GUEST EDITED JOURNALS

• Jackson, T.O. & Allen-Handy, A. (2018). Centering the significance of qualitative studies on the sociocultural and sociopolitical contexts of education to inform policy [Special Issue]. International Journal of Qualitative Studies in Education Volume 31.

REFEREED JOURNAL ARTICLES

*published with graduate student 

• Kenzo K. Sung, & Ayana Allen-Handy, Contradictory Origins and Racializing Legacy of the 1968 Bilingual Education Act: Urban Schooling, Anti-Blackness, and Oakland’s 1996 Black English Language Education Policy, 19 U. Md. L.J. Race Relig. Gender & Class 44 (). Available at: https://digitalcommons.law.umaryland.edu/rrgc/vol19/iss1/4 
• Haslip, M.J., Allen-Handy, A., Donaldson, L. (in press). How do children and teachers demonstrate love, kindness and forgiveness? Findings from an early childhood strength-spotting intervention. Early Childhood Education Journal 
• Garo, L., Allen-Handy, A., & Lewis, C.W. (2018). Race, poverty, and violence exposure: A critical spatial analysis of African American trauma vulnerability and educational outcomes in Charlotte, North Carolina. Journal of Negro Education, 87(3), 246-269.
• *Allen-Handy, A., & Thomas-EL, S. L. (2018). Be(com)ing critical scholars: The emergence of urban youth scholar identities through research and critical civic praxis. Urban Education, DOI: https://doi.org/10.1177/0042085918814589
• Allen-Handy, A., & Farinde-Wu, A. (2018) Gleaning hope in a vacillating DACA sociopolitical context: Undocumented students’ systems of support and success in K-16 Education. International Journal of Qualitative Studies in Education, 31(8), 784-799.
• Jackson, T.O., & Allen-Handy, A. (2018). Centering the significance of qualitative studies on the sociocultural and sociopolitical contexts of education to inform policy [Editorial]. International Journal of Qualitative Studies in Education, 31(8), 645-651.
• *Haslip, M., Allen-Handy, A., Donaldson, L. (2018). How urban early childhood educators used positive guidance principles and improved teacher-child relationships: A social-emotional learning intervention study. Early Child Development and Care, DOI: 10.1080/03004430.2018.1507027 
• Allen, A., Hancock, S.D., Glass, T.S., & Lewis, C.W. (2017). Mapping culturally relevant pedagogy into teacher education programs: A critical framework. Teachers College Record, 119(1), 1-25.
• Farinde, A., Allen, A., & Lewis, C.W. (2016). Retaining black teachers: An examination of Black female teachers’ intentions to remain in K-12 classrooms. Equity and Excellence in Education, 49(1), 115-127.
• Triplett, N. P., Bryant, A. C., Brown, K. E., Steele, A.., Ardrey, T., Allen, A. & Lewis, C. W. (2016). Discipline disproportionality, student achievement, and the Every Student Succeeds Act (ESSA). The Education Law and Policy Review, 3(1), 209-240.
• Triplett, N. P., Allen, A., & Lewis, C.W. (2014). 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. Journal of Negro Education. 83(3), 352-370
• Allen, A., & Butler, B.R. (2014). African American women faculty: Towards a model of coethnic mentorship in the academe. Journal of Progressive Policy and Practice, 2(1), 111-122.
• Scott, L., Allen, A., & Lewis, C. W. (2014). Dispelling the disparities for African American male students: A review of three charter school models. Journal of African American Males in Education, 5(1), 2-22.
• Farinde, A., & Allen, A. (2013). Cultural dissonance: Exploring the relationship between white female teachers’ perception and urban black female students’ disciplinary infractions. National Journal of Urban Education and Practice, 7(2), 142-155.
• Allen, A., Scott, L., Lewis, C.W. (2013). Racial microaggressions and African American and Hispanic students in urban schools: A call for culturally affirming education. Interdisciplinary Journal of Teaching and Learning, 3(2), 117-129.

BOOKS

• Robinson, P A., Allen-Handy, A., Bryant, A., & Lewis, C. W. (Eds.) (2019). Global perspectives on issues and solutions in urban education. Charlotte, NC: Information Age.
• Farinde-Wu, A., Allen-Handy, A., & Lewis, C.W. (Eds.) (2017). Black female teachers: Diversifying the United States’ teacher workforce. United Kingdom, Emerald
• Hancock, S.D., Allen, A., & Lewis, C. W. (Eds.) (2015). Autoethnography as a lighthouse: Illuminating Race, research, and the politics of schooling. Charlotte, NC: Information Age

BOOK CHAPTERS

• Robinson, P.A., Allen-Handy, A., Bryant, A., & Lewis, C.W. (2019). Global perspectives on issues and solutions in urban education. In P.A. Robinson, A. Allen-Handy, A. Bryant & C.W. Lewis (Eds.) Global perspectives on issues and solutions in urban education. Charlotte, NC: Information Age.
• *Allen-Handy, A., Thomas-EL, S.L., Bhuyain, T., Carroll, X., Karlen, E., Medlock, I., & Weeks, I. (2019). Urban youth/international scholars: Critical solutions in support of the U.N. Sustainable Development Goals. In P.A. Robinson, A. Allen-Handy, A. Bryant & C.W. Lewis (Eds.) Global perspectives on issues and solutions in urban education. Charlotte, NC: Information Age. 
• Allen-Handy, A., Scott, L., & Lewis, C.W. (in press). Moving beyond the rhetoric: Effective practices for building, nurturing, and sustaining culturally competent educators in urban school settings. In H. Waxman, B. Alford, D. Brown, & K. Rollins (Eds.), Preparing teachers to implement college and career readiness standards: Integrating research, policy, and practice. Rotterdam, The Netherlands: Sense Publishers.
• Allen-Handy, A., Farinde-Wu, A. (2017). Reflecting back while gazing forward: Black female teachers and the diversification of the United States teacher workforce. In A. Farinde-Wu, A. Allen-Handy, & C.W. Lewis (Eds.), Black female teachers: Diversifying the United States’ teacher workforce (pp. 1-6). United Kingdom: Emerald
• Farinde-Wu, A., Allen-Handy, A., Butler, B.R., & Lewis, C.W. (2017). The urban factor: Examining why Black female educators teach in under-resourced, urban schools. In A. Farinde-Wu, A. Allen-Handy, & C.W. Lewis (Eds.), Black female teachers: Diversifying the United States’ teacher workforce (pp.73-92). United Kingdom: Emerald
• Allen, A., & Hancock, S.D. (2016). The emergence of critical presence ethnography: Capturing the ripples of self in educational contexts. In R. Hopson, W. Rodick, & A. Kaul (Eds.), New directions in educational ethnography (Volume 13): Shifts, problems, and reconstruction (pp.121-139). United Kingdom: Emerald Press.
• Allen, A. (2016). African American girls and the kaleidoscope of identity: Reflections and refractions of contextual influences and K-12 schools. In P. Larke, G. Webb-Hasan, & J. Young (Eds.). Cultivating achievement, respect, and empowerment (CARE) for African American girls in preK-12 settings: Implications for access, equity, and achievement. Charlotte, NC: Information Age.
• Covington, A.C., Allen, A., & Lewis, C. (2016) Culturally sustaining pedagogy and hip-hop based education: A professional development framework in rap cypher and battle to promote student engagement and academic achievement. In T. Petty, A. Good, & M. Putman (Eds.). Handbook of research on professional development for quality teaching and learning (pp. 488-497). Hershey, PA: IGI Global
• Allen, A., Watson, M., Childers-McKee, C., Garo, L., & Lewis, C.W. (2015). Schools as conduits of racism: How mindsets, policies, and practices impact historically marginalized students. In L. Drakeford (Ed.), Race Controversy in American Schools (pp. 69-90). Santa Barbara, CA: Praeger.
• Allen, A. (2015). Leveraging the cultural wealth in family and friend networks: An examination of undocumented Latino college students’ support systems and academic achievement. In D. Mitchell, E. Daniele, K. Soria, & J. Gipson (Eds.), Student involvement and academic outcomes: Implications for diverse college student populations (219-236). New York, NY: Peter Lang
• Allen, A. (2015). Black self/white context: An autoethnography of hurt, hope, and heroism in predominantly White schools. In. S.D. Hancock, A. Allen, & C.W. Lewis (Eds.). Autoethnography as a lighthouse: Illuminating race, research, and the politics of schooling. Charlotte, NC: Information Age.
• Hancock, S.D., & Allen, A., (2015). Common threads: Culturalized patterns and conceptual understandings in critical autoethnographic research. In S. D. Hancock, A. Allen, & C.W. Lewis (Eds.). Autoethnography as a lighthouse: Illuminating race, research, and the politics of schooling. Charlotte, NC: Information Age.
• Allen, A., Hancock, S.D., Lewis, C.W. (2015). Implications of autoethnography for access to equity and achievement. In S.D. Hancock, A. Allen, & C.W. Lewis (Eds.), Autoethnography as a lighthouse: Illuminating race, research, and the politics of schooling. Charlotte, NC: Information Age.
• Robinson, D., Allen, A., & Lewis, C.W. (2014). Human capital investment: Supporting the development of visionary change agents in teacher preparation programs for urban schools and communities. In Y. Sealey-Ruiz, I. Toldson, & C.W. Lewis (Eds.). Teacher education and the Black community: Implications for access, equity, and achievement. Charlotte, NC: Information Age

PRESENTATIONS

NATIONAL

• Farinde-Wu, A., & Allen-Handy, A. (2018, November). The urban educator: Black female teachers teaching in urban schools. Paper session presented at the 2018 National Association for Multicultural Education. Memphis, TN.
• Allen-Handy. A., & Thomas-EL, S.L. (2018, March). Making demands: Conceptualizing student resistance and activism for education equity. Paper presented at the American Association of Blacks in Higher Education Conference. New Orleans, LA.
• Allen-Handy, A., & Robinson, P. (2018, February). Critical media literacy and Black female identity politics: A conceptual framework for empowerment, equity, and social justice in schools. Paper presented at the 35th Annual Winter Roundtable. New York, NY. 
• Ifill, V., & Allen-Handy, A. (2017, October). Cultivating access and equity through dance education: A university-community partnership. Paper presented at the annual meeting of the Pursuing Extraordinary Outcomes in Public Education National Conference. Charlotte, NC.
• Allen, A., Hancock, S.D., Glass, T.S., & Lewis, C.W. (2017, April). Mapping culturally relevant pedagogy into teacher education programs: A critical framework. Paper presented at the annual meeting of the American Education Research Association. San Antonio, TX.
• Allen, A., & Thomas-EL, S. (2016, June). Sanctioning Black minds, Black bodies, and Black voices: A critical race case study of student resistance matters in the “league of ivy”. Paper presented at the annual meeting of the Critical Race Studies in Education Association Conference. Denver, CO.
• Allen, A., & Farinde, A.A. (2016, April). A dream deferred no more?: Deferred action for childhood arrivals and undocumented students’ American dream. Paper presented at the annual meeting of the American Education Research Association. Washington, D.C.
• Farinde, A.A., Allen, A., & Lewis, C.W. (2016, April). Retaining black teachers: An examination of Black female teachers’ intentions to remain in the K-12 classroom. Paper presented at the annual meeting of the American Education Research Association. Washington, D.C.
• Allen, A., & Haslip, M. (2016, February). Educating historically marginalized young children for an altruistic life of service: A conceptual framework. Paper presented at the annual Winter Roundtable, New York, NY.
• Allen, A. (2016, February). Black self/white context: An autoethnography of hurt, hope, and heroism in predominantly white schools. Paper presented at the
  37th annual Ethnography in Education Conference. Philadelphia, PA.
• Allen, A. (2015, October). The relentless pursuit of extraordinary outcomes in public education. Invited feature presentation at the annual meeting of the Pursuing Extraordinary Outcomes in Public Education National Conference, Charlotte, NC.
• Triplett, N., Allen, A., & Lewis, C.W. (2015, April). School shootings, zero tolerance, and disproportionality: How urban minorities are punished for white suburban violence. Paper accepted at the annual meeting of the American Educational Research Association, Chicago, IL.
• Starker-Glass, T., Allen, A., & Lewis, C.W. (2015, April). Distorted mirrors and clean hands: Reflections and realities of teacher education’s deferred and unfinished work with culturally relevant pedagogy. Paper accepted at the annual meeting of the American Educational Research Association, Chicago, IL.
• Hancock S.D., Allen, A., Lewis, C.W., Muhammad, L., Tyler, A.L., & Ash, A. (2015, April). Autoethnography as a lighthouse: Illuminating race, research, and the politics of schooling. Paper accepted at the meeting of the American Educational Research Association, Chicago, IL.
• Allen, A., & Thigpen, T. (2014, October). Research to reality: Creating a college and career driven culture in urban environments. 2nd Annual Pursuing Extraordinary Outcomes in Public Education National Conference, Charlotte, NC.
• Clay, Q., Allen, A., Torres, W., & Tadal, T. (2014, July). A tale of two wars: Secondary and postsecondary recruitment in diverse urban areas. Presentation at the meeting of the National Association of College Admission Counselors: Guiding the Way to Inclusion National Conference, Orlando, FL.
• Clay, Q., Allen, A., & Gore, R. (2014, April). A tale of two wars: Secondary and postsecondary recruitment in diverse urban areas. Presentation at the meeting of the College Board: A Dream Deferred, Atlanta, GA.
• Allen, A., & Scott, L. (2014, April). Culturally affirming education for African American and Hispanic students: Dispelling microaggressions in public education. Paper presented at the meeting of the American Educational Research Association, Philadelphia, PA.
• Hancock, S., & Allen, A. (2014, April). Race C.A.R.: Examining race as a driving force in critical autoethnographic research. Paper presented at the meeting of the American Educational Research Association, Philadelphia, PA.
• Allen, A. (2013, October). Supporting low income students of color through college: Bridging research and practice. Pursuing Extraordinary Outcomes in Public Education National Conference, Charlotte, NC.
• Allen, A., & Butler, B. R. (2013, September). Sister to sister: Nurturing mentor-mentee relationships amongst African American females in higher education. Paper presented at the meeting of the Center for African American Research and Policy, Charlotte, NC.
• Hancock, S., & Allen, A. (2013, March). Racialized perspectives & research: The emergence of critical autoethnographic scholarship. Paper presented at the meeting of the Winter Roundtable, Columbia, NY.
• Allen, A. (2012, March). Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at PWIs. Paper presented at the meeting of the National Council of Black Studies, Atlanta, GA.

INTERNATIONAL

• Allen-Handy, A., Ifill, V., Rogers, M., & Schaar, R. (2018, November). Black girls STEAMing through Dance: A Transdisciplinary Collaboration. Paper presented at the International Conference on Urban Education. Nassau, Bahamas. 
• Allen, A., Robinson, P.A., Warren, C., & Sung, K. (2016, November). Pathways to the professoriate as urban education post-doctoral scholars of color: Advocating for access, equity, and social justice through research. Paper presented at the International Conference on Urban Education. San Juan, Puerto Rico
• Haslip, M., & Allen, A. (2016, April). Educating children for a life of service: Integrating global goals into curriculum. Paper presented at the annual meeting of the Association for Childhood Education International Conference. San Jose, Costa Rica.
• Allen, A. (2016, January). African American girls and the kaleidoscope of identity: Reflections of contextual impact and strategies to promote positive identity development. Paper presented at the annual meeting of the Hawaii International Conference on Education. Honolulu, HI.
• Farinde, A., LeBlanc, J., & Allen, A. (2014, November). The black teacher shortage 60 years after Brown: Implications for school leaders and school districts. Paper presented at the International Conference on Urban Education. Montego Bay, Jamaica.
• Allen, A. (2010, July). Black on white: The lived experiences of African American undergraduate females at predominately white institutions. Paper presented at the meeting of the International Symposium on Urban Education: Strategies for Global Learners, Johannesburg, South Africa.

REGIONAL/LOCAL

• Flowers, A., Wright, C., Lee, V., Allen-Handy, A., & Chavez, J. (2018, March). Narratives of microaggressions as experienced by faculty of color in the classroom. Panel presented at the Pennsylvania Chapter of the National Association of Multicultural Education. Philadelphia, PA 
• Allen, A. (2014, September). How to write a prolific literature review. Invited guest presentation at the meeting of Urban Educators for Change, Charlotte, NC.
• Allen, A., & Hancock, S.D. (2013, May). Profile me: Exploring the complexities of gender and racial identity. Presentation at the UNC Charlotte Faculty Diversity Summer Institute, Charlotte, NC.
• Einstein, H., Allen, A., & Taylor, C. (2012, April). Creating Synergy for Dynamic High School College Visits. Paper presented at the meeting of the Texas Association of College Admissions Counseling, Houston, TX.

GRANT ACTIVITY

• Allen-Handy, A. (2018). Preserving history/persistent legacy: A historical ethnography of an African American high school in Philadelphia. Drexel School of Education Research Grant. Funded Amount: $6,000. Role: PI 
• Wright, C.G., Tucker-Raymond, E, Allen-Handy, A., Champion, D., Gravel, B., & Millner, A.(2018). Collaborative Research: Using Culturally Sustaining Learning Environments to Explore Computational Learning and Identity. National Science Foundation. Funded Amount: $1.7 Million Role: Co-PI
• Allen-Handy, A., Wenrick, R., Kashock, K., Nicholas, D. (2018). Anti-displacement: The untapped potential of university-community cooperative living. Corporation of National and Community Service. Funded Amount: $159,983 Role: PI
• Rank, S., Allen-Handy, A., Dandekar, K.A., Foster, A., Muschio, G. (2017). Supporting science and engineering identity development in immersive interactive technologies. National Science Foundation. Funded Amount: $559,753. Role: Co-PI
• Genovesi, J., Romaninsky, M., Barattolo, H., Gullo, D., Allen-Handy, A. (2017), Science and Literacy for Success. William Penn Foundation. Funded Amount: $685,600. Role: Co-PI
• Allen-Handy, A., Ifill, V., Rogers, M., Schaar, R. (2017). Black girls STEAMing through Dance: Examining STEAM literacies, STEAM identities, and Self-concept. Drexel University ExCITe Center Learning Innovations Grant. Funded Amount: $5,000 Role: PI
• Haslip, M., Allen, A., & Klem, A. (2016). Developing a culturally relevant framework of social/emotional interventions for the early childhood professional workforce. Drexel School of Education Research Grant. Funded Amount: $6,000. Role: Co-PI

• Urban Education
• Access, Equity, Achievement, and Social Justice
• Identity Construction in School Contexts
• Community Cultural Wealth
• Urban School Transformation

• Drexel University (present)
  Assistant Professor
• The Urban Education Collaborative, UNC Charlotte (2012-2015)
  Post-Doctoral Fellow
• YES Prep Public Schools (2008-12)
  Director of College Counseling and Alumni Programs
• Houston Independent School District (2007-08)
  Literacy Specialist
• Houston Independent School District (2001-07)
  Teacher

Ayana Allen-Handy, PhD is an Assistant Professor of Urban Education. She received her BA from the University of North Carolina at Chapel Hill and served as a first grade teacher and literacy specialist in the Houston Independent School District.  After completion of her MEd from the University of St. Thomas in Houston, she served as the Director of College Counseling and Alumni Programs at YES Prep Public Schools.  In 2010, she received her PhD in Curriculum and Instruction with a specialization in Urban Education from Texas A& M University.

Most recently she completed a Post-Doctoral Fellowship at The Urban Education Collaborative at UNC Charlotte where she conducted ethnographic research on comprehensive urban school transformation in Charlotte, North Carolina.

Dr. Allen’s research interests include the interdisciplinary examination of issues of equity and social justice in schools and historically marginalized communities. She is passionate about youth identity development and Youth Participatory Action Research (YPAR). Her work seeks to illuminate the community cultural wealth embedded in communities of color in urban epicenters.

In her leisure time she is committed to her yoga practice, pilates/barre classes, running on the Kelly Drive Loop, and spending quality time with her family.