Full CV [PDF]

*published with graduate student, **published with undergraduate student, ***published with youth researcher, ****published with K-12 Teacher

Guest Edited Journals

• Farinde-Wu. A., Allen-Handy, A., & Hill-Jackson, V. (2020). Black women’s work: Exploring pipelines, pedagogies, and policies [Special Issue]. Theory into Practice.
• 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

Journal Articles

• Allen-Handy, A. (accepted). Extracting life-giving strength from my roots: An endarkened feminist (auto)nkwaethnography of navigating tenure as a Black woman at a predominantly white institution. Journal of Intersectionality.
• Allen-Handy, A., Farinde-Wu, A., & *Shannon, D.G., Johnson, J.W. (2021). Black women undergraduates: A phenomenological examination of their lived experiences and identity construction at predominantly white institutions. Journal of African American Women and Girls in Education 1(3), 65-84.
• Allen-Handy, A., *Meloche, A., ***Brown, J., ***Frazier, A., *Escalante, K., ****Wilkes-Walker, M., ***Burns, I., ***Edwards-Chapman, N., ***Ervin, Q., ***Wortham, I., ***Thomas, A., ***Thomas, M.., **Bugg, D. *Dia, J., (2021). Preserving history for the persistent legacy of our school: A critical youth-led participatory heritage project. Preservation, Digital Technology, and Culture. 50(1), 15-29. https://doi.org/10.1515/pdtc-2021-0003
• Wright, C., *Likely, R., Allen-Handy, A., & Flowers, A.M. (2021). “We deserve to be here”: A critical examination of Black female engineering teachers’ personal and professional experiences in education. Journal of African American Women and Girls in Education, 1(2), 119-140.
• Hancock, S.D., Allen-Handy, A., Williams, J., Butler, B.R., *Meloche, A., & Lewis, C.W. (2021). Teaching to empower: Social justice action projects as imperatives for educational justice. Teachers College Record. 123(13), https://journals.sagepub.com/doi/10.1177/016146812112301311
• Robinson, P.A., Allen-Handy, A., Burrell-Craft, K. (2021). Critical media literacy and Black female identity construction: A conceptual framework for empowerment, equity, and social justice in education. Journal of Media Literacy Education 13(1), 79-91.
• Allen-Handy, A., *Thomas-EL, S.L., & Sung, K.K. (2021). Urban youth scholars: Cultivating global leadership development through youth-led justice-oriented research. Urban Review, 53(2), 264-294. DOI: https://doi.org/10.1007/s11256-020-00568-w
• Allen-Handy, A., Ifill, V., Schaar, R.Y., *Woodard, M., Rogers, M. (2021) The emerging critical pedagogies of dance educators in an urban STEAM after school program for Black girls. Journal of Urban Learning, Research, and Teaching 16(1), 58-88.
• Champion, D., Tucker-Raymond, E., Millner, A., Wright, C., Gravel, B., *Likely, R., Allen-Handy, A., & *Dandridge, T. (2020). Designing for computational STEM and arts integration in culturally sustaining learning ecologies. Information and Learning Sciences, 121 (9/10), 785-804.
• Farinde-Wu, A., Allen-Handy, A., Hill-Jackson, V. (2020). Black women’s work: Exploring pipelines, pedagogies, and policies: The Issue Editorial. Theory into Practice
• Farinde-Wu, A., Butler, B.R., & Allen-Handy, A. (2020). Conceptualizing a Black female teacher pipeline: From recruitment to retention to retirement. Theory into Practice. https://doi.org/10.1080/00405841.2020.1773160
• Farinde-Wu, A., Alvarez, A., & Allen-Handy, A. (2020). The ‘I’ in identity: A white future teacher confronts race in an urban school. Whiteness and Education. DOI: https://doi.org/10.1080/23793406.2019.1711149
• *Donaldson, J.P. & Allen-Handy, A. (2019). The nature and power of conceptualizations of learning. Educational Psychology Review. DOI: https://doi.org/10.1007/s10648-019-09503-2
• Sung, K.K., & Allen-Handy, A. (2019). Contradictory origins and racializing legacy of the 1968 Bilingual Education Act: Urban schooling, anti-blackness, and Oakland’s 1996 Black English language education policy. University of Maryland Law Journal on Race, Religion, Gender, & Class, 44, https://digitalcommons.law.umaryland.edu/rrgc/vol19/iss1/4
• Haslip, M.J., Allen-Handy, A., *Donaldson, L. (2019). How early childhood educators and young children practice love, kindness, and forgiveness: Findings from a strength-spotting intervention. Early Childhood Education Journal, 47(5), 531-547.
• 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, https://doi.org/10.1177/0042085918814589
• 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., & 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 co-ethnic 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.

Edited 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. Charlotte, NC: Information Age
• 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

• Bryant, A., Watson, M., & Allen-Handy, A., Lewis, C.W. (2022). What do we do in the meantime?: Practical solutions for eliminating educational inequities in urban schools right now. In Hucks, D., Sealey-Ruiz, Y., Showunmi, V., Carothers, S.C., & Lewis, C.W., (Eds.), Purposeful teaching and learning in diverse contexts: Implications for access, equity, and achievement. Charlotte, NC: Information Age
• Hines, D.E., Farinde-Wu, A., & Allen-Handy, A., Young, J.L. (2021). A pattern of practice: A historical analysis of disciplinary practices of Black girls with disabilities. In Hines, D.E.; Boveda, M.; Lindo. E. (Eds). Racism by another name: Black students, overrepresentation, and the carceral state of special education. Charlotte, NC: Information Age.
• Jackson, T.O., & Allen-Handy, A. (2021). Distractions cannot be bigger than the mission: Black women’s motherwork in urban education. In T.O. Jackson (Ed). Black mother educators: Advancing praxis for access, equity, and achievement. Charlotte, NC: Information Age.
• Allen-Handy, A., Ifill, V., Schaar, R., Rogers, M., & *Woodard, M. (2020). Black girls STEAMing through dance: Inspiring STEAM literacies, STEAM identities, and positive self-concept. In K. Thomas & D. Huffman (Eds.). Challenges and opportunities for transforming from STEM to STEAM education. Hershey, PA: IGI Global
• Allen-Handy, A., *Thomas-EL, S.L., ***Bhuiyan, 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.
• 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., & 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