Graduate School of Education
Showing 1-6 of 6 Results
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Farzana Tabitha Adjah
Assistant Professor of Education
BioDr. Adjah is an Assistant Professor in the Graduate School of Education at Stanford University. She earned her PhD in Clinical-Community Psychology from the George Washington University and completed an APA accredited internship, with a specialization in trauma, at Children’s Hospital Los Angeles. Dr. Adjah’s research examines the influence of racial stressors and culturally relevant practices on the psychological health, academic success, and well-being of Black adolescents and other youth of color. Dr. Adjah uses a strengths-focused and community-based lens in her research to study contextual nuance in the process and benefits of ethnic-racial socialization. She also explores factors in the family, school, and community contexts that can help youth manage the consequences of racial stress and trauma. Her current studies examine the utilization and benefits of ethnic-racial socialization across the school ecology. Dr. Adjah uses her research in each of these areas to inform the development and adaptation of programs and school-based interventions focused on managing racial stressors, eradicating mental health and academic racial disparities, and promoting resilience among historically marginalized and racially diverse children and adolescents. Dr. Adjah is a visiting scholar to the American Psychological Association RESilience Initiative and serves in other positions focused on inclusion, equity and social justice. Prior to coming to Stanford, Dr. Adjah was a Ford Foundation Postdoctoral Fellow and a University of California Chancellor’s Postdoctoral Fellow at the University of California Los Angeles in the Graduate School of Education and Information Studies and the Semel Institute for Neuroscience and Human Behavior, with affiliation in the Ralph J. Bunche Center for African American Studies.
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Fernando Amaral Carnauba
Assistant Professor (Teaching) of Education
BioFernando Carnauba received his doctoral degree in Mathematics Education from Teachers College, Columbia University. He earned an MA in Economics at the University of São Paulo and an MA in Mathematics Education at Teachers College. Fernando currently works on deepening teacher education programs with a network of 20 Brazilian universities. In partnership with the Lemann Center at Stanford GSE, this network develops and offers professional development programs in Mathematics and Science to public school teachers in Brazil.
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Subini Ancy Annamma
Associate Professor of Education
BioPrior to her doctoral studies, Subini Ancy Annamma was a special education teacher in both public schools and youth prisons. Currently, she is an Associate Professor in the Graduate School of Education at Stanford University. Her research critically examines the ways students are criminalized and resist that criminalization through the mutually constitutive nature of racism and ableism, how they interlock with other marginalizing oppressions, and how these intersections impact youth education trajectories in urban schools and youth prisons. Further, she positions students as knowledge generators, exploring how their narratives can inform teacher and special education. Dr. Annamma’s book, The Pedagogy of Pathologization (Routledge, 2018) focuses on the education trajectories of incarcerated disabled girls of color and has won the 2019 AESA Critic’s Choice Book Award & 2018 NWSA Alison Piepmeier Book Prize. Dr. Annamma is a past Ford Postdoctoral Fellow, AERA Division G Early Career Awardee, Critical Race Studies in Education Associate Emerging Scholar recipient, Western Social Science Association's Outstanding Emerging Scholar, and AERA Minority Dissertation Awardee. Dr. Annamma’s work has been published in scholarly journals such as Educational Researcher, Teachers College Record, Review of Research in Education, Teaching and Teacher Education, Theory Into Practice, Race Ethnicity and Education, Qualitative Inquiry, among others.
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anthony lising antonio
Associate Professor of Education
Current Research and Scholarly InterestsTransitions to postsecondary education; racial, ethnic, and religious minority college student development.
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Alfredo J. Artiles
Lee L. Jacks Professor of Education
BioAlfredo J. Artiles is the Lee L. Jacks Professor of Education and the Director of the Research Institute at the Center for Comparative Studies in Race & Ethnicity at Stanford University. Artiles studies equity paradoxes generated by educational policies. He examines the protective and marginalizing effects of disability diagnoses and is advancing responses to these differential impacts. He and his colleagues led the federally funded National Center for Culturally Responsive Educational Systems and the Region IX Equity Assistance Center. He uses an interdisciplinary lens to interrogate the ideologies that organize the sociocultural lives of institutions and makes visible the role of power in naming and ordering intersectional identity categories of exception. He also advances comparative analyses of inclusive education models. Current research projects include:
* Examination of socio-historical, institutional and cultural influences in educators’ interpretations and responses to chronic district citations for racial disparities in special education and discipline.
* Re-design of policies and practices that leverage Black family partnerships and interrupt precursors to racial disparities affecting Black learners in a district with chronic disproportionality.
* Analysis of alternative meanings of “disability” and “inclusive education” across institutional contexts and their equity consequences for disparate groups of students.
* Documentation of how disability intersections with other identities (e.g., race, language) become visible or invisible across institutional practices (e.g., referrals, assessment, eligibility meetings) and the consequences for educational opportunities.
* Analysis of equity consequences of inclusive education implementation in Global South contexts.
* Oral history of Larry P v. Riles: An interdisciplinary analysis of disability-race intersections.
* Use of a design-oriented participatory approach to co-create integrated data systems across general education, special education, and bilingual/English learner programs to improve disability identification practices.
Dr. Artiles has been appointed to consensus panels of the National Academies of Sciences, Engineering and Medicine that produced the reports Promoting the Educational Success of Children and Youth Learning English, Closing the Opportunity Gap for Young Children, and the Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education. He was a member of the White House Commission on Educational Excellence for Hispanics. Artiles is President of the National Academy of Education, is an elected member of the American Academy of Arts & Sciences, a Fellow of the American Educational Research Association (AERA), and an elected International Fellow of the British Academy. He was elected AERA Vice-President to lead its Social Context of Education Division (Division G).
Prof. Artiles is editor of the book series Futures of Disability in Worlds of Difference (Harvard Education Press). Artiles was a Resident Fellow at Stanford’s Center for Advanced Studies in the Behavioral Sciences. He received an Honorary Doctorate from the University of Göteborgs (Sweden) and was Honorary Professor at the University of Birmingham (UK). He delivered AERA’s 2011 Wallace Lecture and the 2017 Brown Lecture. Artiles has received numerous awards such as the Palmer O. Johnson Award for the most outstanding article published in an AERA journal and AERA’s Review of Research Award. Dr. Artiles has received mentoring awards from the Spencer Foundation, AERA’s Division on Social Contexts of Education, and Arizona State University. He was selected Distinguished Alumni from the University of Virginia School of Education.
