Alisha Nguyen
Alisha Nguyen is Assistant Professor of Bilingual Education and Special Education at Lesley University. Her Ph.D. is in Curriculum and Instruction with a specialization in Critical Perspectives on Schooling: Race, Class, Gender, & Disability from the Lynch School of Education & Human Development at Boston College. She is also a 2020 Rennebohm Fellow affiliated with the Center of Human Rights & International Justice at Boston College.
Alisha Nguyen's areas of expertise include anti-bias/anti-racist education, bilingual education, language & literacy development, and family engagement. Her scholarship mostly focuses on the intersectionality of language, power, race, class, and gender across educational settings and aims to foster racial, gender, and linguistic justice. Alisha Nguyen is particularly interested in conducting participatory action research with diverse families and communities. She has been working closely with immigrant families, grassroots and community-based organizations, and school districts to advocate for anti-racist education, bilingual education, and equitable family engagement.
Alisha Nguyen's research projects have been recognized and funded by multiple organizations. She is the recipient of the Racial Equity Grant (Spencer Foundation), Elva Knight Research Grant and Award (International Literacy Association), the Peter K. New Award (Society for Applied Anthropology), the Equity Grant (American Educational Research Association, Division C - Teaching and Learning) and the Anti-Racist Seed Grant (American Educational Research Association, Division K - Teaching and Teacher Education). Her works are published in Early Childhood Education Journal, Journal of Family Diversity in Education, Journal of Practitioner Research, Human Organization, NEOS - A Publication of the Anthropology of Children and Youth Interest Group, and Literacy Today.
Alisha Nguyen's areas of expertise include anti-bias/anti-racist education, bilingual education, language & literacy development, and family engagement. Her scholarship mostly focuses on the intersectionality of language, power, race, class, and gender across educational settings and aims to foster racial, gender, and linguistic justice. Alisha Nguyen is particularly interested in conducting participatory action research with diverse families and communities. She has been working closely with immigrant families, grassroots and community-based organizations, and school districts to advocate for anti-racist education, bilingual education, and equitable family engagement.
Alisha Nguyen's research projects have been recognized and funded by multiple organizations. She is the recipient of the Racial Equity Grant (Spencer Foundation), Elva Knight Research Grant and Award (International Literacy Association), the Peter K. New Award (Society for Applied Anthropology), the Equity Grant (American Educational Research Association, Division C - Teaching and Learning) and the Anti-Racist Seed Grant (American Educational Research Association, Division K - Teaching and Teacher Education). Her works are published in Early Childhood Education Journal, Journal of Family Diversity in Education, Journal of Practitioner Research, Human Organization, NEOS - A Publication of the Anthropology of Children and Youth Interest Group, and Literacy Today.
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gender nonconformity, sexism, and homophobia. Through the use of interactive read-alouds using anti-bias picture books, the study’s findings revealed that (a) the children could participate in thoughtful interactions during anti-bias read-aloud sessions and showed their complex understanding of race and gender issues; (b) the children needed substantial support to engage in activism against social injustices; (c) the children displayed a variety of responses to the discussion questions and activities related to gender-themed picture books as most children had difficulties resisting gender binary conceptions and stereotypes while some children, especially boys, were strongly empowered to embrace gender-nonconforming practices; and finally (d) some children internalized and enacted anti-immigrant, anti-Blackness, and racial/gender discriminatory actions to which the early childhood teacher often failed to either disrupt or intervene.
gender nonconformity, sexism, and homophobia. Through the use of interactive read-alouds using anti-bias picture books, the study’s findings revealed that (a) the children could participate in thoughtful interactions during anti-bias read-aloud sessions and showed their complex understanding of race and gender issues; (b) the children needed substantial support to engage in activism against social injustices; (c) the children displayed a variety of responses to the discussion questions and activities related to gender-themed picture books as most children had difficulties resisting gender binary conceptions and stereotypes while some children, especially boys, were strongly empowered to embrace gender-nonconforming practices; and finally (d) some children internalized and enacted anti-immigrant, anti-Blackness, and racial/gender discriminatory actions to which the early childhood teacher often failed to either disrupt or intervene.