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Jessica DeCuir-Gunby

Head, Department of Teacher Education and Learning Sciences

Professor, Educational Psychology

602F Poe Hall



Dr. Jessica T. DeCuir-Gunby is the Head of the Department of Teacher Education and Learning Sciences and a Professor of Educational Psychology in the Department of Teacher Education and Learning Sciences at NC State University in Raleigh, North Carolina. In addition, she serves as a faculty mentor with the inter-institutional Center for Developmental Science at the University of North Carolina, Chapel Hill and is an associate editor for the American Educational Research Journal. DeCuir-Gunby was an inaugural recipient of the NC State University Faculty Scholar Award (2013-2017). In addition, she was recognized by the University of Georgia’s College of Education by being awarded the 2015-2016 Alumni Outstanding Educator Award.

Research Description

DeCuir-Gunby's program of research focuses on three areas (1) race and racial identity (including Critical Race Theory); (2) research methods (with an emphasis on Mixed Methods); and (3) emotions and education. She explores how issues of race and racism, often using a critical race theory lens, impact African Americans across the lifespan and in various educational contexts. In addition, as a practical/applied methodologist, she examines the research process, teaching others how to utilize specific methodological approaches.


Ph.D. in Educational Psychology from University of Georgia in 2003
M.A. in Educational Psychology from University of Georgia in 2000
B.S. in Psychology/Spanish from Louisiana State University in 1998


Selected Scholarly Publications

  • Books
  • DeCuir-Gunby, J.T. & Schutz, P. A. (2017). Developing a mixed methods proposal: A practical guide for beginning researchers. Thousand Oaks, CA: SAGE. (Included in the Mixed Methods Research Series)
  • DeCuir-Gunby, J. T. & Schutz, P. A. (Eds.). (2017). Race and ethnicity in the study of motivation in education. NY: Routledge.
  • Marshall, P. L., DeCuir-Gunby, J.T., & McCulloch, A. W. (2015). When critical multiculturalism meets mathematics: A mixed methods study of professional development and teacher identity. NY: Rowman & Littlefield Publishers.
  • Selected Refereed Journal Articles
  • Henderson, D. X., DeCuir-Gunby, J. T., & Gill, V.K. (2016). “It really takes a village”: A socio-ecological model of resilience among economically disadvantage ethnic minority youth. Journal of Primary Prevention, 37, 469-485.
  • DeCuir-Gunby, J. T. & Gunby, Jr, N. W. (2016). Racial microaggressions in the workplace: A critical race analysis of the experiences of African American educators. Urban Education, 51(4), 390-414.
  • DeCuir-Gunby, J. T. & Schutz, P. A. (2014). Researching Race within Educational Psychology Contexts. Educational Psychologist, 49(4), 244-260.
  • DeCuir-Gunby, J. T, Grant, C., & Gregory, B. (2013). Exploring career trajectories for women of color in engineering: The experiences of African American and Latina engineering professors. Journal of Women and Minorities in Science and Engineering, 19(3), 209-225.
  • Taliaferro, J. D., Casstevens, W. J., & DeCuir-Gunby, J. T. (2013). Working with African American families using narrative therapy: An operational citizenship and critical race theory framework. The International Journal of Narrative Therapy and Community Work, 1, 34-45.
  • DeCuir-Gunby, J. T., Martin, P., & Cooper, S. (2012). African American students in independent schools: Parents and school influences on racial identity development. Urban Review, 44(1), 113-132.
  • DeCuir-Gunby, J. T., Marshall, P., & McCulloch, A. (2012). Using mixed methods to analyze video data: A Teacher Professional Development Example. Journal of Mixed Methods Research, 6(3), 199-216.
  • DeCuir-Gunby, J. T., Marshall, P., & McCulloch, A. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods, 23(2), 136-155.
  • DeCuir-Gunby, J. T., Taliaferro, J. D., & Greenfield, D. (2010). Educators’ perspectives on culturally relevant programs for academic success: The American Excellence Association. Education and Urban Society, 42(2), 182-204.
  • McCulloch, A. W., Marshall, P. L., & DeCuir-Gunby, J. T. (2009). Revealing cultural capital in children’s number representations. Teaching Children Mathematics, 16(3), 184-189.
  • DeCuir-Gunby, J. T. (2009). A review of racial identity development in African American adolescents: The role of education. Review of Educational Research, 79(1), 103-124.
  • DeCuir-Gunby, J. T., Aultman, L. P., & Schutz, P.A. (2009). Investigating transactions among approach/avoidance motives, emotions and emotional regulation during testing. Journal of Experimental Education, 77(4), 409-436.
  • Schutz, P.A., Benson, J., & DeCuir-Gunby, J.T. (2008). Achievement goals, emotional regulation during testing, and test emotions: Analyzing interrelationships and evaluating the construct validity of the ERT Scale. Anxiety, Stress, and Coping 21(3), 263-281.
  • Taliaferro, J. D. & DeCuir-Gunby, J. T. (2008). African American educators’ perspectives on the advanced placement opportunity gap. Urban Review, 40(2), 164-185.
  • DeCuir-Gunby, J. T. (2007). Negotiating identity in a bubble: The experiences of African American high school students at Wells Academy. Equity & Excellence in Education, 40(1), 26-35.
  • DeCuir, J.T., & Dixson, A. (2004). “So when it comes out, they aren’t that surprised that it is there”: Using Critical Race Theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26-31.
  • Schutz, P. A. & DeCuir, J.T. (2002). Inquiry on emotions in education. Educational Psychologist, 37(2), 125-134.
  • Selected Chapters in Books
  • DeCuir-Gunby, J. T., Schutz, P. A., & Harris, S.D. (2017). A future agenda for researching race and ethnicity in the study of motivation in educational contexts. In DeCuir-Gunby, J. T., & Schutz, P.A. (Eds.), Race and ethnicity in the study of motivation in education (pp. 201-211). NY: Routledge.
  • Schutz, P. A., & DeCuir-Gunby, J. T. (2017). Researching race and ethnicity in the study of motivation in educational contexts: An introduction. In DeCuir-Gunby, J. T., & Schutz, P.A. (Eds.), Race and ethnicity in the study of motivation in education (pp. 3-10). NY: Routledge.
  • Schutz, P. A., DeCuir-Gunby, J. T., Williams-Johnson, M. R. (2016). Using Multiple and Mixed Methods to Investigate Emotions in Educational Contexts. In Zembylas, M. & Schutz, P. A. (Eds.), Methodological Advances in Research on Emotion and Education, (pp. 217-229). NY: Springer.
  • DeCuir-Gunby, J. T. & Williams-Johnson, M. (2014). Culture and Emotions: Implications for Education. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions and Education (pp. 539-558). NY: Taylor & Francis.
  • Schutz, P. A., Davis, H. A., DeCuir-Gunby, J. T. & Tillman, D. (2014). Regulating emotions related to testing. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions and Education (pp. 348-367). NY: Taylor & Francis.
  • DeCuir-Gunby, J. T. & Taliaferro, J. D. (2013). The impact of school resegregation on the racial identity development of African American students: The example of Wake County. In J.K. Donnor & A.D. Dixson (Eds.), The Resegregation of School: Education and Race in the 21st Century (pp. 139-163). NY: Routledge.
  • DeCuir-Gunby, J. T. & Walker-DeVose, D. C. (2013). Expanding the Counterstory: The Potential for Critical Race Mixed Methods Studies in Education. In M. Lynn & A.D. Dixson (Eds.), Handbook of Critical Race Theory in Education (pp.248-259). NY: Routledge.
  • Taliaferro, J. D. & DeCuir-Gunby, J. T. (2103). “Being an only”: The experience of African American students in an elite scholarship program. In T.C. Grantham, M.F. T. Scott, & D. Harmon (Eds.), The Young, Triumphant, and black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools (pp. 157-164). Thousand Oaks, CA: Corwin Press.
  • Dixson, A. D. & DeCuir-Gunby, J. T. (2009). From jezebels to nappy headed hos: African American adolescent girls, language, and identity. In S. Lanehart (Ed.), African American Women’s Language: Discourse, education, and identity. (pp. 18-34). UK: Cambridge Scholars Publishing.
  • DeCuir-Gunby, J. T., Long-Mitchell, L., & Grant, C. (2009). The emotionality of being women professors of color in engineering: A critical race theory and critical race feminism perspective. In P. A. Schutz & M. Zembylas (Eds.), Advances in Teacher Emotion Research: The impact on teachers’ lives. (pp. 323-342). New York: Springer Publishing.
  • DeCuir-Gunby, J. T. (2008). Designing mixed methods research in the social sciences: A racial identity scale development example. In J. Osborne (Ed.), Best Practices in Quantitative Methods. (pp. 125-136). Thousand Oaks, CA: Sage.
  • DeCuir-Gunby, J.T. & Williams, M. R. (2007). The impact of race and racism on students’ emotions: A critical race analysis. In P. Schutz, & R. Peckrun (Eds.), Emotions in Education. (pp. 205-219). Elsevier Publishing.
  • DeCuir-Gunby, J. T. (2006). “Proving your skin is white, you can have everything:” Race, racial identity and the property rights in Whiteness in the Supreme Court Case of Josephine DeCuir. In C. Rousseau & A. Dixson (Eds.), Critical Race Theory and Education: All God’s children got a song”. (pp. 89-111). New York: Routledge.
  • Schutz, P. A., Chambless, C. B., & DeCuir, J. T. (2003). Multimethods research. In K. B. deMarrais and S. D. Lapan (Eds.), Foundations for research: Methods of inquiry in education and the social sciences (pp. 267-282). Hillsdale, NJ: Erlbaum.

Courses Taught

  • EDP/PSY 476 Psychology of Adolescent Development
  • EDP/PSY 582 Advanced Adolescent Development
  • ED/EDP 750 Mixed Methods Research in Education
  • EDP 575 Multicultural Lifespan Development
  • ECI 709sp Critical Race Theory in Education
  • ED 795 Diversity & Equity in Education

Honors and Awards

  • Alumni Distinguished Graduate Professor Award Nominee, College of Education, 2017
  • University of Georgia College of Education’s Alumni Outstanding Educator Award, 2015-2016
  • Outstanding Reviewer for the American Educational Research Journal, 2013
  • University Faculty Scholar Award, NC State University, 2013-2017
  • Thank A Teacher Award, NC State University, Fall 2013
  • Alumni Association Outstanding Teacher Award 2012, NC State University
  • Academy of Outstanding Teachers 2012, NC State University
  • Outstanding Teacher Award for the NC State College of Education, 2012

Editorial Boards

  • Associate Editor, American Educational Research Journal, 2015-2018
  • Editorial Board Member, Contemporary Educational Psychology, 2016 to present

Services and Engagements

  • University Service
  • NC State University Growing Research on Women and Girls of Color (GROW) Advisory Board, a part of the White House’s Collaborative to Advance Equity through Research, 2016 to present
  • NC State University Institutional Review Board Alternate & Reviewer, 2010 to present
  • NC State University College of Education Graduate Studies Committee, 2015 to present
  • NC State University Director of Graduate programs (TELS)-doctoral, 2015 to present
  • NC State University Educational Psychology program coordinator, 2010-2013
  • Professional Service
  • Served as a 2016-2017 Co-chair for AERA’s Division C (Learning and Instruction), Section 2b, Learning and Motivation in Social and Cultural Contexts.
  • Served as the American Educational Research Association (AERA) Division C (Learning & Instruction) Affirmative Action Committee Co-Chair & Chair, 2013-2015.
  • Engagement
  • Serving on the Multicultural Committee for The Hill Center, a learning development center in Durham County, NC, that focuses on student academic remediation and teacher professional development, 2015 to present.
  • Served on the Board of Directors for the Kestrel Heights School, a public charter school in Durham County, NC, 2012-2015.

Research Areas