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Gholnecsar Muhammad

Assistant Professor    

Social and historical African American literacy development
African American adolescent literacy
Writing pedagogy
African American female literacies
Role of text in writing development


Gholnecsar Muhammad began her career as a reading, language arts, and social studies middle school teacher. After teaching in the classroom, she served as a literacy coach, school district curriculum supervisor and was responsible for K-12 literacy instruction and assessments, reading interventions, grant writing and professional development.

Her research interests are situated in the social and historical foundations of literacy development among African Americans and writing representations among African American adolescent girls. She explores intersections of students’ histories, identities and literacies. She also explores literacy collaboratives to understand how writing pedagogy and the roles of writing can be advanced and reconceptualized in middle level and secondary classrooms. Each summer she facilitates Black Girls W.R.I.T.E., a summer literacy program that helps to advance literacy development.

Muhammad strives to shape the national conversation for educating youth who have been historically underserved and support the next generation of undergraduate and graduate students who are seeking practical and intellectual pathways to meet some of the most pressing challenges encountered in urban schools.

She is the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award.


Muhammad, G. E. (in press-April 2015). “Inducing colored Sisters of other places to imitate their example”: Connecting historic literary societies to a contemporary writing group, English Education.

Muhammad, G. E. (in press). The role of literary mentors in writing development: How Black women’s literature supported the writings of African American adolescent girls, Journal of Education.

Muhammad, G. E. (2015). In search for a full vision: Writing representations of African American adolescent girls, Research in the Teaching of English, 49(3). 224-247.

Muhammad, G. E. (2015). Intellectual freedom: Examining print authority among early readers and writers. In S. Thompson (ed.), The Encyclopedia of Diversity and Social Justice (pp. 417-418). Lanham, MD: Rowman and Littlefield.

Muhammad, G. E. (2015). Islamic culture: Five pillars of practice and the quest toward literacy and intellectualism. In S. Thompson (ed.), The Encyclopedia of Diversity and Social Justice (p. 444). Lanham, MD: Rowman and Littlefield.

Muhammad, G. E. (2014). Black girls write! Literary benefits of a summer writing collaborative grounded in history. Childhood Education, 90(4), 323-326.

Muhammad, G. E. (2014). Are classroom practices teaching students to be independent thinkers?: Historical models for literacy as a tool of agency. In L. Reynolds (Ed.), Imagine It Better: Visions of What School Might Be. Portsmouth: Heinemann.

Muhammad, G. E. (2014). Essay book review of Cultural Transformations: Youth and Pedagogies of Possibility. Journal of Adolescent and Adult Literacy, 58(3), 260-262..

Muhammad, G. E. (2012). Creating spaces for Black adolescent girls to “write it out!” Journal of Adolescent and Adult Literacy, 56(3), 203-211.

Tatum, A. W. & Muhammad, G. E. (2012). African American males and literacy development in contexts that are characteristically urban. Urban Education, 47(2), 434-463.

Muhammad, G. E. (2012). The literacy development and practices within 1800s African American literary societies. Black History Bulletin, 75(1), 6-13.