Ayana Allen-Handy
Biographic Data
| ID | 939796 |
|---|---|
| NAME | Ayana Allen-Handy |
| GIVEN NAMES | Ayana |
| FAMILY NAME | Allen-Handy |
| SIGNATURE | ALLEN-HANDY A |
| AFFILIATIONS | Drexel University |
| ORCID | 0000-0002-8910-6957 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
A sandwich effect: Gentrification and Black residential displacement in the university-adjacent West Philadelphia Promise Zone
This study examines the landscape of gentrification and Black residential displacement within the West Philadelphia Promise Zone (WPPZ). Our intergenerational community-driven participatory action research team conducted a comparative longitudinal spatial analysis between Census data from 2008 to 2012 and 2013 to 2017 investigating variables of both gentrification and displacement including changes in population, racial demographics, per capita i…
A Conceptual Framework for Positive Black Female Identity Formation
Educating Black females about critical media literacy is a fundamental responsibility that should be shared by all who are concerned with the ways in which Black females navigate the world, especially because of the media’s pervasiveness. We proposed a conceptual framework for equipping Black females with the necessary critical media literacy (CML) skills to successfully recognize, decode, and deconstruct negative media messaging to develop a pos…
Policing Black femininity: The hypercriminalization of Black girls in an urban school
Studies have documented the ubiquitous racial disparities in school discipline. However, knowledge of the unique and complex disciplinary experiences of Black girls, shared from their own voices, remains under-researched. To better understand the school policing and ‘pushout’ phenomenon for Black girls, this qualitative study examines data which explore the resulting consequences of a fight between 30 Black female students. Our findings suggest t…
Be(com)ing Critical Scholars: The Emergence of Urban Youth Scholar Identities Through Research and Critical Civic Praxis
This phenomenological case study examined the emergence of critical scholar identities among five urban youth who participated in a 2-year critical research fellows program. The program was grounded on the theoretical framework of Social Justice Youth Development, which included the development of self, social/community, and global awareness leading to critical consciousness and social action. Findings depict the personal and programmatic compone…
Black Women Undergraduates: A Phenomenological Examination of Their Lived Experiences and Identity Construction at Predominantly White Institutions
This disquisition is a phenomenological exploration of the lived experiences and identity construction of Black women undergraduates (BWU) at predominantly white institutions (PWIs). While recent literature has focused on Black women and graduate studies, this article’s explicit focus on BWU provides a needed perspective in the field, contributing to our growing understanding of the experiences of Black women at PWIs. The purpose of this study wa…
“I am able to have a different lens and different approach: ” A Critical Examination of how Black Female Engineering Teachers Utilize and Create Counternarratives
This research highlights the educational and professional experiences of three Black female secondary teachers of engineering. Using a lens of community cultural wealth, this research calls attention to the resources these teachers called upon during their navigation of engineering pathways and currently utilize to challenge their school’s normative perceptions of engineering and engineers. Findings of this work discuss how aspirational capital f…
Chapter 10: Teaching to Empower: Social Justice Action Projects as Imperatives for Educational Justice
Background/Context Teaching to empower requires a critical focus on the unique challenges and opportunities of teaching in socially unjust educational environments. Effective teaching happens in an environment that engages students and teachers in critical investigation of content, knowledge, and activities. Critical learning environments simultaneously nurture the development of multiple perspectives and challenge the status quo. Establishing a …
Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research
This Issue: Black Women’s Work: Exploring Pipelines, Pedagogies, Policies, and Practices
This issue of Theory into Practice is devoted to the urgent and powerful work of Black women educators. More specifically, the authors in this issue focus on the pipelines, pedagogies, policies, an
Conceptualizing a Black Female Teacher Pipeline: From Recruitment to Retention to Retirement
Considering Black women's historic contributions and enduring legacy in education, their continual disproportionate underrepresentation in US public schools is severely problematic. The absence of Black women in many public schools nationally is disconcerting given their potential to improve school outcomes for students of Color. Despite this finding, teacher education programs and school districts struggle to effectively recruit and retain Black…
Gleaning hope in a vacillating Daca sociopolitical context: Undocumented Latinx students’ systems of support and success in K-16 education
In light of the lingering threat of recession of Deferred Action for Childhood Arrivals (DACA), this paper examines the ways in which undocumented Latinx students glean hope in a vacillating DACA context to persist through college. A review of immigration policy particularly as it relates to K-12 and higher education is provided as a springboard to investigate the salience of student voice in policy considerations. Findings indicate the critical …
Centering the significance of qualitative studies on the sociocultural and sociopolitical contexts of education to inform policy
Research is formalized curiosity. It is poking and prying with a purpose.-Zora Neale Hurston from Dust Tracks on a Road (Hurston, 2004)The words of Zora Neale Hurston are inspirational for this vol
Race, Poverty, and Violence Exposure: A Critical Spatial Analysis of African American Trauma Vulnerability and Educational Outcomes in Charlotte, North Carolina
Laurie Garo, Ayana Allen-Handy, Chance W. Lewis, Race, Poverty, and Violence Exposure: A Critical Spatial Analysis of African American Trauma Vulnerability and Educational Outcomes in Charlotte, North Carolina, The Journal of Negro Education, Vol. 87, No. 3, Innovations in African American Educational Research: A Special Issue Commemorating the 150th Anniversary of W.E.B. Du Bois’ Birth (Summer 2018), pp. 246-269
Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms
Sixty years after Brown v. Board of Education, retention trends indicate that there is a Black teacher shortage. Research shows that Black teachers’ retention rates are often lower than the retention rates of White teachers. Black teachers report low salaries, lack of administrative support, and other school variables as reasons for leaving the teaching profession. Seeking to alter the predominantly White, middle class teaching force and potentia…
Zero Tolerance, School Shootings, and the Post-Brown Quest for Equity in Discipline Policy: An Examination of How Urban Minorities Are Punished for White Suburban Violence
Nicholas P. Triplett, Ayana Allen, Chance W. Lewis, Zero Tolerance, School Shootings, and the Post-Brown Quest for Equity in Discipline Policy: An Examination of How Urban Minorities Are Punished for White Suburban Violence, The Journal of Negro Education, Vol. 83, No. 3, 60 Years after Brown v. Board of Education of Topeka, Kansas: Educational Opportunities, Disparities, Policies, and Legal Actions (Summer 2014), pp. 352-370
Conceptualizing a Black Female Teacher Pipeline: From Recruitment to Retention to Retirement
Considering Black women's historic contributions and enduring legacy in education, their continual disproportionate underrepresentation in US public schools is severely problematic. The absence of Black women in many public schools nationally is disconcerting given their potential to improve school outcomes for students of Color. Despite this finding, teacher education programs and school districts struggle to effectively recruit and retain Black…
Zero Tolerance, School Shootings, and the Post-Brown Quest for Equity in Discipline Policy: An Examination of How Urban Minorities Are Punished for White Suburban Violence
Nicholas P. Triplett, Ayana Allen, Chance W. Lewis, Zero Tolerance, School Shootings, and the Post-Brown Quest for Equity in Discipline Policy: An Examination of How Urban Minorities Are Punished for White Suburban Violence, The Journal of Negro Education, Vol. 83, No. 3, 60 Years after Brown v. Board of Education of Topeka, Kansas: Educational Opportunities, Disparities, Policies, and Legal Actions (Summer 2014), pp. 352-370
Gleaning hope in a vacillating Daca sociopolitical context: Undocumented Latinx students’ systems of support and success in K-16 education
In light of the lingering threat of recession of Deferred Action for Childhood Arrivals (DACA), this paper examines the ways in which undocumented Latinx students glean hope in a vacillating DACA context to persist through college. A review of immigration policy particularly as it relates to K-12 and higher education is provided as a springboard to investigate the salience of student voice in policy considerations. Findings indicate the critical …
Policing Black femininity: The hypercriminalization of Black girls in an urban school
Studies have documented the ubiquitous racial disparities in school discipline. However, knowledge of the unique and complex disciplinary experiences of Black girls, shared from their own voices, remains under-researched. To better understand the school policing and ‘pushout’ phenomenon for Black girls, this qualitative study examines data which explore the resulting consequences of a fight between 30 Black female students. Our findings suggest t…
Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research
Centering the significance of qualitative studies on the sociocultural and sociopolitical contexts of education to inform policy
Research is formalized curiosity. It is poking and prying with a purpose.-Zora Neale Hurston from Dust Tracks on a Road (Hurston, 2004)The words of Zora Neale Hurston are inspirational for this vol
Be(com)ing Critical Scholars: The Emergence of Urban Youth Scholar Identities Through Research and Critical Civic Praxis
This phenomenological case study examined the emergence of critical scholar identities among five urban youth who participated in a 2-year critical research fellows program. The program was grounded on the theoretical framework of Social Justice Youth Development, which included the development of self, social/community, and global awareness leading to critical consciousness and social action. Findings depict the personal and programmatic compone…
This Issue: Black Women’s Work: Exploring Pipelines, Pedagogies, Policies, and Practices
This issue of Theory into Practice is devoted to the urgent and powerful work of Black women educators. More specifically, the authors in this issue focus on the pipelines, pedagogies, policies, an
Race, Poverty, and Violence Exposure: A Critical Spatial Analysis of African American Trauma Vulnerability and Educational Outcomes in Charlotte, North Carolina
Laurie Garo, Ayana Allen-Handy, Chance W. Lewis, Race, Poverty, and Violence Exposure: A Critical Spatial Analysis of African American Trauma Vulnerability and Educational Outcomes in Charlotte, North Carolina, The Journal of Negro Education, Vol. 87, No. 3, Innovations in African American Educational Research: A Special Issue Commemorating the 150th Anniversary of W.E.B. Du Bois’ Birth (Summer 2018), pp. 246-269
Zero Tolerance, School Shootings, and the Post-Brown Quest for Equity in Discipline Policy: An Examination of How Urban Minorities Are Punished for White Suburban Violence
Nicholas P. Triplett, Ayana Allen, Chance W. Lewis, Zero Tolerance, School Shootings, and the Post-Brown Quest for Equity in Discipline Policy: An Examination of How Urban Minorities Are Punished for White Suburban Violence, The Journal of Negro Education, Vol. 83, No. 3, 60 Years after Brown v. Board of Education of Topeka, Kansas: Educational Opportunities, Disparities, Policies, and Legal Actions (Summer 2014), pp. 352-370
Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms
Sixty years after Brown v. Board of Education, retention trends indicate that there is a Black teacher shortage. Research shows that Black teachers’ retention rates are often lower than the retention rates of White teachers. Black teachers report low salaries, lack of administrative support, and other school variables as reasons for leaving the teaching profession. Seeking to alter the predominantly White, middle class teaching force and potentia…
Gleaning hope in a vacillating Daca sociopolitical context: Undocumented Latinx students’ systems of support and success in K-16 education
In light of the lingering threat of recession of Deferred Action for Childhood Arrivals (DACA), this paper examines the ways in which undocumented Latinx students glean hope in a vacillating DACA context to persist through college. A review of immigration policy particularly as it relates to K-12 and higher education is provided as a springboard to investigate the salience of student voice in policy considerations. Findings indicate the critical …
Centering the significance of qualitative studies on the sociocultural and sociopolitical contexts of education to inform policy
Research is formalized curiosity. It is poking and prying with a purpose.-Zora Neale Hurston from Dust Tracks on a Road (Hurston, 2004)The words of Zora Neale Hurston are inspirational for this vol
Race, Poverty, and Violence Exposure: A Critical Spatial Analysis of African American Trauma Vulnerability and Educational Outcomes in Charlotte, North Carolina
Laurie Garo, Ayana Allen-Handy, Chance W. Lewis, Race, Poverty, and Violence Exposure: A Critical Spatial Analysis of African American Trauma Vulnerability and Educational Outcomes in Charlotte, North Carolina, The Journal of Negro Education, Vol. 87, No. 3, Innovations in African American Educational Research: A Special Issue Commemorating the 150th Anniversary of W.E.B. Du Bois’ Birth (Summer 2018), pp. 246-269
This Issue: Black Women’s Work: Exploring Pipelines, Pedagogies, Policies, and Practices
This issue of Theory into Practice is devoted to the urgent and powerful work of Black women educators. More specifically, the authors in this issue focus on the pipelines, pedagogies, policies, an
Conceptualizing a Black Female Teacher Pipeline: From Recruitment to Retention to Retirement
Considering Black women's historic contributions and enduring legacy in education, their continual disproportionate underrepresentation in US public schools is severely problematic. The absence of Black women in many public schools nationally is disconcerting given their potential to improve school outcomes for students of Color. Despite this finding, teacher education programs and school districts struggle to effectively recruit and retain Black…
Black Women Undergraduates: A Phenomenological Examination of Their Lived Experiences and Identity Construction at Predominantly White Institutions
This disquisition is a phenomenological exploration of the lived experiences and identity construction of Black women undergraduates (BWU) at predominantly white institutions (PWIs). While recent literature has focused on Black women and graduate studies, this article’s explicit focus on BWU provides a needed perspective in the field, contributing to our growing understanding of the experiences of Black women at PWIs. The purpose of this study wa…
“I am able to have a different lens and different approach: ” A Critical Examination of how Black Female Engineering Teachers Utilize and Create Counternarratives
This research highlights the educational and professional experiences of three Black female secondary teachers of engineering. Using a lens of community cultural wealth, this research calls attention to the resources these teachers called upon during their navigation of engineering pathways and currently utilize to challenge their school’s normative perceptions of engineering and engineers. Findings of this work discuss how aspirational capital f…
Chapter 10: Teaching to Empower: Social Justice Action Projects as Imperatives for Educational Justice
Background/Context Teaching to empower requires a critical focus on the unique challenges and opportunities of teaching in socially unjust educational environments. Effective teaching happens in an environment that engages students and teachers in critical investigation of content, knowledge, and activities. Critical learning environments simultaneously nurture the development of multiple perspectives and challenge the status quo. Establishing a …
Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research
Policing Black femininity: The hypercriminalization of Black girls in an urban school
Studies have documented the ubiquitous racial disparities in school discipline. However, knowledge of the unique and complex disciplinary experiences of Black girls, shared from their own voices, remains under-researched. To better understand the school policing and ‘pushout’ phenomenon for Black girls, this qualitative study examines data which explore the resulting consequences of a fight between 30 Black female students. Our findings suggest t…
Be(com)ing Critical Scholars: The Emergence of Urban Youth Scholar Identities Through Research and Critical Civic Praxis
This phenomenological case study examined the emergence of critical scholar identities among five urban youth who participated in a 2-year critical research fellows program. The program was grounded on the theoretical framework of Social Justice Youth Development, which included the development of self, social/community, and global awareness leading to critical consciousness and social action. Findings depict the personal and programmatic compone…
A Conceptual Framework for Positive Black Female Identity Formation
Educating Black females about critical media literacy is a fundamental responsibility that should be shared by all who are concerned with the ways in which Black females navigate the world, especially because of the media’s pervasiveness. We proposed a conceptual framework for equipping Black females with the necessary critical media literacy (CML) skills to successfully recognize, decode, and deconstruct negative media messaging to develop a pos…
A sandwich effect: Gentrification and Black residential displacement in the university-adjacent West Philadelphia Promise Zone
This study examines the landscape of gentrification and Black residential displacement within the West Philadelphia Promise Zone (WPPZ). Our intergenerational community-driven participatory action research team conducted a comparative longitudinal spatial analysis between Census data from 2008 to 2012 and 2013 to 2017 investigating variables of both gentrification and displacement including changes in population, racial demographics, per capita i…
Sociology (14 works) · Psychology (11 works) · Pedagogy (10 works) · Political science (8 works) · Critical Race Theory in Education (7 works) · Gender Studies (7 works) · Criminology (4 works) · Education Discipline and Inequality (4 works) · Social science (4 works) · Teacher Education and Leadership Studies (4 works)