Iheoma Iruka

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Research Professor/Director

University of North Carolina at Chapel Hill

United States

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About

Dr. Iheoma Iruka is a Research Professor and Director at the University of North Carolina at Chapel Hill, USA. Her research focuses on early childhood education interventions, child-teacher relationships, and addressing health inequities among racially minoritized children. She has published extensively on topics such as trauma-informed professional development, cultural wealth in Black families, and strategies for advancing equitable learning opportunities for young Black children.

Recent Grants

Grant: Close

Early Learning Context in Rural and Urban Nebraska

Open Date: 2016-06-01

Close Date: 2021-05-01

Grant: Close

Thresholds II

Open Date: 2015-09-01

Close Date: 2017-02-01

Grant: Close

Evaluation of Omaha’s Superintendents’ Early Childhood Plan

Open Date: 2014-01-01

Close Date: 2017-01-01

Grant: Close

North Carolina Race to the Top – Early Learning Challenge Grant Transformation Zone (TZ) Evaluation

Open Date: 2014-01-01

Close Date: 2015-01-01

Grant: Close

North Carolina Department of Public Instruction: Parents’ Beliefs About the K-3 Formative Assessmen

Open Date: 2014-01-01

Close Date: 2014-01-01

Articles (16)

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2025

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2022

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2021

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UNITED STATES

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Iheoma Iruka

Research Interests

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Contact this professor

About

Recent Grants

Articles (16)

Addressing maternal and infant health inequities requires improved birth record data collection.

Early Childhood Education Interventions for Racially Minoritized Children: A Systematic Review

Examining the Links Between Child–Teacher Relationships, Classroom Quality, and Child Outcomes Across Racial Groups

Improving Evaluations of Trauma-Informed Professional Development in Early Care and Education Settings Through Observational Measures

Linguistic justice: Addressing linguistic variation of black children in teaching and learning

Initial Validation of the Family Cultural Wealth Survey: Relation with Racial Discrimination and Well-being for Black Families

Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools

African-centered education (ACE): Strategies to advance culturally responsive pedagogy and Equitable Learning Opportunities for Young Black children

Early Education Program Racial and Ethnic Composition and Associations with Quality and Children’s Language and Social-Emotional Development

The Role of Teacher–Child Relationship Quality in Black and Latino Boys’ Positive Development

Examining the relationship between discrimination, access to material resources, and black children's behavioral functioning during COVID-19

Antiracism defined as equitable sociocultural interactions in prekindergarten: Classroom racial composition makes a difference

Reexamining the Carolina Abecedarian Project using an antiracist perspective: Implications for early care and education research

Attending to the Adversity of Racism Against Young Black Children

Child Care Policy as an Anti-Poverty Strategy: The Need to Address Neurophysiological Self-Regulation

Adaptive Parenting Among Low‐Income Black Mothers and Toddlers’ Regulation of Distress

Collaborators (5)

Nneka Ibekwe-Okafor

Kamilah B. Legette

Zinzi Bailey

Stephanie Curenton

Jessica Whittaker

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