Dr. Shenika Hankerson is an Assistant Professor of Applied Linguistics and Language Education in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland in College Park. Her research explores the relationship between writing instruction and writing outcomes for Black Language speakers in college composition settings and asks questions such as: How do Black Language speakers’ linguistic identities shape their written discourse practices? How can critical, Afrocentric, and anti-racist instructional practices and curriculum designs validate and affirm Black Language speakers’ lived linguistic experiences, and in what ways do these approaches contribute to their academic writing success and overall well-being? She also has research expertise in African languages, literatures, and cultures. Her published and forthcoming scholarship can be found in peer-reviewed journals such as the Journal of Second Language Writing, Written Communication, and Language Arts Journal of Michigan and edited collections published by Routledge, Oxford University Press, and Utah State University Press.
Dr. Hankerson’s research grant activities and collaborations have culminated in over $1 million in funding. Chief among them–Project RISE: Research Institute for Scholars in Education–a $1.1 million research partnership grant from the US Department of Education’s Institute of Education Sciences (IES). Dr. Hankerson (Principal Investigator) and the Project RISE team have shared findings from this project through several conference presentations and a journal article focused on best practices for supporting historically underrepresented and racially minoritized undergraduates in research apprenticeship programs.
Dr. Hankerson is a member of Alpha Kappa Alpha Sorority, Inc.
Select Publications:
Hankerson, S., Martin, K., Charity Hudley, A., & Mallinson, C. (2024). Critical metalinguistic engagement of Black language users in writing instruction. In R. Jones and C. Proctor (Eds.), Pursuing Language and Metalinguistic Awareness in K-12 Classrooms: A Framework for Critical Engagement (pp. 67-82). Routledge. DOI: https://doi.org/10.4324/9781003334804
Hankerson, S., & Obiri-Yeboah, M. A. (2024). Language, ideologies, discrimination, and Afrocentric-focused, critical language awareness writing curricula for African American Language and Akan Language speakers. In C. Shei & J. Schnell (Eds.), The Routledge Handbook of Language and Mind Engineering (pp. 404-417). Routledge. DOI: https://doi.org/10.4324/9781003289746
Charity Hudley, A., Mallinson, C., Clemons, A., Randolph, L., Bucholtz, M., Calhoun, K., Hankerson, S., Peltier, J., Thomas, J., & Seidel, K. (2024). Solidarity and collectivity in decolonizing linguistics: A Black diasporic perspective. In A. Charity Hudley, C. Mallinson, and M. Bucholtz (Eds.), Decolonizing Linguistics (pp. 323-360). Oxford University Press. DOI: https://doi.org/10.1093/oso/9780197755259.001.0001 Open Access Copy: Available Here
Hankerson, S. (2023). “The world has to stop discriminating against African American language” (AAL): Exploring the language ideologies of AAL-speaking students in college writing. Written Communication, 40(2), 587–619. https://doi.org/10.1177/07410883221146484
Hankerson, S., & Williams, O. (2023). Mentoring underrepresented racially minoritized undergraduate students in an education research apprenticeship program: strategies for success. International Journal of Mentoring and Coaching in Education, 12(2), 162-176. https://doi.org/10.1108/IJMCE-01-2022-0007
Hankerson, S. (2022). “Why can’t writing courses be taught like this fo real”: Leveraging critical language awareness to promote African American Language speakers’ writing skills. Journal of Second Language Writing, 58, 100919. https://doi.org/10.1016/j.jslw.2022.100919
Hankerson, S. (2020). “I love my African American language. And yours.”: Toward a raciolinguistic vision in writing studies. In N. Elliot & A. Horning (Eds.), Talking back: Senior scholars deliberate the past, present, and future of writing studies (pp. 321-325). Utah State University Press. https://doi.org/10.7330/9781607329763
Hankerson, S. (2017). Black Voices Matter. Language Arts Journal of Michigan, 32(2), 34-39. https://doi.org/10.9707/2168-149X.2160
Select Digital Presentations of Publications:
Mentoring underrepresented racially minoritized undergraduates in an education research apprenticeship program: Strategies for success. AERA i-Presentation Gallery. (2023). https://aera23-aera.ipostersessions.com/mentoringURMUs2023
Select Media Contributions:
"It’s Not an Error, It’s a Language." TERP Magazine. (2021). Online: https://terp.umd.edu/its-not-an-error-its-a-language/#.YL5HfjZKg_W
Select Grants & Projects:
Principal Investigator
2024-2025: UMD Graduate School, Faculty-Student Research Award: Teachers' Attitudes, Practices, and Perceptions Toward the Language-in-Education Policy in Ghana.
2019-2022: US Department of Education Institute of Education Sciences: Project RISE (Research Institute for Scholars in Education).
Research Collaborator
2022-2024: National Science Foundation: Collaborative Research: Linguistic Production, Perception, and Identity in the Career Mobility of Black Faculty in Linguistics and the Language Sciences. Christine Mallinson, UMBC (Principal Investigator) & Anne H. Charity Hudley, Stanford University (Co-Principal Investigator).