning, and hence the work of teaching, and the purpose and design of schools and youth-facing policies. These principles foreground humans’ natural agency, subjectivity, and variability and the dyn…

  • What the Sciences of Human Learning and Development Tell Us about Civic Reasoning and Discourse

    Open AccessCarol D Lee, Na’ilah Suad Nasir et al.ARTICLEThe Annals of the American…2023Cited by: 1References: 32

    There is perhaps no more important skill to cultivate in today's students than civic reasoning: the ability to think about social issues in complex ways. Civic reasoning involves the integration of knowledge, epistemological orientations, and ethics, and this integration is influenced by individuals' perceptions of themselves and others, and by the problems they seek to address in the civic domain. We synthesize research from psychology, learning…

  • Reimagining American Education

    Open AccessNa’ilah Suad Nasir, Megan Bang et al.ARTICLEPhi Delta Kappan2021

    The combination of the COVID-19 pandemic and the racial reckoning in the United States make 2021 a potent moment to reimagine American education. This article introduces an ongoing Kappan series in which scholars look ahead to imagine what K-12 education will look like in 25 years. Na’ilah Nasir, Megan Bang, and Hirokazu Yoshikawa discuss some of the factors that have created an environment ripe for transformation and some of their ideas for what…

  • Rethinking Learning

    Open AccessNa’ilah Suad Nasir, Carol D Lee et al.ARTICLEEducational Researcher2021Cited by: 22References: 47

    Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners’ full selves are engaged, and that disrupt existing patterns of inequality and oppression. In this article, we build on recent research …

  • I’m a Teacher, I’m Gonna Always Protect You”

    Open AccessMaxine Mckinney De Royston, Tia C Madkins et al.ARTICLEAmerican Educational Research…2021Cited by: 38References: 64

    Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show…

  • Handbook of the Cultural Foundations of Learning

    Open AccessCarol Lee, Na’ilah Suad Nasir et al.BOOKHandbook of the Cultural…2020

    Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond …

  • Rethinking schools, rethinking learning

    Open AccessMaxine Mckinney De Royston, Carol Lee et al.ARTICLEPhi Delta Kappan2020

    The COVID-19 pandemic and social unrest offer an opportunity to clarify what learning is and rethink how to design and assess a “good” school. Schools — online, hybrid, or in-person — should foster learning for all students. Yet, too often, schools paradoxically act as both drivers of equity and reproducers of inequities, both inviting and foreclosing certain types of learning. Maxine McKinney de Royston, Carol Lee, Na’ilah Suad Nasir, and Roy Pe…

  • Teaching for equity

    Na’ilah Suad NasirARTICLEApplied Developmental Science2020

  • When Development Is Not Universal

    Open AccessNa’ilah Suad NasirARTICLEHuman Development2018

  • STEM-Focused Academies in Urban Schools

    Na’ilah Suad Nasir, Sepehr VakilARTICLEJournal of the Learning Sciences2017

    Drawing on data from a study of learning, race, and equity in an urban high school organized around specialized learning academies, we examine the ways in which the design, framing, construction, and organization of learning spaces deeply influences the types of access to rigorous learning that students experience. We draw on the notion of racialized learning pathways to examine access to science, technology, engineering, and mathematics (STEM) l…

  • Knowing About Racial Stereotypes Versus Believing Them

    Open AccessNa’ilah Suad Nasir, Maxine Mckinney De Royston et al.ARTICLEUrban Education2017Cited by: 4References: 33

    Despite post-racial rhetoric, stereotypes remain salient for American youth. We surveyed 150 elementary and middle schoolers in Northern California and conducted case studies of 12 students. Findings showed that (a) students hold school-related stereotypes that get stronger in middle school, (b) African American and Latino students experience greater divergence between stereotype awareness about their group and endorsement than other students, an…

  • Rethinking Race and Power in Design-Based Research

    Sepehr Vakil, Maxine Mckinney De Royston et al.ARTICLECognition and Instruction2016

    Participatory design-based research continues to expand and challenge the “researcher” and “researched” paradigm by incorporating teachers, administrators, community members, and youth throughout the research process. Yet, greater clarity is needed about the racial and political dimensions of these collaborative research projects. In this article, we focus on how race and power mediate relationships between researchers and communities in ways tha…

  • Modeling Manhood

    Open AccessJarvis R Givens, Na''Ilah Nasir et al.ARTICLEAnthropology & Education Quarterly2016Cited by: 9References: 34

    This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti-school, and as disconnected from the domestic sphere) were reimagined in all-black, all-male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions o…

  • The Development of Math–Race Stereotypes

    Open AccessDario Cvencek, Na’ilah Suad Nasir et al.ARTICLEJournal of Research on Adolescence2014Cited by: 14References: 9

    Sixty elementary‐school children (9–10 years old) and 82 adolescents (12–13 years old) completed explicit and implicit measures of racial stereotypes about math. 60 Asian, 42 Latino, 21 White, 15 Black, and four multiracial students participated (42% boys). On the explicit measure, children as early as fifth grade reported being aware of the stereotype that Asians = math , but only adolescents personally endorsed this stereotype. On the implicit …

  • Contents Vol. 55, 2012

    Philip Bell, Carrie Tzou et al.ARTICLEHuman Development2012

  • Racial Storylines and Implications for Learning

    Open AccessNa’ilah Suad Nasir, Cyndy R Snyder et al.ARTICLEHuman Development2012

    In this article, we theorize the relation between race and schooling and consider the implications for learning. While the body of research on culture and learning has come to define learning as an inherently cultural and social process, scholars have few theoretical tools to help us think about the role of race and racism in relation to students’ access to identities as learners and to learning. We draw on both theoretical and empirical literatu…

  • Conceptualizing Cultural and Racialized Process in Learning

    Open AccessNa’ilah Suad Nasir, Megan BangARTICLEHuman Development2012

    Research that examines the intersection between culture and learning has constituted a fast-growing field over the last decade [Lee, 2009; Nasir, 2012]. In some of this work inspired by a Vygotskian lens, researchers have focused on the ways that learning is socially and culturally organized and carried out as a part of the daily routine practices of learning settings [Lee & Majors, 2003; Peele-Eady, 2011; Rogoff, 2003; Saxe, 1991]. Such research…

  • Racialized Identities

    Na’ilah Suad Nasir, Na'Ilah Suad NasirBOOKRacialized Identities2011

  • What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School

    Open AccessNa’ilah Suad Nasir, Milbrey Wallin Mclaughlin et al.ARTICLEAmerican Educational Research…2009Cited by: 23References: 32

    In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational data to examine the nature of racial identity meanings for African American students, their relation …

  • Becoming a Hurdler

    Open AccessNa''Ilah Suad Nasir, Na’ilah Suad Nasir et al.ARTICLEAnthropology & Education Quarterly2009Cited by: 14References: 26

    In this article, we present a model for thinking about how learning settings provide resources for the development of the practice-linked identities of participants, drawing on data from a study on an African American high school track and field team. What does it mean to make an identity available in the context of a learning setting? In this article, we draw on current theories in anthropology, psychology, sociology, and sociocultural theory to…

  • From the Court to the Classroom

    Na’ilah Suad Nasir, Na'Ilah Suad Nasir et al.ARTICLEJournal of the Learning Sciences2008

    This study explored support for engagement in 2 settings: a high school basketball team and high school mathematics classrooms. Specifically, the study examined 3 aspects of these practices: (a) access to the domain, (b) opportunities to take on integral roles, and (c) opportunities for self-expression in the practice. Drawing on videotape and interview data from 2 African American high school students' participation in basketball and mathematics…

  • Exploring Sociocultural Perspectives on Race, Culture, and Learning

    Open AccessNa’ilah Suad Nasir, Victoria Hand et al.ARTICLEReview of Educational Research2006

    This article explores the potential uses and extensions of sociocultural theoretical perspectives for integrating and further developing research on race, culture, and learning. Two bodies of literature are discussed and synthesized: (1) sociocultural theory and (2) studies on race, culture, and learning. The article proposes how a sociocultural lens might provide insight and suggests new lines of research on issues of race, culture, and learning…