Jemimah Young

Assistant Professor, Teacher Education and Administration
Profile Picture
Contact Info
Office: 
Matthews Hall, 218-D
Phone: 
940-565-4421
Email: 
jemimah.young@unt.edu

Jemimah L. Young, PhD is an Assistant Professor in Teacher Education and Administration. She holds a doctorate in Curriculum and Instruction from Texas A&M University. Her areas of expertise include Multicultural Education, Urban Education, and the Sociology of Education. Her research interests are (1) the academic achievement of students of color, (2) intersectional research of Black girls, (3) educational outcomes for marginalize populations, as well as (4) culturally responsive pedagogy. She teaches classes at both the undergraduate and graduate level related to culture, identity, diversity, social justice, foundations in education, and qualitative methodology.

Books

Ford, D. Y., Scott, M. T., Walters, N. M., & Young, J. L. (Eds.) (contracted). Gumbo for the soul II: Liberating memoirs and stories to inspire females of color. Charlotte, NC: Information Age.

Young, J. L., & Goings, R. B. (Eds.) (accepted). The every student succeeds act: Critical multicultural perspectives from the field. New York, NY: Teacher’s College Record Yearbook.

Larke, P. J., Webb-Hasan, G., & Young, J. L. (Eds.). (2017). Cultivating achievement, respect, and empowerment (CARE) for African American girls in prek‐12 settings. Charlotte, NC: Information Age.

Articles & Chapters

Young, J. R., Fox, B., Young, J. L., & Levingston, E. (accepted). We would if we could: Examining culturally responsive teaching self-efficacy in middle school mathematics methods courses. Journal of Colorism Studies.

Ford, D. Y., Wright, B. L., & Young, J. L. (accepted). The evidence of things not seen: Five theoretical perspectives to support academically advanced Black students at PWIs and HBCUs. Journal of Negro Education.

Young, J. L., & Young, J. R. (accepted). BlackMaled: A 20-year content analysis of the Black male teacher empirical research. Race, Ethnicity, and Education.

Young, J. L., Young, J. R., & Butler, B. R. (accepted). A student saved is NOT a dollar earned: A meta-analysis of school disparities in discipline practices toward Black children. Taboo: The Journal of Culture and Education.

Ford, D. Y., Young, J. L., Wright, B. L., & Goings, R. B. (accepted). Honoring differences: Improving the representation of culturally different gifted students based on equity. In D. Sisk, B. Wallace, and J. Senior (Eds.), Sage Handbook on Gifted Education. Thousand Oaks, CA: Sage Publications.

Young, J. L. (accepted). Under-educated and over-adjudicated: A critical reflection on the teaching and policing of Black lives. In Broken Promise: Black Deaths and Blue Ribbons in Urban Centers.

Young, J. L., & Young, J. R. (accepted). Black parents as achievement socialization agents for Black girls: Building to mathematics. In Social Justice and Parent Partnerships in Multicultural Education.

Young, J. L., Young, J. R., & Capraro, R. M. (in-press). Gazing past the gaps: A growth-based assessment of the mathematics achievement of Black girls. The Urban Review.

Young, J. L., Young, J. R., & Ford, D. Y. (in-press). Standing in the gaps: Examining the effects of early gifted education on Black girl achievement in STEM. Journal of Advanced Academics.

Young, J. L., Butler, B. R., Dolzhenko, I., & Ardrey, T. (in-press). Deconstructing teacher quality in urban early childhood education. Journal For Multicultural Education.

Young, J. L., Ero-Tolliver, I., Young, J. R., & Ford, D. Y. (in-press). Maximizing opportunities to enroll in advanced high school science courses: Examining the scientific dispositions of Black girls. Journal of Urban, Learning, Teaching, and Research.

Young, J. L., & Young, J. R. (in-press). Responding to culturally unresponsive teaching: A systematic review of culturally responsive teaching self-efficacy using confidence intervals. Journal of Praxis in Multicultural Education.

Dolzhenko, I., & Young, J. L. (in-press). Understanding teacher’s cultural competencies: Supporting the development of teacher’s self-awareness and social awareness. In The Handbook of Research on Pedagogies and Cultural Considerations of Young English Language Learners.

Ford, D. Y., & Young, J. L. (in-press). Under-identified culturally and linguistically diverse (CLD) gifted students: Recommendations for equitable recruitment and retention. In Rogers, (Ed.), Desegregating Gifted Education. Charlotte, NC: Information Age.

Foster, M. D., Young, J. R., & Young, J. L. (2017). Teacher perceptions of parental involvement and the achievement of diverse learners: A meta- analysis. Journal of Ethical Educational Leadership, 4(5), 1-17.

Young, J. L. (2017). Does digital curricula matter? An examination of online versus traditional multicultural education course delivery. Academic Perspectives in Higher Education, (3)1, 1-21.

Young, J. L., & Young, J. R. (2017). Opportunity knocks, will she answer: Dispositions and participation of girls of color in STEM enrichment. Journal of Expanded Learning Opportunities, 1(4), 12-25.

Young, J. L. (2017). Affective or effective? A Black female professor’s critical reflection on teaching effectiveness of multicultural courses. Professing Education, 6(1), 79-89.

Wright, B. L., Ford, D. Y., & Young, J. L. (2017). Ignorance or indifference?: Seeking excellence and equity for under-represented students of color in gifted education. Global Education Review, (4)1, 45-60.

Young, J. L., Feille, K., & Young, J. R. (2017). Black girls as learners and doers of science: A single-group summary of elementary science achievement. Electronic Journal of Science Education, 21(2), 1-20.

Young, J. L. (2017). Access, achievement, and academic resilience: The relationship between AVID and Black student participation in advanced placement courses. Journal of Multicultural Affairs, 1(2), 1-25.

Young, J. L., & Larke, P. J. (2017). One book and one girl at a time: Analyzing and explaining Black girl's reading achievement in elementary school. Literacy and Social Responsibility, 9(1), 3-10.

Young, J. L., Young, J. R., & Capraro, M. M. (2017). Black girl’s achievement in middle grades mathematics: How can socializing agents help?. The Clearing House, 90(3), 70-76.

Young, J. R., Ortiz, N., & Young, J. L. (2017). STEMulating interest: A meta-analysis of the effects of out-of-school time on student STEM interest. International Journal of Education in Mathematics, Science, and Technology, 5(1), 62-74. DOI:10.18404/ijemst.61149

Young, J. L., Young, J. R., & Paufler, N. A. (2017). Out of school and into STEM: Supporting girls of color through culturally relevant enrichment. Journal of Interdisciplinary Teacher Leadership, 2(1), 28-34.

Capraro, R. M., Barroso, L. R., Nite, S., Rice, D., Lincoln, Y. S., Young, J. R., & Young, J. L. (2017). Developing a useful and integrative STEM disciplinary language. International Journal of Education in Mathematics, Science, and Technology, DOI: 10.18404/ijemst.31232.

Wright, B. L., Young, J. L., & Ford, D. Y. (2017). Will every child count? Exploring what early childhood and gifted children of color risk losing under a Trump administration (pp. 133-146). In D. T. Harris, (Ed.), Newschaser: The Rhetoric of Trump in Essays and Commentaries. New York, NY: Universal Write Publications.

Young, J. L., & Scott, C. (2016). Writing outside the margins: An exploratory analysis of Black girls achievement in middle grades writing. The National Journal of Urban Education & Practice, 9(2), 506-523.

Young, J. R., & Young, J. L. (2016). Young, Black, and anxious: Describing the Black student mathematics anxiety research using confidence intervals. Journal of Urban Mathematics Education, 9(1), 79-93.

Young, J. L., & Young, J. R. (2016). Closing the gap or reaching the ceiling: An exploratory trend analysis of the Black White achievement gap in Texas. Journal of Multicultural Affairs 1(1), 1-17.

Young, J. L., & Rideaux, K. (2016). Making it over: African American girls making space in unfamiliar suburbs. In P. Larke, G. Webb‐Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK12 Settings (pp. 153‐166). Charlotte, NC: Information Age.

Larke, P. J., Webb-Hasan, G., & Young, J. L. (2016). Hey google, include us... African American girls. In P. Larke, G. Webb‐Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK- 12 Settings (pp. 3‐10). Charlotte, NC: Information Age.

Young, J. L. (2016). African American girl’s social studies achievement: Gazing beyond the gap. In P. Larke, G. Webb‐Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK12 Settings (pp. 91-110). Charlotte, NC: Information Age.

Larke, P. J., Webb-Hasan, G., & Young, J. L. (2016). Culturally sensitive investigation (CSI): State of education for African American girls. In P. Larke, G. Webb-Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK-12 Settings (pp. 17-42). Charlotte, NC: Information Age.

Young, J. L. (2016). Novice, not naïve: How R.A.C.E. mentoring helped a young, Black, female scholar level the playing field. In D. Ford, M. Trotman Scott, & R. Goings, T. Wingfield, and M. Henfield (Eds.), RACE Mentoring Through Social Media: Black and Hispanic Scholars Share Their Journey in The Academy. Charlotte, NC: Information Age.

Young, J. L. (2016). From special ed to higher ed: A Black girl’s journey in discovering her giftedness. In D. Ford, J. Davis, M. Trotman Scott, and Y. Sealey- Ruiz (Eds.), Gumbo for the Soul: Liberating stories to inspire Females of Color. Charlotte, NC: Information Age.

Young, J. R., & Young, J. L. (2015). Anxious for answers: A meta-analysis of the effects of anxiety on African American k-12 students’ mathematics achievement. Journal of Mathematics Education at Teachers College, 6(2). 1-8.

Young, J. R., & Young, J. L. (2014). African American female achievement in STEM: Can AP courses provide a different story. In B. Polnick, B. Irby, & J. Ballenger. (Eds.). Girls and women of color in STEM: Navigating the double bind. Charlotte, NC: Information Age Publishing Inc.

Young, J. R., Young, J. L., & Hamilton, C. (2013). The use of confidence intervals as a meta‐analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK. Journal of Research on Technology in Education, 46(2), 151-174.

Young, J. R., Young, J. L., & Hamilton, C. (2013). Culturally relevant project‐based learning for STEM education: Implications and examples for urban schools. In M. M. Capraro, R. Capraro, & C. W. Lewis (Eds.), Improving urban schools: Equity and access in K-16 STEM education (pp. 39‐65). Charlotte, NC: Information Age.

Young, J. L., & Young, J. R. (2013). Proceedings from Society for Information Technology & Teacher Education International Conference: STEMulations: Repurposing powerpoint technology for socially situated simulations. New Orleans, LA.

Young, J. R., Young , J. L., Shaker, Z. (2012). Technological pedagogical content knowledge (TPACK) literature using confidence intervals. TechTrends. 56(5), 25‐33.

Young, J. R., & Young, J. L. (2012). “But that’s not fair”: Teacher technology readiness and African American students’. The Journal of the Texas Alliance of Black School Educators, 4(1), 19‐32.

Larke, P.J., Larke, A., Jones, W., & Lea, J. V. (2012). Mentorship programs: Essentials for today’s urban African American youth. Journal of Education and Social Justice, 1(1), 140‐145.

Larke, P., Young, J. L., & Young, J. R. (2011). Making a case to LEARN: Linking emphasis on the achievement and reporting of the needs of African American Females on NAEP test results. In L. Howell, C. Lewis, and N. Carter (Eds.), Yes We Can! Improving Urban Schools Through Innovative Education Reform (pp. 145-168). Charlotte, NC: Information Age.

Ibrhim, E., Standish, H., Larke, P. J., Sullivan, E., Coston, W., Meloncon, B., Ruthinger, G. A., Saah, L., & Lea, J. V. (2010). The voices of seven doctoral students: Journeys toward becoming multicultural teacher educators. National FORUM of Multicultural Issues Journal, 7, 1-19.

Ferrara, M. M., Larke, P. J., & Lea, J. V. (2010) A case of seven preservice teachers' emerging philosophy about multicultural education. National FORUM of Multicultural Issues Journal, 7(1), 1-19.

Larke, P. J., Easterly, S., Irby, B., Jones, W. A., & Lea, J. V. (2009). The gifted African American student: What educators need to know. Journal of The Texas Alliance of Black School Educators, 2(1), 13‐17.

Conference Presentations

Young, J. L. & Young, J. R. (July, 2017). FUNctional formative assessments: Summing up success. Paper presented at the Annual Meeting of the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Young, J. R. & Young, J. L. (July, 2017). STEMulating performance through project-based learning. Paper presented at the Annual Meeting of the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Young, J. L., Ero-Trolliver, I., Young, J. R., & Ford, D. Y. (April, 2017). Maximizing opportunities to enroll in advanced science courses: Examining the scientific dispositions of Black girls. Paper presented at the 101st Annual Meeting of the American Education Research Association, San Antonio, TX.

Young, J. R., Young, J. L., (April, 2017). Single-group summaries using confidence intervals: An opportunity to inform gap Analysis in mathematics education. Paper presented at the 101st Annual Meeting of the American Education Research Association, San Antonio, TX.

Young, J. L. (April, 2017). #SchoolTheBlue: A multicultural educator’s response to police shootings in the United States. Paper presented at the 16th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Nacogdoches, TX.

Airen, O. E., Young, J. L. & Fox, B. L. (April, 2017). Do’s and don’ts in writing for publication: The editors’ tale. Paper presented at the 16th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Nacogdoches, TX.

Young, J. R. & Young J. L. (April, 2017) Single-group summaries using confidence intervals: An alternative to gap analysis. Presentation at the Annual Meeting of the National Council of Teachers of Mathematics, San Antonio, TX.

Young, J. R. & Young, J. L. (March, 2017). Beyond gap gazing: Single-group summaries of using confidence intervals. Paper presented at the 44th Annual Meeting of the Research Council on Mathematics Learning, Fort Worth, TX.

Young, J. L. & Larke, P. J. (November, 2016). And that's she wrote: An examination of culturally responsive literacy exemplars for Black girls. Paper presented at the Annual Meeting of the National Association for Multicultural Education, Cleveland, OH.

Dolzhenko, I. & Young, J. L., (November 2016). Though she be little, she is fierce: An examination of Black girl's academic achievement in early childhood education. Paper presented at the Annual Meeting of the National Association for Multicultural Education, Cleveland, OH.

Young, J. L. & Young, J. R. (June, 2016). An exploratory analysis of 4th grade African American girls mathematics achievement: Can the NCTM curriculum focal points explain the difference? Paper presented at the Annual Meeting of the Center for the Advancement of Mathematics Teaching, San Antonio, TX.

Young, J. R. & Young, J. L. (June, 2016). Technology professional development for urban mathematics teachers: Using confidence intervals to characterize effectiveness. Paper presented at the Annual Meeting of the Center for the Advancement of Mathematics Teaching, San Antonio, TX.

Dolzhenko, I., & Young, J. L. (May, 2016). Teaching anti-bias multicultural curriculum in teacher education programs: Focus group interviews of preservice teachers' perceptions about goals of anti-bias education. Paper presented at the Annual Meeting of the Congress of Qualitative Inquiry, Urbana­Champaign, Illinois.

Young, J. L., & Edwards, J. (April, 2016). She is ME: Culturally responsive literacy strategies for Black girls Paper presented at the 15th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Denton, TX.

Young, J. L., & Young, J. R., (January, 2016). African American females mathematics achievement: Lessons learned from NCTM curriculum focal points. Paper presented at the Annual Association of Mathematic Teacher Educators. Irvine, CA.

Young, J. R., & Young, J. L. (January, 2016). Using confidence intervals to evaluate the effects of professional development on urban mathematics teachers TPACK. Paper presented at the Annual Association of Mathematic Teacher Educators. Irvine, CA.

Young, J. L. (October, 2015). Designing an Undergraduate Course in Multicultural Education: Learning from the Past, Polishing the Present, and Projecting the future. Paper Presented at the Annual Meeting of the National Association for Multicultural Education, New Orleans, LA.

Young, J. R., Fox, B., Young, J. L., Levingston, E., & Rideaux, K. (October, 2015). Noticing diversity, equity, and social justice in the mathematics classroom: Identifying culturally responsive teaching. Paper Presented at the Annual Meeting of the National Association for Multicultural Education, New Orleans, LA.

Young, J. L., & Young, J. R., (April, 2015). African American Female Achievement on Advanced Placement Examinations: Implications for Success. Paper Presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Young, J. R., Young, J. L., Fox, B., Levingston, E. (March, 2015). Noticing diversity, equity, and social justice in the mathematics classroom: Connecting communities of practice, Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Lubbock, TX.

Young, J. L. (March, 2015). Multicultural education for social advocacy: Reflections on course design and syllabus construction. Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Lubbock, TX.

Young, J. R., Young, J. L., Fox, B., Levingston, E. (November, 2014). Stimulating culturally responsive self-efficacy in mathematics teachers by dismantling ideas of culturally mismatch through video exemplars. Paper presented at the Annual Meeting of the National Association of Multicultural Education, Tuscan, Arizona.

Young, J.R. & Young, J. L. (June, 2014). Friends with benefits: Negotiating authorship and intellectual space among spouses and friends. Paper presented at the Annual Meeting of the American Association of University Professors, Washington, D.C.

Young, J. L., & Young, J. R. (March, 2014). ReVisioning Culturally Responsive Practice: Summarizing the Culturally Responsive Teaching-Efficacy Scale (CRTSE). Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Young, J. L., (March, 2014). How to Design an Undergraduate Course in Multicultural Education: ReVisioning Multicultural Education to Transcend Racial, Social, and Economic Barriers. Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Rideaux, K., & Young, J. L. (March, 2014). Rethinking the Ideal: Microaggressions, Equity, and the Suburban School. Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Young, J. L., & Young, J. R. (November, 2013). Misplaced advancements: A critical examination of African American female student access, participation, and achievement. Paper Presented at the Annual Meeting of the National Association for Multicultural Education, Oakland, CA.

Young, J. L., Young, J. R., & Larke, P. J. (October, 2013), Making “ME” matter: A critical examination of gifted Black girl’s academic achievement in K-4 settings. Paper Presented at the Annual Meeting of the Research on Women and Education Conference, Las Cruces, NM.

Young, J. L., Larke, P.J., & Young, J.R. (May, 2013). Young, gifted, and held Black: Disparities among African American gifted female young. Paper Presented at The 19th Annual Meeting of the National Conference on Diversity, Race, and Learning, Columbus, Ohio.

Young, J. R., Young, J. L., & Hamilton, C. (May, 2013). The use of confidence intervals as a meta-analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK. Paper Presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.

Young, J. L., & Young, J. R. (April, 2013). Critical race theory: Not just qualitative any more. Paper Presented at the 12th Annual Meeting of the Texas National Association of Multicultural Educators, San Marcos, Texas.

Young, J. R., & Young, J. L. (April, 2013). Anxious for answers: Describing the African American student mathematics Anxiety Research Using Confidence Intervals. Paper Presented at the 12th Annual Meeting of the Texas National Association of Multicultural Educators, San Marcos, Texas.

Young, J. L., & Young, J. R. (March, 2013). STEMulations: Purposefully repurposing powerpoint technology for socially situated simulations. Paper presented at the Annual Meeting of the Society for Information Technology and Teacher Education, New Orleans, Louisiana.

Young, J. L., & Young, J. Y. (February, 2011). Teacher technology efficacy and female Hispanic mathematics student Achievement. Paper to be presented at the 30th Annual Meeting of the Research Association of Minority Professors, Baltimore, Maryland.

Young, J. L., Larke, P. J., & Young, J. R., (February, 2011). African American females performance on state and national mathematics assessments. Paper to be presented at the 34th Annual Meeting of the Southwest Educational Research Association, San Antonio, TX.

Young, J. R., Lea, J. V., & Larke, P. J. (November, 2010). That’s not fair: Technology equity and mathematics achievement. Presented at the Annual Meeting of the National Association of Multicultural Educators, Las Vegas, Nevada.

Larke, P. J., & Lea, J. V. (May, 2010). Stories of AfricanAmerican survivors of natural disasters. Paper presented at the Annual Meeting of the Congress of Qualitative Inquiry, Urbana­Champaign, Illinois.

Walter-Sullivan, E., Easton‐Brooks, D., Collins, D., Larke, P. J., Webb-Johnson, G. W., & Lea, J. V. (May, 2010). Applying critical race theory to examine Texas state mandated tests by race, class, and gender for the years 1993–2009. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, Colorado.

Young, J. L., Young, J. Y., Larke, P. J. (March, 2010). Scaling the wall of inequity: Resilience of female students of color in urban Texas school districts. Paper submitted to be presented at the 10th Annual Meeting of the Texas National Association of Multicultural Education, Mesquite, TX.

Young, J. R., Lea, J. V., & Larke, P. J. (March, 2010). Assessing the needs of the new non-­ traditional student of color: Implications for post-­ secondary educators. Paper presented at the 9th Annual Meeting of the Texas National Association of Multicultural Educators, Denton, Texas.

Larke, P. J. & Lea, J. V. (March, 2010). African American female’s performance on state and national assessments: What is Their Story?. Paper presented at the 9th Annual Meeting of the Texas National Association of Multicultural Educators, Denton, Texas.

Lea, J. V. & Young, J. R. (February, 2010). Reaching for the STARs: Technology and African American Achievement . Paper Presented at the 33nd Annual Meeting of the Southwest Educational Research Association, New Orleans, Louisiana.

Young, J. R. & Lea, J. V. (February, 2010). Teacher technology readiness and African American student mathematics achievement. Paper Presented at the 29th Annual Meeting of the Research Association of Minority Professor, Houston, Texas.

Lea, J. V., Young, J. R., & Larke, P. J. (November, 2009). Closing the gap or reaching the ceiling: The achievement gap in Texas from 1987 until the present. Paper Presented at the 9th Annual Meeting of the Texas National Association of Multicultural Educators, Denton, Texas.

Lea, J. V. (2009, February). Examining the AVID program for students of color. Paper Presented at the 31st Annual Meeting of the Texas National Association of Multicultural Education, Prairie View, Texas.

Lea, J. V. (2009, February). Recruiting and retaining African American students in AVID. Paper presented at the 32nd Annual Meeting of the Southwest Educational Research Association, San Antonio, Texas.

Courses Taught

EDCI 6280 – Qualitative Methods

EDCI 6050 – Culture, Identity, and Education

EDSE 4070 - Teaching Diverse Populations

EDSE 4060 - Content Area Reading in Secondary Schools

EDME 3380 - Teaching and Learning in the Middle Grades

EDME 4340 - Social Studies in Grades 4-8

EDEE 2000 - Exploring Diversity Through Social Action

EDEE 3380 - Teaching and Learning in Grades EC-6

EDEE 3320 - Foundations of Education: The School Curriculum

EDEE 4340 - Social Studies in Grades EC-6