Social and historical African American literacy development
African American adolescent literacy
Black girls’ literacies
Role of text in writing development
Gholnecsar “Gholdy” Muhammad began her career as a reading, language arts, and history middle school teacher. After teaching in the classroom, she served as an assistant curriculum director and was responsible for K-12 literacy instruction, assessments and professional development. Muhammad received her Ph.D. in Literacy, Language and Culture at the University of Illinois at Chicago. 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 19th century African American literary societies to understand historical literacy practices and how this cultural history can advance practices with youth today.
Muhammad’s research is also situated in locating intersections of Black girls’ histories, identities and literacies. She leads Black Girls W.R.I.T.E.!, an annual summer literacy institute for Black adolescent girls. Her work is featured in Research in the Teaching of English, Urban Education, Journal of Adolescent & Adult and Written Communication. Currently. Muhammad is an assistant professor of Language and Literacy in the Department of Middle and Secondary Education. She also serves as the director of Georgia State University’s Urban Literacy Collaborative and Clinic. In addition to her scholarship, she serves as the school board chair of the Mohammed Schools of Atlanta and prepares teachers across the nation in literacy instruction.
Her awards include the National Council of Teachers of English 2014 Promising Researcher Award and the 2015 Alan C. Purves Award Honorable Mention for her article in Research in the Teaching of English. She strives to shape the national conversation for educating youth who have been historically underserved and support the next generation of teachers who are seeking practical and intellectual pathways to meet some of the most pressing challenges encountered in urban schools.
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). “‘Inducing colored sisters of other places to imitate their example’: Connecting historic literary societies to a contemporary writing group.” English Education, 47(3), 276-299.
Muhammad, G. E. (2015). “The role of literary mentors in writing development: How Black women’s literature support the writings of African American adolescent girls.” Journal of Education, 195(2), 5-14.
Muhammad, G. E. (2015). “Iqra: African American Muslim girls reading and writing for social change.” Written Communication, 32(3), 1-31. (see podcast interview on article)
Muhammad, G. E. (2012). “Creating spaces for Black adolescent girls to ‘write it out!'” Journal of Adolescent and Adult Literacy, 56(3), 203-211. (see podcast interview on article)
Tatum, A. W. and Muhammad, G. E. (2012). “African American males and literacy development in contexts that are characteristically urban.” Urban Education, 47(2), 434-463.