Oriana Johnson is a Ph.D. candidate in the Teacher Education and Learning Sciences (TELS) program in North Carolina State University’s College of Education with a concentration in Educational Psychology. She received her B.F.A. in Film and Television Production from New York University’s Tisch School of the Arts and an M.S. degree in Childhood Education from St. John’s University. Prior to joining the Center for Educational Informatics, Oriana worked as a classroom teacher in Wake County Public Schools for several years. More recently, Oriana served as graduate research assistant on the Research and Evaluation team at The William & Ida Friday Institute for Educational Innovation at NC State and taught an undergraduate-level educational psychology course on the psychology of adolescent development. She recently joined the Editorial Review Board for the Journal of International Students, a quarterly journal that publishes work on international education.
Oriana’s work focuses on gifted African American female adolescents, identity development in adolescence, critical race theory, narrative research methodologies, and social justice documentary filmmaking as a form of qualitative research. Her doctoral dissertation examines the impact of racial identity, parental racial socialization, and school connectedness on the academic experiences of gifted Black female adolescents attending predominantly white schools.
Ph.D., Curriculum and Instruction (exp. 2017)
North Carolina State University, Raleigh, NC
M.S., Childhood Education (2010)
St. John’s University, Jamaica, NY
B.F.A., Film and Television Production (2005)
New York University, New York, NY
Johnson, O. T., White, A., Womble, C., McCoy, W. N., & DeCuir-Gunby, J. T. (2017). African Americans in the Higher Education Workplace Context: Experiencing and Coping with Racial Microaggressions. Manuscript submitted for publication.
Johnson, O. (2017). A Shift in Scientific Identities: How Teacher-Scientist Partnerships Can Impact Middle School Teachers’ Science Teaching and Instruction. The William & Ida Friday Institute for Educational Innovation at the NC State University College of Education, Raleigh, NC.
Gray, D. L., Hill, L., Bryant, L., Wornoff, J., Johnson, O. T., Jackson, L. (2016). Examining Associations between Fitting In at School and Heart-Rate Variability among Inner-City African American Adolescents. In J. DeCuir-Gunby & P. Schutz (Eds.) Race and Ethnicity in the Study of Motivation in Education. New York: Routledge.
Johnson, O. T., White, A., Womble, C., McCoy, W., & DeCuir-Gunby, J. T. (August 2017). Examining the Psychological Impacts of Racial Microaggressions on African Americans in Higher Education. American Psychological Association Convention. Washington, DC.
Johnson, O. T., White, A., Womble, C., McCoy, W., & DeCuir-Gunby, J. T. (June, 2017). Coping with Racial Microaggressions in the Higher Education Workplace. Society for the Psychological Study of Social Issues Conference. Albuquerque, NM.
Johnson, O. T., White, A., Womble, C., McCoy, W., & DeCuir-Gunby, J. T. (April, 2017). African Americans in the Higher Education Workplace Context: Experiencing and Coping with Racial Microaggressions. American Educational Research Association Annual Meeting, San Antonio, TX.
Gray, D.L., Hill, L., Bryant, L., Wornoff, J., Johnson, O. T., Jackson, L. (April, 2015). Examining Associations between Fitting In at School and Heart Rate Variability among Inner-City, African American Adolescents. American Educational Research Association Annual Meeting, Chicago, IL.
Honors and Awards
- TELS 2017 Graduate Student Travel Support Grant
- St. John’s University Dean’s Convocation Award for Academic Excellence in Graduate Studies
- Kappa Delta Pi International Honor Society in Education