Sherick Hughes, Ph.D.

Sherick Andre Hughes
Associate Professor
School of Education
University of North Carolina-Chapel Hill

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Sherick Hughes is an Associate Professor of Education at the University of North Carolina at Chapel Hill. He received his Ph.D. from the University of North Carolina at Chapel Hill School of Education in the interdisciplinary Culture, Curriculum and Change program in 2003. Dr. Hughes’ primary research focus examines critically, the association between race and the education of Black/African American students and families with an emphasis on nuanced Black family pedagogy and the social context of schooling (urban/rural) as mitigating or exacerbating the influence of structural racism in the U.S. on intergenerational education outcomes. His publications have examined specifically the roles of critical race theory, race relations within/between home and school, race-conscious pedagogy and race-conscious policy in the lives of Black students and families after Brown. A new line of research investigates race-based implicit association bias and its connection to the phenomenon of disproportionality in P-20 education including (i.e., overrepresentation in special education and severe school disciplinary actions; and under-representation in gifted education, advanced curricula, and STEM). Dr. Hughes is also interested in the use of fMRI (neuroimaging) for investigating the presence of racial bias via the neural correlates of race evident in the brain activity of pre-service and novice educators and the potential of educational interventions for decreasing that racial bias. Currently, he is developing an Implicit Association Tool for Teachers to assist Programs, Departments, Schools and Colleges of Education in identifying implicit racial biases present in a cohort en route to providing relevant experiences to address those biases. The meta-goal of Dr. Hughes’ research program is to generate new knowledge which will be used to alleviate the humiliation, suffering, inequity and disproportionality symptoms of structural racism in the U.S. Additional details regarding current and recently completed projects can be found at:


Hughes, S. A. & North, C.E. (2012). Beyond popular cultural and structural arguments: Imagining a compass to guide burgeoning scholars of urban achievement gap research. Education and Urban Society. 44(3), 274-93.

Hughes, S. A. & Morant, T. (2012). Quantitative Testing of the Cultural Competence of Novice Teachers. Intersections & Inequality. 17-18.

Hughes, S.A., Noblit, G., & Cleveland, D. (2013). Derrick Bell’s post-Brown moves toward critical race theory. Race, Ethnicity, and Education. 16(3), 442-469.

Berry, R. Q., III, Ellis, M., & Hughes, S. A. (2014). Examining a history of failed reforms and recent stories of success: Mathematics education and Black learners of mathematics in the United States. Race, Ethnicity, and Education. 17(4), 540-568.

Hughes, S. A. & Gershon, W. (2015). Learning Through/With the Millennial  Contradiction: Toward Epistemologies of Practice and Critically Reflexive Action Research to Challenge the Racial Identity vs. Disciplinary Knowledge Debate. International Journal of Curriculum, Equity & Social Justice. 1(1).

Hughes, S. A. (2016). Autoethnography: Product, Process and Possibility for Critical Social Research. Thousand Oaks, CA: Sage Publications.

Hughes, S. A. & Noblit, G. (2017). Introducing Meta-synthesis for Individualized and Co-authored Autoethnography (MICA). Ethnography and Education.