At the highest level, my research is interested in institutional practices of power.
Writing Instruction Research
Project Title: Evaluating Barriers and Motivations towards Adopting Unbiased Feedback Practices
Scholarship in writing and composition studies and social psychology has given substantial attention to the development of feedback practices that are pedagogically effective. Recent research builds on this tradition and gives significant attention to the socio-cognitive and/or emotional impact of instructor feedback on students.
At the same time, current scholarship on anti-racist assessment strategies has demanded a reevaluation of the ways that established evaluative feedback practices fall along racialized, gendered, and other social formations that can result in negative learning experiences for students from marginalized communities.
This study seeks to advance knowledge in the field of of writing and composition studies by providing a definitional analysis of wise criticism's potential as an effective anti-racist writing assessment strategy. Wise criticism (CITE) is not an explicitly anti-racist strategy, but it has been shown to significantly improve the learning experiences of marginalized students while meeting the expectations of established evaluative practices.
Research suggests that instructor feedback perceived as biased by students can raise stereotype threat (CITE) and negatively effect student task engagement and success. Research also suggests that a wise criticism feedback strategy can significantly reduce stereotype threat for marginalized students, thereby improving their learning experience (Steele & Ross, 1999; Yeager, D.S. et al, 2014).