Ph.D., Educational Psychology, University at Buffalo, 2006
M.A., Educational Psychology, University at Buffalo, 2004
B.A., English and Psychology, University at Buffalo, 2001
Biracial/multiracial students’ identity and schooling experiences
The psychology of learning and instruction
Problem-solution projects (service learning) in elementary classrooms
Action research and data-based decision-making in classrooms/schools
Dr. Namisi Chilungu is a clinical assistant professor in the Department of Educational Psychology, Special Education, and Communication Disorders. She has a doctorate and master’s degree in Educational Psychology from the University at Buffalo. She is passionate about increasing quality access to education for all students, particularly students from marginalized populations or high-need communities.
Chilungu’s research examines issues related to access, including: race/ethnicity, bi/multiracial identity and school experiences, and engaging students in empowering experiences (e.g., problem-solution projects). She also works with pre-service and in-service teachers on culturally responsive pedagogy and understanding the psychology of learning and instruction to create empowering classrooms. Chilungu is interested in partnerships and community-based work that can enhance teacher preparation and PK-12 students’ learning experiences. In addition, she has extensive experience working on various grants (ranging from university-level to federal grants), and with several education nonprofit organizations. She is currently treasurer of the Georgia National Association for Multicultural Education.
Williams, R.F. and Chilungu, E.N. (Forthcoming). Multiracial Americans and educational policy. In K. Korgen (Ed.), Race Policy and Multiracial Americans. Bristol, England: Policy Press.
Stenhouse, V., Jarrett, O., Williams, R.F., Chilungu, E.N. (2014). In the service of learning and activism: Service-learning, critical pedagogy, and the problem solution project. Information Age Publishing.
Roach, A. T., Chilungu, E. N., LaSalle, T. P., Talapatra, D.T., and Vignieri, M.J. (2009). “Opportunities and options for facilitating and evaluating access to the general curriculum for students with disabilities.” Peabody Journal of Education (peer-reviewed).
Fish, R. M., Lee, J., and Chilungu, E. N. (2007). “Tracking Racial Achievement Gaps from K through 12: White, Black, Hispanic and Asian Trajectories of Reading and Math Achievement” (pp. 1- 20). In Lee, J. (Ed.). How national data help tackle the achievement gap. Buffalo, New York: SUNY Buffalo GSE Publications.