- Jemimah Young
University of North Texas
Jemimah L. Young is an assistant professor in Teacher Education and Administration at the University of North Texas. Her areas of expertise include multicultural education, urban education, and the sociology of education. Her research interests include the academic achievement of students of color, particularly Black girls, intersectionality in education, educational outcomes for marginalized populations, and culturally responsive pedagogy. Recent publications are: Young, J. L., Young, J. R., & Capraro, R. M. (2017). Gazing past the gaps: A growth-based assessment of the mathematics achievement of Black girls. The Urban Review, 1–21; and Young, J., & Young, J. (2017). The structural relationship between out-of-school time enrichment and Black student participation in advanced science. Journal for the Education of the Gifted. https://doi.org/10.1177/0162353217745381.
- Ramon Goings
Loyola University Maryland
Ramon B. Goings is an assistant professor of educational leadership at Loyola University Maryland. His research interests are centered on exploring the academic and social experiences of gifted/high-achieving Black males PK–PhD, nontraditional student success, diversifying the teacher and school leader workforce, and investigating the contributions of historically Black colleges and universities. Goings is the coeditor of the upcoming book How Obama Changed the Political Landscape (Praeger). Goings was named a 2017 Emerging Scholar by Diverse: Issues in Higher Education and was recipient of the 2016 College Board Professional Fellowship. Recent publications are: Goings, R. B., & Ford, D. Y. (2017). Investigating the intersection of poverty and race in gifted education journals: A 15-year analysis. Gifted Child Quarterly, 62(1), 25–36; and Goings, R. B., Davis, J., Britto, J., & Greene, D. (2017). The influence of mentoring on the academic trajectory of a 17-year-old Black male college sophomore from the United Kingdom: A single case study. Mentoring & Tutoring: Partnership in Learning, 25(3), 346–368.