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Drupal\Core\Render\Renderer->render() (Line: 158)
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niral@uw.edu

Office

322E Miller Hall

Shah - Curriculum Vitae.pdf

Area

Learning Sciences & Human Development

Additional Appointments

Affiliate Faculty, Banks Center for Educational Justice

Research Interests

Equity Studies

Learning Sciences & Human Development

Qualitative Research Methods

Science & Mathematics

Teacher Education & Research

Niral Shah

Associate Professor

Learning Sciences & Human Development Science or Math Education Specialization Teacher Education and Teacher Learning for Justice

Niral Shah is an associate professor of the Learning Sciences & Human Development. His research explores the social, political, and emotional dimensions of human learning. Shah is currently interested in: 1) how people learn to practice anti-racism in their work and personal lives; and 2) how forces like artificial intelligence will shape education and societal inequity. His prior work has focused on race and racism in STEM education, specifically how racial narratives about STEM ability affect students’ identities and participation in classrooms. He is also co-developer of the EQUIP classroom observation tool (https://www.equip.ninja/), which supports teachers and educational leaders to identify and mitigate implicit bias in classrooms.

Shah is a National Academy of Education/Spencer Dissertation Fellow and Postdoctoral Fellow, and his work has been funded by the Institute of Education Sciences, Spencer Foundation, and the National Science Foundation. His work has been published in top journals, including Harvard Educational Review, Teachers College Record, and the Journal of Teacher Education, and his research has been cited in Education Week, The Conversation, and The New York Times.

Education

Ph.D. University of California, Berkeley; Education in Mathematics, Science & Technology

M.Ed. University of California, Berkeley; Education in Mathematics, Science & Technology

B.S. University of Pennsylvania; Economics

B.A.S. University of Pennsylvania; Computer Science

Multimedia

Fellowships, honors and awards

Spencer Foundation Program Fellow, 2024-
Outstanding Reviewer Award, Journal for Research in Mathematics Education, 2022
UW College of Education Outstanding Faculty Advisor Award, 2021
Article of the Year (Shortlisted), International Journal for Academic Development, 2021
National Academy of Education / Spencer Postdoctoral Fellowship, 2017
AERA SIG-RME (Research in Mathematics Education) STaR Fellow, 2016
Best Paper Nominee, International Conference of the Learning Sciences, 2014
National Academy of Education / Spencer Dissertation Fellowship, 2012

Publications

Books

Langer-Osuna, J. M., & Shah, N. (Eds.). (2021). Making visible the invisible: The promise and challenges of identity research in mathematics education. National Council of Teachers of Mathematics.

Selected Articles

Shah, N. & Yadav, A. (2023). Racial Justice Amidst the Dangers of Computing Creep: A Dialogue. Tech Trends, 67, 467-474.

Shah, N. (2021). Racial equity and justice in teaching and teacher education: Progress, tensions, and open questions. Spencer Foundation.

Shah, N. & Coles, J. (2020). Preparing teachers to notice race in classrooms: Contextualizing the competencies of pre-service teachers with anti-racist inclinations. Journal of Teacher Education, 71(5), 584-599.

Shah, N. (2019). “Asians are good at math” is not a compliment: STEM success as a threat to personhood. Harvard Educational Review, 89(4), 661-686.

Reinholz, D. L., & Shah, N. (2018). Equity analytics: A methodological approach for quantifying participation patterns in mathematics classroom discourse. Journal for Research in Mathematics Education, 49(2), 140-177.

Shah, N. (2017). Race, ideology, and academic ability: A relational analysis of racial narratives in mathematics. Teachers College Record, 119(7), 1-42.

Shah, N., & Leonardo, Z. (2016). Learning discourses of race and mathematics in classroom interaction: A poststructural perspective. In I. Esmonde & A. Booker (Eds.), Power and privilege in the learning sciences: Critical and sociocultural theories of learning (pp. 50-69). New York, NY: Routledge Press.

Nasir, N. S., & Shah, N. (2011). On defense: African American males making sense of racialized narratives in mathematics education. Journal of African American Males in Education, 2(1), 24-45.

News features

Podcast: Disrupting the “Asians Are Good at Math” narrative

While stereotypes about the academic success of Asian students may seem harmless, those false narratives dehumanize Asian people, argues University of Washington College of Education Professor Niral Shah.

In the news

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