Chonika Coleman-King
Associate Professor
Phone
352-273-4208
Address
PO Box 117048
Gainesville, FL 32611
Connect
Affiliations
- School of Teaching and Learning
Education
- Ph.D. University of Pennsylvania, Teaching, Learning, and Curriculum
- M.Ed. University of Maryland, Education Policy and Leadership Studies
- B.S. Pennsylvania State University, Elementary Education
Professional Appointments
- Assistant Professor, Teachers, Schools, and Society, School of Teaching and Learning, University of Florida
- Assistant Professor, Urban-Multicultural Education, University of Tennessee, Knoxville
Activities and Honors
- Communications Chair for the American Educational Research Association (AERA) Research Focus on Black Education Special Interest Group (RFBE SIG)
- Member of the Editorial Review Board for the Voices in Urban Education magazine
- Outstanding Educator Award (2018)
- Outstanding Teacher Award (2017)
Selected Grants
GP-IMPACT: ICE-AGE: Integrating Continuous Experiential Activities for Geoscience Education
Funding Agency
- National Science Foundation, ICER Grant
Award Amount
- $390,424
Provide professional development to all 8,000 school district employees and guide schools in setting up systems to monitor disparities and advance practices to produce equitable school outcomes and positive school experiences for underrepresented students
Funding Agency
- Knox County Schools, Cultural Competency/Humility Training Grant
Award Amount
- $847,894
Extend the Multimedia Engineering Notebook Tools project to examine how teachers can engage in STEAM teaching using culturally responsive approaches to teaching and assessment
Funding Agency
- National Science Foundation, DRK-12 Grant
Award Amount
- $45,858
Selected Publications
- Coleman-King, C. (2014). The (re-)making of a Black American: Tracing the racial and ethnic socialization of Caribbean American youth. New York, NY: Peter Lang.
- Coleman-King, C., & Groenke, S. (2019). Teaching #blacklivesmatter and #sayhername: Interrogating historical violence against Black women in Sharon Draper's Copper Sun. In R. Ginsberg & W. Glenn (Eds.), Engaging critically with multicultural young adult literature in the secondary classroom. London: Routledge.
- Coleman-King, C., & Coleman, J. (2017). White teachers and the power to transform: Early childhood educators and the potential for lasting harm. In A. Michael & E. Moore, Jr. (Eds.), The guide for White women who teach Black boys (pp. 215-218). Thousand Oaks, CA: Corwin Press.
- Coleman-King, C. (2017). Vignette: Discipline practices of Caribbean families. In A. Michael & E. Moore, Jr. (Eds.), The guide for White women who teach Black boys (pp. 277-279). Thousand Oaks, CA: Corwin Press.
- Michael, A., Coleman-King, C., Lee, S., Ramirez, C., & Bentley-Edwards, K. (2016). Naming the unnamed: An exploration of White culture in relief. In C. Warren and S. Hancock (Eds.), White woman's work: Examining the intersectionality of cultural norms, teaching, and identity formation in urban schools (pp. 19-44). Charlotte, NC: Information Age.
- Hatch, J. A, & Coleman-King, C. (2014). Conducting early childhood qualitative research in the 21st century. In O. N. Saracho (Ed.), Handbook of research in early childhood education (pp. 441-478). Charlotte, NC: Information Age.
- Awokoya, J., & Coleman-King, C. (in press). Of othering and isolation: Black women transnational scholars living at the border. Qualitative Inquiry.
- Groenke, S. L., Haddix, M., Glenn, W., Kirkland, D. E., Price-Dennis, D., & Coleman-King, C. (2015). "What if we viewed them as human?": Disrupting and dismantling the dominant vision of youth of color. English Journal, 42(2), 57-67.
- Coleman-King, C., & Groenke, S. L. (2014). Enhancing antiracist teacher education: Critical witnessing through pairing YA literature and adult nonfiction. The ALAN Review, 104(3), 35-40.