• 171 Citations
20132019

Research output per year

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Personal profile

Research Interests

Professor Ross’ program of research draws on critical ethnographic and participatory design methodologies to examine the multiplicity of ways that antiblackness is lived by Black students in what she calls the afterlife of school segregation, a framework that illuminates the ways in which despite the end of legal segregation of schooling, Black students remain systematically dehumanized and positioned as uneducable. Critically, her work also explores how Black educators and students collectively imagine and resist antiblackness, and racialization processes more generally. Specifically, her conceptualization of Black educational fugitive space explores the ways Black students and educators enact educational fugitivity through the social production of Black space in the margin. She is particularly interested in the ways Black educational fugitive space manifests as both departure and refuge from the gratuitous violence of the afterlife of school segregation, and spawns the possibilities for rebirth and resistance.

Her current book project explores the ways Black girls and a Black woman educator create a fugitive space within a Black women’s studies elective class at a public high school in an urban district in Northern California. This work builds on Ross’ theorization of Black space in education and findings have implications for considering the ways Black educational fugitive space can serve to mitigate students’ racialized experiences and help students reimagine destructive notions of blackness in schools and in society. 

Education/Academic qualification

Social and Cultural Studies of Education, PhD, University of California, Berkeley

… → 2016

Social and Cultural Studies of Education, MA, University of California, Berkeley

… → 2011

African American Studies, Sociology, BA, University of California, Berkeley

… → 2002

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Research Output

  • 171 Citations
  • 7 Article

Envisioning Black space in environmental education for young children

Nxumalo, F. & Ross, K. M., Jul 4 2019, In : Race Ethnicity and Education. 22, 4, p. 502-524 23 p.

Research output: Contribution to journalArticle

  • 7 Scopus citations

    "He's more like a 'brother' than a teacher": Politicized caring in a program for African American Males

    De Royston, M. M., Vakil, S., Nasir, NI. S., Ross, K. M., Givens, J. & Holman, A., Jan 1 2017, In : Teachers College Record. 119, 4, p. 1-40 40 p.

    Research output: Contribution to journalArticle

  • 13 Scopus citations

    Modeling Manhood: Reimagining Black Male Identities in School

    Givens, J. R., Nasir, N., Ross, K. & de Royston, M. M. K., Jun 1 2016, In : Anthropology and Education Quarterly. 47, 2, p. 167-185 19 p.

    Research output: Contribution to journalArticle

  • 11 Scopus citations

    “Be Real Black for Me”: Imagining BlackCrit in Education

    Dumas, M. J. & ross, K. M., Apr 1 2016, In : Urban Education. 51, 4, p. 415-442 28 p.

    Research output: Contribution to journalArticle

  • 68 Scopus citations

    “I Do This for All of the Reasons America Doesn't Want Me To”: The Organic Pedagogies of Black Male Instructors

    ross, K. M., Nasir, N. S., Givens, J. R., de Royston, M. M. K., Vakil, S., Madkins, T. C. & Philoxene, D., Jan 2 2016, In : Equity and Excellence in Education. 49, 1, p. 85-99 15 p.

    Research output: Contribution to journalArticle

  • 13 Scopus citations