Alumni/Graduate Assistant Profiles
Cherese D. Childers-McKee
Cherese D. Childers-McKee is a Ph.D. candidate and Holmes Scholar at the University of North Carolina at Greensboro in the department of Educational Leadership and Cultural Foundations (ELC). She is also an instructor at UNC Charlotte and is affiliated with the Urban Education Collaborative at UNCC. Cherese has a Master of Education in Teaching English as a Second Language (TESL) from UNC Charlotte and a bachelor’s in Spanish from Wake Forest University. Cherese is National Board Certified with 13 years of experience as a middle and high school teacher of English as a Second Language. Her research interests include youth of color interracial/interethnic relations, urban schools, critical literacy, and critical race/multiracial feminisms.
Childers-McKee, C. & Hytten, K. (September 2015). Critical race feminism and the complex challenges of educational reform. The Urban Review, 47(3).
Massengale, K., Childers-McKee, C., & Benavides, A. (2014). Exploration of undergraduate preservice teachers’ experiences learning advocacy: A mixed-methods study. Journal of the Scholarship of Teaching and Learning, 14(3), 75-93.
Childers-McKee, C. (2014). Forging bonds and crossing borders with youth participatory action research. Urban Education Research and Policy Annuals, 2(1), 48-56.
Childers-McKee, C. (2013). School culture in urban settings: Delving deeper into the sociocultural context. EDCI Research Brief, April 2013. Urban Education Collaborative. University of North Carolina at Charlotte: Charlotte, NC.
Hewitt, K., Childers-McKee, C., Hodges, E., & Schuhler, R. (Eds.). (2013). Postcards from the schoolhouse: Practitioner scholars examine contemporary issues in instructional leadership. NCPEA Press
Kolano, L. & Childers-McKee, C. (2015). Designing authentic field-based experiences with immigrant students through one university and urban school partnership. In D. Polly, M. Spooner, T. Heafner, & M. Chapman (Eds.), Advances in Higher Education and Professional Development (AHEPD) (pp. 84-97). Pennsylvania: IGI-Global.
Allen, A., Watson, M., Childers-McKee, C., Garo, L., & Lewis, C.W. (2015). Schools as conduits of racism: How mindsets, policies, and practices impact historically marginalized students. In L.D. Drakeford (Ed). The race controversy in American education. West Port, CT: Praeger
Childers-McKee, C. (2013). A journey towards distributed teacher leadership. In K. Hewitt, C. Childers-McKee, E. Hodges, & R. Schuhler (Eds.), Postcards from the schoolhouse: Practitioner scholars examine contemporary issues in instructional leadership. NCPEA Press
Childers-McKee, C. & Bettez, S.C. (In press). Multiracial feminisms. In J. Stone, R. Dennis, P. Risova, and A. D. Smith (Eds.), The Blackwell Encyclopedia of Race, Ethnicity, and Nationalism. Oxford, England: Blackwell.