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About
About Us
People
Our Impact
25th Anniversary
Annual Report
Newsroom
Employment
Research
Topics
Adolescence to Adulthood
Child Welfare
COVID-19
Early Care and Education
Families and Parenting
K-12 Education
Poverty and Inequality
Race Equity
Social Emotional Health and Well-Being
Current Projects
Past Projects
Resources
Signature Programs
Education
Child Policy Research Certificate
Undergraduate Opportunities
Graduate Opportunities
Engagement
Upcoming Events
Past Events
Student Engagement
Strategic Partnerships
Parking Map
Newsroom
People
Blog
North Carolina Education Research Data Center
Whitney McCoy
Research Scientist
CONTACT
Email
whitney.mccoy@duke.edu
Address
226 Rubenstein Hall, Box 90539, Durham, NC 27708
Scholars Profile
Overview
Areas of Expertise
K-12 Education
Race Equity
Selected Publications
View More Publications
Related
Black Girl Embodied Motivation: A Critically, Race-Gender Reimagined Motivation Theory
An Exploration of Black Girls’ Science Motivation and Teacher- and School-Related Beliefs: A QuantCrit Approach Utilizing Situated Expectancy-Value Theory and Critical Race Feminism
Rethinking and Reenvisioning Research Experiences for Undergraduate Black Women in Science, Technology, Engineering, and Mathematics
Critical Race Mixed Methodology (CRMM) as a Transformative Method: The Benefits and Challenges
Focus Groups as Counterspaces for Black Girls and Black Women: A Critical Approach to Research Methods
Using Critical Race Mixed Methodology to Explore African American College Students’ Experiences with Racial Microaggressions
Qualitative and Mixed Methods
Informal Stem Counterspaces for Black Girls and Critical Race Feminism: A Meta-Ethnographic Review
African American Language in Children’s Literature
Re-Envisioning the Culture of Undergraduate Biology Education to Foster Black Student Success: A Clarion Call
The Compounding Impact of Racial Microaggressions: The Experiences of African American Students in Predominantly White Institutions
Racial Microaggressions and the Health of African American Students
The Utility of Critical Race Mixed Methodology: An Explanatory Sequential Example