Jamaal R. Young

Jamaal R. Young is an Associate Professor at Texas A&M University and Director of the Aggie STEM TEACHING, LEARNING & CULTURE initiative. He holds a Ph.D. in Curriculum and Instruction from Texas A&M (2011), an M.Ed. (2008), and a B.S. in Biomedical Engineering (2004). His research focuses on STEM equity, particularly examining how opportunity structures (e.g., teacher quality, technology access) impact traditionally underrepresented students’ STEM dispositions and identities. He employs meta-analysis, research synthesis, and large-scale data analysis to study factors like racial bias, income level, and gender inequity. Dr. Young has secured funding from NASA and NSF, and serves as an associate editor for the Journal of Urban Mathematics Education and on the editorial panel of the Journal for Research in Mathematics Education.

Key research interests include Black students’ mathematics identity, culturally responsive pedagogy, and the role of out-of-school activities in STEM engagement. He has advised two doctoral students: Julia Elise Calabrese (2022) and Ashley Marrie Williams (2022). Courses taught include EDCI685 (Directed Studies), EDCI720 (Engineering Design in School Teaching & Learning), and MASC351 (Problem Solving in Math). His work bridges education policy, equity, and urban STEM contexts, emphasizing systemic barriers and culturally informed solutions.

• Editorial Roles: Journal of Urban Mathematics Education (Associate Editor), Journal for Research in Mathematics Education (Editorial Panel)
• Funding: NASA, National Science Foundation (NSF)
• Key Themes: QuantCrit methodology, STEM identity development, and equitable learning environments.

Dr. Young’s publications span over two decades, addressing topics from Black girls’ STEM perceptions to the impact of technology in urban classrooms. His research consistently advocates for equity-centric educational practices, informed by both quantitative rigor and critical social theory.