Dionne Cross Francis

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Associate Professor

University of North Carolina

United States

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Dionne Cross Francis is an Associate Professor at the University of North Carolina, USA. Her research areas focus on teacher identity development, equity in education, and the experiences of marginalized teachers, particularly in STEM fields. Recent publications include investigations into empathy in culturally diverse classrooms and the intersectional identities of underrepresented educators.

Recent Grants

Grant: Close

(SGER) Shifting Mindsets: A Study of a First-Year Implementation of "New Technology High School"

Open Date: 2007-08-15

Close Date: 2010-07-31

Articles (10)

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2025

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2021

Collaborators (3)

Rachel Askew

Assistant Professor of Middle Grades Education

Appalachian State University

UNITED STATES

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Paul A. Schutz

University of Arizona

UNITED STATES

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Francesca A. Williamson

Indiana State University

UNITED STATES

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Dionne Cross Francis

Research Interests

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About

Recent Grants

Articles (10)

Step into another’s shoes: unpacking teachers’ empathy dispositions in culturally diverse classrooms

Reconceptualizing teacher identity development

Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities

‘Using my education to fight for my communities’: understanding how an equity-based STEM experience cultivated equity ethic and STEM identity development among women of colour in STEM

Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions

A site of radical possibilities: Examining how a multigenerational counterspace promoted STEM persistence among undergraduate Women of Color

(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs

Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale

Situating video as context for teacher learning

Questioning Our Credibility: An Exploration of the Professional Identity Development of Mathematics Teacher Educators

Collaborators (3)

Rachel Askew

Paul A. Schutz

Francesca A. Williamson

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