My research focuses on the dynamics between educators and the children and families that they serve. In particular, I employ counter-storytelling as a lens to illuminate cross-racial dynamics in early childhood contexts. I am currently engaged in a critical narrative study of Black parents that examines the experiences that they and their children have in early childhood education.
Published or In Press
Refereed Journal Articles
Wood, J. L., Essien, I. R. (accepted). Suspected, surveilled, singled-out, and sentenced: An assumption of criminality for Black males in early learning. Journal of Negro Education.
Essien, I. R., & Wood, J. L. (2020). Content validation of the D-Three Effect Inventory (DTEI): Examining the experiences of Black children in early childhood education. Journal of African American Studies. doi: https://doi.org/10.1007/s12111-020-09495-2
Essien, I. R., & Wood, J. L. (2020). I love my hair: The weaponizing of Black girls hair by educators in early childhood education. Early Childhood Education Journal. doi: https://doi.org/10.1007/s10643-020-01081-1
Essien, I. R. (2019). Pathologizing culture in early childhood education- Illuminating microaggressions from the narratives of the parents of Black children. Western Journal of Black Studies, 3(1-2), 9-21.
Essien, I. R. (2017). Teaching Black boys in early childhood education- promising practices from exemplar teachers. Journal of African American Males in Education.
Wood, J. L., Essien, I. R., & Blevins, D. (2017). Black males in kindergarten- The effect of social skills on close and conflictual relationships with teachers Journal of African American Males in Education.
Wood, J. L., & Essien-Wood, I. R. (2012). Capital identity projection- Understanding the psychosocial effects of capitalism on Black male community college students. Journal of Economic Psychology 33(3), 984-995.
Turner, C. S. V., Wood, J. L., Montoya, Y. J., Essien-Wood, I., Neal, R., Escontrias Jr., G., & Coe, A. (2012). Advancing the next generation of higher education scholars: An examination of one doctoral classroom. International Journal of Teaching and Learning in Higher Education, 24(1), 103-112.
Refereed Book Chapters
Neal, R.A, & Essien, I. R., (2018). The role of faith in advocating for Black minds. In K. Fasching-Varner, J. Tobin, & Lentz (Eds.), Black Bodies – Blue Ribbons. Lanham, MD: R&L
William-White, L., Wood, J. L., Essien, I., Belton, C., Muccular, G., Geary, P., & Newman, T. (2013). Mis-education or Malpractice?: A Rallying Cry for an African-centered third space in curriculum transformation. In L. William White, D. Muccular, G. Muccular, & A. Brown (Eds.), Home, school, and third space: Fighting for curriculum transformation for critical consciousness. New York, NY: Peter Lang.
Essien, I. & Wood, J. L. (2012). Academic and social integration for Students of Color in STEM: Examining differences between HBCU’s and non-HBCUs. In Palmer, R. T., Maramba, D., & Gasman. (Eds.), Fostering success of ethnic and racial minorities in STEM: The role of minority serving institutions. New York, NY: Routledge.
Turner, C. S. V., Wood, J. L., Montoya, Y. J., Essien-Wood, I., Neal, R.A, Escontrias Jr., G., & Coe, A. (2012). Advancing the next generation of higher education scholars: An examination of one doctoral classroom. International Journal of Teaching and Learning in Higher Education, 24(1), 103-112.
Essien, I. R., & Wood, J. L. (under review). Do Black Minds Matter? Ascriptions of intelligence and the experiences of Black boys and girls in early childhood education.