At it's core, my research focuses on the experiences of Black girls and women in mathematics from an intersectional perspective. This focal core informs, and is informed by, my research on the role of race, gender, class, other socially constructed identities, and structural systems of oppression shaping Black girls’and women’s mathematics identity development.

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The Joseph Mathematics Education Research Lab (JMEL) at Vanderbilt University’s Peabody College of Education & Human Development centers scholarship that informs primarily transformative mathematics teaching and learning. The lab conceptualizes transformative as  research, teaching, learning, and service that centers criticality, action, social justice, and liberation for intersectionally minoritized students.

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The Measuring Inclusive Constructs of Mathematics Identity (MICMI) provides timely information to educators on the intersecting identity created when race, gender, and disciplinary belonging converge—so that greater opportunities for learning and engagement are provided to preadolescent and adolescent girls. Co-design of the MICMI starts with Black girls as they identify the intersectional assets needed for more effective math learning that transcend a physical space or curriculum. 

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This new trans-institutional Vanderbilt Community Lab (VCL) for the Intersectional Study of Black Women and Girls in Society draws on the intellectual resources in sociology, law, STEM, education, African American and Diaspora Studies, religious studies, divinity, and health to create a transdisciplinary hub of research, discovery, and teaching activities centered on elevating and understanding structural barriers and forms of resilience Black women and girls experience across various social contexts in society, and how intersectional interventions might be created to expand opportunities and increase pathways to success. We do this through creating, evaluating, and synthesizing cutting-edge scholarship.

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