Delphia Smith

Delphia Smith is an Assistant Professor in the Department of Curriculum and Instruction at Howard University's School of Education. Her academic work centers on literacy education, with a strong emphasis on early reading, educational equity, and teacher preparation. She brings over 11 years of practical experience as an elementary educator in both the United States and the Bahamas, enriching her scholarly perspective.

• PhD in Curriculum and Instruction: Literacy Education, University of North Carolina at Charlotte (2018)
• MS in Reading Education, Florida International University (2009)
• B.Ed. in Primary Education, University of the Bahamas (2003)

Dr. Smith’s research focuses on foundational aspects of literacy development, including early reading and writing as reciprocal processes, summer reading loss, text complexity, and the role of teacher education in promoting equity. Her work is deeply informed by issues of social justice and aims to address systemic disparities in urban and minority educational contexts.

Her recent publications reflect a growing scholarly trend toward analyzing structural inequities in education, especially during crises like the COVID-19 pandemic, and advocating for decolonized, culturally relevant curricula. These works span topics such as the national teacher shortage, culturally responsive pedagogy, and the distinction between achievement and opportunity gaps.

Notable contributions include:

• Smith, D. (2023). COVID-19, educational disparities, and implications for minority students.
• Pittman, A., Kelly, D., Smith, D., & Smith, D. (2022). Culturally Relevant Pedagogy: Decolonizing the Curriculum and Promoting Educational Equity.
• Wiggan, G., Smith, D., & Watson-Vandiver, M. (2020). The National Teacher Shortage, Urban Education and the Cognitive Sociology of Labor.

Dr. Smith is also a coauthor of several children’s books that explore themes of race, diversity, hard work, and dedication, reflecting her commitment to inclusive and empowering narratives in early education. While no formal advising or grant activity is mentioned, her interdisciplinary research suggests active engagement in urban education reform and literacy policy.