At the core of her teaching and research agenda is an exploration of how diversity (gender, class, race, ethnicity, religion, and sexual orientation) inform instructional goals, curriculum, pedagogy, and literacy learning in high school and community college settings. Her three current research projects specifically examine the intersection of race, gender and literacy in these educational settings as well as teacher preparation for urban schools. She is interested in the development of racial literacy skills among teachers and students, the literacy habits, and perceptions of school literacy held by over-age and under-credited high school males, and the relevance of Critical English Education to Black and Latina community college female students.