Allen-Handy, A., Ifill, V., Schaar, R. Y., Woodard, M., & Rogers, M. (2021). The emerging critical pedagogies of dance educators in an urban STEAM after-school program for Black girls. Journal of Urban Learning, Teaching, and Research, 16(1), 58-88.

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Project: Black Girls STEAMing through Dance (BGSD)

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Allen-Handy, A., Meloche, A., Brown, J., Frazier, A., Escalante, K., Walker, M., Burns, I., Edwards-Chapman, N., Ervin, Q., Thomas, A., Thomas, M., Wortham, I., Bugg, D. & Dia, J. (2021). Preserving history for the persistent legacy of our school: A youth-led participatory heritage project. Preservation, Digital Technology & Culture, 50(1), 15-29. https://doi.org/10.1515/pdtc-2021-0003

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Project: West Philadelphia High School-Preservation, Intergenerational, Cultural Heritage Project

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Allen-Handy, A., Meloche, A., Likely, R., Sterin, K., Thomas-EL, S., Richardson McCullough, C., Wenrick, R., Nicholas, D., Kaschock, K., Drummond, D., Jung, U., Jenkins, G., & Welsh, D. (under review, 2023). A sandwich effect: Gentrification and Black residential displacement in the university-adjacent West Philadelphia promise zone. Journal of Race, Ethnicity, and the City.

Project: Anti-Displacement: The Untapped Potential of University-Community Cooperative Living

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Allen-Handy, A., Sterin, K., Meloche, A., Likely, R., Richardson McCullough, C., Datts, K., Wenrick, R., Nicholas, D., Kaschock, K., Drummond, D., Jung, U., & Welsh, D. (under review, 2023). The “inaccessible and inadequate” landscape of affordable housing in a rapidly gentrifying West Philadelphia: A view from Du Bois’ megascope. City and Community.

Project: Anti-Displacement: The Untapped Potential of University-Community Cooperative Living

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Allen-Handy, A., & Thomas-EL, S. L. (2018). Be(com)ing critical scholars: The emergence of urban youth scholar identities through research and critical civic praxis. Urban Education, 1-32. DOI: https://doi.org/10.1177/0042085918814589

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Project: Urban Youth Scholars Program at Science Leadership Academy Center City

Abstract: This phenomenological case study examined the emergence of critical scholar identities among five urban youth who participated in a 2-year critical research fellows program. The program was grounded on the theoretical framework of Social Justice Youth Development, which included the development of self, social/community, and global awareness leading to critical consciousness and social action. Findings depict the personal and programmatic components of nurturing urban youth’s critical scholar identities and contribute to the growing body of literature in critical youth studies and scholar identity development with marginalized urban youth.

Allen-Handy, A., Thomas-EL, S.L., & Sung, K.K. (2020). Urban youth scholars: Cultivating global leadership development through youth-led justice-oriented research. The Urban Review, 1-31. DOI: https://doi.org/10.1007/s11256-020-00568-w

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Project: Urban Youth Scholars Program at Science Leadership Academy Center City

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Richardson McCullough, C., Datts, K., Allen-Handy, A., Sterin, K., & Escalante, K. (2022). Zip code colonization: Counter-narratives of gentrification’s traumatic impact on Philadelphia’s Black communities and schools. Journal of Trauma Studies in Education 1(3), 23-44.

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Project: Anti-Displacement: The Untapped Potential of University-Community Cooperative Living

Abstract: An American’s residential zip code persists as intricately connected to one’s educational and life outcomes due to the continuous implementation of a web of discriminatory public policies. As the forces of gentrification continue to alter the racial landscape of many cities, long-time Black residents experience traumatic changes affecting which educational opportunities exist in their neighborhoods and for whom. In this study, we use collaborative autoethnographic (CAE) methods to interrogate the traumatic ways gentrification has influenced the lives of three Black Philadelphians – a community elder, a young adult activist, and a mother-scholar. These counter-narratives highlight the interrelationship between place, education, and trauma through the lens of Black spatial agency. Implications for resistance and place- making within a gentrifying society characterized by racial capitalism are provided for educators, policymakers, developers, and community residents.

Sterin, K., Mathew, K.A., Allen-Handy, A., Manonsong, A.M., Genovesi, J., Thomas, D., Godfrey, K., Marcus, I., Peter, N., Blecker, H., et al. (under review, 2023). Stepping out and stepping up: Narratives of women of color in an urban STEM OST program. Journal of Urban Learning, Teaching, and Research.

Project: Engaging Women in Engineering: Training Mentors to Make a Difference

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Allen-Handy, A., Ifill, V., Schaar, R., Rogers, M., & Woodard, M. (2020). Black girls STEAMing through dance: Inspiring STEAM literacies, STEAM identities, and positive self-concept. In K. Thomas & D. Huffman (Eds.). Challenges and opportunities for transforming from STEM to STEAM education. IGI Global.

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Project: Black Girls STEAMing through Dance (BGSD)

Abstract: Black Girls STEAMing through Dance (BGSD) leverages a transdisciplinary partnership among four Black women professors in urban education, dance, industrial/ product design, and computing to engage Black girls in a STEAM-infused program to inspire STEAM literacies, STEAM identities, and positive self-concept. BGSD is in its third year of existence and operates across several contexts, including an after-school program for 7- to 12-year-old Black girls, a co-curricular mini course program for 5th and 6th grade girls, and a professional development course for teachers. This chapter highlights how the program was developed and how the use of dance to integrate STEAM is a promising platform to encourage engaged STEAM participation amongst underrepresented Black girls.

Allen-Handy, A., Thomas-EL, S.L., Bhuiyan, T., Carroll, X., Karlen, E., Medlock, I., Weeks, I. (2019). Urban youth/international scholars: Critical solutions in support of the U.N. Sustainable Development Goals. In P.A. Robinson, A. Allen-Handy, A. Bryant & C.W. Lewis (Eds.) Global perspectives on issues and solutions in urban education. Information Age.

Project: Urban Youth Scholars Program at Science Leadership Academy Center City

Abstract: