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Ayana Allen-Handy - Drexel University Assistant Professor for EdD in Educational Leadership and Management
Assistant Professor

Ayana Allen-Handy, PhD

Education

PhD, Texas A&M University
MEd, University of St. Thomas (TX)
BA, University of North Carolina at Chapel Hill

Program Affiliation

PhD, Education
EdD, Educational Leadership and Management
MS, Global & International Education, Education Policy
MS, Teaching, Learning and Curriculum

PUBLICATIONS

*published with graduate student

**published with youth researcher

GUEST EDITED JOURNALS

Farinde-Wu. A., Allen-Handy, A., & Hill-Jackson, V. (accepted). 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 (REFEREED)

Farinde-Wu, A., Butler, B.R., & Allen-Handy, A. (accepted). Conceptualizing a Black female teacher pipeline: From recruitment to retention to retirement. Theory into Practice.

 

Allen-Handy, A., *Thomas-EL, S.L., & Sung, K.K. (2020). Urban youth scholars: Cultivating global leadership development through youth-led justice-oriented research. Urban Review. DOIhttps://doi.org/10.1007/s11256-020-00568-w   

 

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, & Class44,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, DOI: 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 Education31(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.

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. UK: 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

 

Jackson, T.O., & Allen-Handy, A. (accepted) Black women’s motherwork in urban education. In T.O. Jackson & N. C. Flowers (Eds). Black mother educators: Protectors of Black children in schools. 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.

 

Hines, D.E., Young, J.L., Farinde-Wu, A., & Allen-Handy, A. (2020). A pattern of practice: A historical analysis of disciplinary practices of Black girls with disabilities. In Hines, D.E. (Ed).  Racism by another name: Black students, overrepresentation, and the carceral state of special education. 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

 

SPONSORED RESEARCH AND GRANTS 

$ Internal Funding

$$ External Funding

Allen-Handy, A., Ifill, V., Rogers, M., & Schaar, R. (2020). Black Girls STEAMing through Dance. U.S. Department of Education West Philadelphia Promise Neighborhood Grant. Role: PI/Program Provider. Amount: $25,000 $

Allen-Handy, A., Ifill, V., Rogers, M., & Schaar, R. (2019). Black Girls STEAMing through Dance. U.S. Department of Education West Philadelphia Promise Neighborhood Grant. Role: PI/Program Provider. Amount: $25,000 $

 

Smith, B., Heverin, T., Allen-Handy, A., Rogers, M.L. (2019). CyberCorps Mentoring and Scholarship Program (CMSP). National Science Foundation. Funded Amount: 4 million: Role: Co-PI $$

 

Genovesi, J., Allen-Handy, A., Peter, N., Walker, S. L. (2019).  Engaging women in engineering: Training mentors to make a difference. National Science Foundation. Funded Amount. 1.2 Million. Role: Co-PI. $$

 

Wright, C.G., Tucker-Raymond, E, Allen-Handy, A., Champion, D., Millner, A., & Gravel, B. (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: $284,983 Role: PI $$

 

Allen-Handy, A. (2018). Civic engagement in an era of gentrification: Reimagining community through a youth-led community capitals asset mapping project in W. Philadelphia. Drexel Faculty Summer Research Award. Funded Amount: $7,000. Role: PI $

 

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 $

 

Allen-Handy, A. (2018). Community capacity building for a better tomorrow: A cross disciplinary critical participatory action research think tank.  Drexel Office of Faculty Affairs. Funded Amount: 6,025. Role: PI $

 

Rank, S., Allen-Handy, A., Muschio, G., Foster, A., Dandekar, K. (2017). Supporting science and engineering identity development in immersive interactive technologies. National Science Foundation. Funded Amount: $559,753. 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 Seed Grant. Funded Amount: $5,000 Role: 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 $$

 

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. Funded Amount: $6,000. Role: Co-PI $

 

Allen, A. (2016). Educating children for a life of service:  Integrating global goals into curriculum. Drexel University Office of International Programs. Funded Amount: $500. Role: PI $


Allen, A., Glass, T.S., Lambert, R.G., Lewis, C.W. (2014). Examining the culturally responsive climate at Providence Day School. Funded Amount: $20,538. Role: PI. $$

 

CONFERENCE PRESENTATIONS

*presented with graduate student

**presented with undergraduate student

***presented with youth researcher

****presented with K-12 educator

NATIONAL

 

Wright, C.G., Champion, D.N., Tucker-Raymond, E., Gravel, B.E., Millner, A.D., Allen-Handy, A., *Likely, R. (2020, April). Using culturally sustaining STEM+C learning environments to explore computational learning and identity. Paper accepted at the American Education Research Association Conference, San Francisco, CA. (Conference cancelled due to COVID-19 Pandemic)

 

Schaar, R., Allen-Handy, A., Rogers, M., Ifill, V. (2020, April). Supporting African American girls STEAM identities and positive self-concept through dance, design, and coding. Paper accepted at the American Education Research Association Conference, San Francisco, CA. (Conference cancelled due to COVID-19 Pandemic)

 

Allen-Handy, A., Ifill, V., Schaar, R., & Rogers, M. (2020, April). Dancin’, steamin’, and dreamin’: How Black girls negotiate identity and future selves in a dance infused STEAM after school program. Paper accepted at the American Education Research Association Conference, San Francisco, CA. (Conference cancelled due to COVID-19 Pandemic)

 

Garo, L., Allen-Handy, A., & Lewis, C.W. (2020, April). A critical spatial analysis of African American trauma vulnerability and educational outcomes in Charlotte, North Carolina. Paper accepted at the American Education Research Association Conference, San Francisco, CA. (Conference cancelled due to COVID-19 Pandemic)

 

Allen-Handy, A., *Meloche, A., & **Bugg, D. (2020, April). Preserving history for the persistent legacy of our school: A critical African American YPAR project. Paper presented at the American Education Research Association Conference, San Francisco, CA. (Conference cancelled due to COVID-19 Pandemic)

 

Allen-Handy, A., *Meloche, A., ***Brown, J., & ***Frazier A. (2020, March). Nurturing transformative youth-adult partnerships in youth participatory action research: A collaborative autoethnography of identity and sharing power across difference.  Paper presented at the 41st Annual Ethnography in Education Research Conference, Philadelphia, PA.  

 

Allen-Handy, A. (2019, June). Empowering urban youth’s critical scholar identities: Reflections from an after-school program in one urban community. Paper presented at the Critical Race Studies in Education Association Annual Conference, Los Angeles, CA. 

 

Allen-Handy, A., & *Thomas-EL, S. (2019, April). Be(com)ing critical scholars: The emergence of urban youth scholar identities through research and praxis. Paper presented at the 2019 American Education Research Association Conference, Toronto, ON. 

 

Allen-Handy, A., & Farinde-Wu, A. (2019, April). Gleaning hope in a vacillating DACA sociopolitical context: Undocumented Latinx students’ support systems throughout K-16. Paper presented at the 2019 American Education Research Association Conference, Toronto, ON. 

 

Allen-Handy, A. (2019, April). Black girls STEAMing through dance: Examining STEAM literacies, STEAM identities, and self-concept. Paper presented at the 2019 American Education Research Association Conference, Toronto, ON. 

 

Farinde-Wu, A., Allen-Handy, A., Butler, B.R., & Lewis, C.W. (2019, April). The draw of urban: Black female teachers’ preferences for urban public schools. Paper presented at the 2019 American Education Research Association Conference, Toronto, ON.

 

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. A.(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-Handy, 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. Poster 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.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  

Allen-Handy, A., ****Walker, M., *Meloche, A., ***Brown, J., ***Frazier, A.,  *Dia, J., ***Burns, I., ***Ervin, Q., ***El, N., ***Holloway, A., ***Thomas, M., ***Wortham, I. (2020, March). Preserving History for the Persistent Legacy of West Philadelphia High School:  A Youth Participatory Action Research Project. Pennsylvania Chapter of the National Association of Multicultural Education. Radnor, PA. 

 

Allen-Handy, A., *Meloche, A., ***Brown, J., ***Frazier, A. (2019, October). Preserving History for the Persistent Legacy of West Philadelphia High School: A Youth Development Summer Internship. Drexel University School of Education Research Presentation. Philadelphia, PA. 

 

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.

INVITED TALKS & PANELS 

Allen-Handy, A. (2020, June). Critiques of CRT. Testimonios of joy, love, and struggle in critical race praxis.  Invited Panelist of the Graduate Student Council,  Critical Race Studies in Education Association Conference, Newark, DE. (Conference cancelled due to COVID-19 Pandemic) 

Allen-Handy, A. (2020, February). #TeachersofColorMatter: Diversifying our classrooms for equity and achievement of all students. Invited Panelist, Critical Conversations in Urban Education, Philadelphia, PA.

Allen-Handy, A. (2019, October). Resisting gentrification, sharing our stories. Invited Presenter for Deep Think Tank Workshops. Conference on Community Writing, Philadelphia, PA

Allen, Handy, A. (2019, October). Women in urban education: The intersectionality of gender, race, and leadership distinguished panel. Invited Panelist. Pursuing Extraordinary Outcomes in Public Education Conference: Charlotte, North Carolina. 

Allen-Handy, A. (2019, October). Teaching the history of race and what students should be told. Invited Panelist of the 1619-2019: Slavery and its Impact: Reflections on its Four Hundredth Anniversary. Kutztown, PA: Kutztown University Commission on the Status of Minorities

Allen-Handy, A. (2018, April) Invited panelist of Hilliard/Sizemore alumni. Presented at the 2018 Asa G. Hilliard III and Barbara A. Sizemore Research Course on African Americans and Education at the Annual Meeting of the American Education Research Association Conference. New York, NY.

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

 

  • Urban Education
  • Sociology of Education
  • Justice-oriented Research
  • Critical Participatory Action Research
  • Youth Participatory Action Research
  • Urban Teacher Education
  • 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 in the Department of Policy, Organization, and Leadership at Drexel University. She is also the Founder/Director of the Justice-Oriented Youth Education Lab (The JOY Lab). Grounded in critical race and intersectional theoretical framings, her work is dedicated to justice-oriented urban education and is built upon debunking and (re)framing pejorative narratives of urban students, schools, and communities. Her work strives to (re)imagine urban from a place of decline to a place of possibilities. Therefore, her research employs asset-based critical perspectives which recognize the resources and assets that individuals and communities possess that derive from their lived experiences, and the role that power and privilege have played in maintaining inequitable educational opportunities. Particularly, her work centers the strengths that illuminate the community cultural wealth and funds of knowledge that are embedded in historically marginalized places and spaces and amongst the mosaic of diverse people groups therein. She seeks to highlight the human, cultural, and social capital that are often unrecognized and unacknowledged by the status quo. Her work does not focus on problems and issues in urban education alone, but critical solutions and participatory approaches in an effort to espouse equity, agency, and critical capacity building. For example, her work strives to support the capacity of students, teachers, schools, and communities to create, implement, and sustain their own solutions to issues that directly impact them through critical Youth and Community-led Participatory Action Research.