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Faculty Jiaxin Jessie Wang

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Jiaxin Jessie Wang 

Assistant Professor

Jiaxin Jessie Wang

Email

jwang20@ufl.edu

Address

Norman Hall
PO Box 117050
Gainesville, FL 32611

About

Jiaxin Jessie Wang holds a Ph.D. in Special Education (High Incidence Disabilities) specializing in Quantitative Methodology at Vanderbilt University’s Peabody College. Her research focuses on special education equity, disproportionality in disability identification for culturally and linguistically diverse learners (with a focus on Asian American students and multilingual learners), and critical quantitative methods. A scholar with the National Center for Leadership in Intensive Intervention (NCLII-2), she has extensive experience in educational disparities research, open science practices, and neurodiversity initiatives.

Affiliations

  • School of Special Education School Psychology and Early Childhood Studies

Research Interests

Assessment and Evaluation, Diverse Learners, Dual Language Learners, Learning Disabilities / RTI, Policy Development, Quantitative Research, Race / Ethnicity Issues, Special Education

Education

  • Ph.D. in Special Education - High Incidence Disabilities (Specialization: Quantitative Methodology), Vanderbilt University, Peabody College of Education (2026)
  • M.Ed. in Special Education - High Incidence Disabilities, Vanderbilt University, Peabody College of Education (2019)
  • B.S. in Psychology (summa cum laude; Minors: Educational Studies, Asian American Studies), University of Florida (2017)

Professional Appointments

  • Graduate Research Assistant, Logan Research Group, Vanderbilt University (2023–Present)
  • Professional Advisory Board Member, The Neuroverse Initiative (2024–Present)
  • Race Disability Equity Fellow, The Education Trust, Washington, DC (2023–2024)
  • Professional Advisory Board Member, National Center for Learning Disabilities (2023–2024)
  • Lead Graduate Research Assistant, Language and Literacy Development of Culturally, Linguistically, and Economically Diverse Learners (LLD-CLED) Research Group, Vanderbilt University (2021–2023)
  • Exceptional Student Education Teacher (Various Exceptionalities), Okeeheelee Community Middle School, School District of Palm Beach County, FL (2019–2021)

Activities and Honors

  • Spencer Scholar, Institute for Critical Quantitative, Computational, and Mixed-Methodologies (2025)
  • Short Course on Education Policy and Politics Scholar, Higher Education Consortium for Special Education (2024)
  • Best Overall Leader, Graduate Student Council Anchor Leadership Awards, Vanderbilt University (2024)
  • Graduate Student Award, Chinese Women's Club of Greater Miami Cultural and Educational Scholarship Foundation (2024)
  • Mentored Travel Award, SREE Researchers of Color, Society for Research on Education Effectiveness (2024)
  • Equity and Inclusion Fellow, Association for Public Policy and Management (2023)
  • NCLII-2 Scholar, National Center for Leadership in Intensive Intervention (2021–2026)

Selected Grants

National Center for Leadership in Intensive Intervention (NCLII-2) Consortium Doctoral Training Grant (H325190003)

Role
  • Scholar
Funding Agency
  • Office of Special Education Programs, U.S. Department of Education
Project Period
  • 2021–2026
Award Amount
  • Tuition, stipend, & research support

Lacy-Fischer Interdisciplinary Research Grant

Role
  • Co-Principal Investigator
Funding Agency
  • The Graduate School, Vanderbilt University
Project Period
  • 2023
Award Amount
  • $7,500

Graduate Leadership Institute Professional Development Grant

Role
  • Recipient
Funding Agency
  • The Graduate School, Vanderbilt University
Project Period
  • 2023, 2024
Award Amount
  • $1,000

Conference Travel Grant

Role
  • Recipient
Funding Agency
  • The Graduate School, Vanderbilt University
Project Period
  • 2023, 2024
Award Amount
  • $1,000

Vanderbilt Award for Doctoral Advancement

Role
  • Recipient
Funding Agency
  • The Graduate School, Vanderbilt University
Project Period
  • 2023
Award Amount
  • $1,000

Selected Publications

  • Shikarpurya, S., & Wang, J. J. (in press). Equity in Special Education: Leveraging Critical Quantitative Methods for Research, Practice, and Policy. Inquiry: Critical Thinking Across the Disciplines.
  • Mancilla-Martinez, J., Oh, M. H., Zagata, E., & Wang, J. J. (in press). Representation of linguistically diverse students in gifted and talented services: 2009-2019 Tennessee trends. Gifted Child Quarterly.
  • Lampkin, L., & Wang, J. J. (2025). Member checking: Strengthening qualitative research findings through participant feedback. FigShare. doi:10.6084/m9.figshare.29298560.v1
  • Lampkin, L., & Wang, J. J. (2025). Triangulation: strengthening qualitative research findings through multi-source analysis. FigShare. doi:10.6084/m9.figshare.29298563.v1
  • Johnson, L., Wang, J. J., & Hennenfent, L. (2025). Scholar-Designed Course: Supporting Linguistically Diverse Students with Language-Based Learning Disabilities. National Center for Leadership in Intensive Intervention; U.S. Department of Education, OSEP.
  • Wang, J. J., & Wriston, B. (2024). Focusing on the intersection of race, disability, and equity. The Education Trust.
  • Wang, J. J., Redford, L., & Ratliff, K. A. (2021). Do special education recommendations differ for Asian American and White American students?. Social Psychology of Education, 24(4), 1065–1083.
  • Johnson, L., & Wang, J. J. (2022). Research to practice brief: Comorbid language-based learning disabilities. Washington, DC: U.S. Department of Education, Office of Special Education Programs.
  • Lariviere, D. O., Agrawal, V., & Wang, J. J. (2022). Practice guide: Mathematics-language instruction for emergent bilingual students with mathematics difficulty. Washington, DC: U.S. Department of Education, Office of Special Education Programs.