Iesha Jackson received her Ed.D. in Urban and Multicultural Education from Teachers College, Columbia University. Prior to joining the faculty at UNLV, she was a Postdoctoral Research Scholar in the Mary Lou Fulton Teachers College at Arizona State University. Her research calls attention to the need for equity-based reforms in education practices and policies across the secondary through post-secondary spectrum. Her work centers on examining methods to improve educational outcomes for students of color in urban schools. In order to address this, her research is situated in four main areas: student voice, culturally relevant and sustaining pedagogies, teacher education, and equity based, macro-level education policies.
Presently, she is preparing manuscripts which examine the intersections of race, gender, and age in the school experiences of "overage, under-credited" Black students in New York City. This qualitative case study uses an integrated theoretical framework of critical race theory, culturally relevant pedagogy, and adult learning theory to theorize a Critical Young Adult Research & Practice model for further understanding and engaging students of color who are over 18 years old and attending public high schools.
Culturally Relevant & Sustaining Pedagogies, Educational Equity for Students of Color, Overage/Under-Credited Students, Critical Race Theory in Education