Alma Stevenson, Ph.D., is a professor of literacy in the College of Education. She teaches undergraduate and graduate courses in critical and socio-culturally responsive literacy pedagogy, literacy approaches, strategies, assessment, and literacy in the content areas.
In her research, she explores sociocultural perspectives on literacy, literacy in science, the role of language and literacy in culture, identity, and academic achievement.
Alma is particularly interested in the role of home languages and cultures as sources of affective support and positive identity formation in historically underserved minorities. Her research seeks to construct empowering curricula and literacy pedagogies that advocate for educational equity.
Areas of Expertise (3)
Language and Literacy Development
Diverse Learners and Educational Equity
2017 Inspiring Leaders in STEM Award (professional)
Insight into Diversity magazine
Jack Miller Educator of the Year Award - 2019 (professional)
Georgia Southern University
Recipient of the 2015 Jack Miller Award for Scholarship and Creative Activity (professional)
Georgia Southern University, College of Education
Instituto Tecnológico y de Estudios Superiores de Monterrey: BA, Mass Communication
University of Texas at El Paso: Alternative Teacher Certification, Bilingual Generalist: Early Childhood through Grade 4 2003
University of Texas at El Paso: MA, Education/Instructional Specialist 2005
New Mexico State University: PhD, Curriculum and Instruction, Literacy, Language, and Culture 2011
Dissertation: How Latino/a Bilingual Students use their Language in a Fifth Grade Classroom and in the Science Laboratory during Science Instruction
- American Educational Research Association (AERA)
- International Reading Association (IRA)
- National Council of Teachers of English (NCTE)
- International Studies SIG
- Research in Reading and Literacy SIG
- Latina/o/x (formerly Hispanic) Research Issues SIG
Latinas’ heritage language as a source of resiliency: impact on academic achievement in STEM fieldsCultural Studies of Science Education
This article highlights how the preservation of heritage languages is essential in the construction of three Georgia Latina participants’ cultural identities and the creation of support networks that allow them to develop resiliency and achieve academically. We conceptualize resiliency as a strategy developed by the Latina participants using contextually mitigating factors during their STEM education.
Recognizing the Academic Talents of Young Black Males: A counter-storyThe International Journal of Critical Pedagogy
Majoritarian stories perpetuate deficit perspectives about people of color that support racism and educational inequity (Solorzano & Yosso, 2002). Using theory and methods of critical race counter-storytelling (Baszile, 2015; Solorzano & Yosso, 2002), this article challenges majoritarian educational stories about Black male learners by highlighting examples of Black male academic talent demonstrated during a four-week summer literacy program focusing on culturally relevant curriculum for Black youth.
Teaching Contentious Books Regarding Immigration: The Case of Pancho RabbitThe Reading Teacher
This department highlights language learning for bi/multilingual students worldwide, from our earliest learners to early adolescent writers. It also highlights exemplary teachers and ways that they include research‐based instruction to develop bi/multilingual learners.