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Expertise

Research Interests

Chris Montecillo Leider, Ph.D., is a critical mixed-methodologist with three overlapping strands of work:

1. teacher education and teacher beliefs about racialized multilingual learners;
2. Anti-racist pedagogy;
3. Using collaborative ethnographic methods to understand and make visible the experiences of women of color in education.

Education

• Doctor of Philosophy (Ph.D.): Curriculum and Instruction, Boston College
• Master of Arts (MA): Applied Developmental and Educational Psychology, Boston College
• Bachelor of Arts (BA): Spanish, Psychology, University of Portland

Biosketch

Chris Montecillo Leider, Ph.D., is a teacher educator and education researcher. Her experiences growing up as a Filipina American and second-generation immigrant in southeast Alaska, as well as her professional experiences teaching English and Spanish and working in predominantly white institutions have shaped both her research agenda and approach to teacher education. She views research as advocacy and critical storytelling. Her work focuses on teacher beliefs about language diversity, antiracist pedagogical practices, and policy and civil rights issues regarding teacher education and racialized multilingual learners鈥� access to education.

Her work examining State Education Agency policies and resources for classified English learners has been nationally recognized in public education media outlets, including and . She also uses critical collaborative ethnographic methods to unpack, make visible, and center the lived experiences of women of color educators and scholars. Chris is the elected president of ) and a member of the . She is the co-author of the forthcoming books Becoming Language Teacher Educators: Critical Friendships and Communities and . She is also the co-editor of the forthcoming volumes Until Every Woman is Free: Equity and Belonging in the Academy through Duoethnography and .

Selected Publications

• Leider, C.M. and Proctor, C.P. (in production) Toward a Dynamic Idiolect: Multilingual Perspectives on the 鈥淪cience of Reading鈥�. Educational Psychologist.
• Leider, C.M., Dobbs, C.L., and Phillips Galloway, E. (accepted). Are we language teacher educators?: Using linguistic cartography to support teacher identity development around language. TESOL Journal.
• Leider, C.M., Tigert, J.M., Norova, N.(2024). . Teachers College Record.
• Baker, D., Leider, C.M., Kim, H., Rinaldi, C., and Garcia, P. (2024). . Journal of Disability Policy Studies.
• Leider, C.M., Tigert, J.M., Norova, N., Fouhti, G., Wang, T., and Sawyer, J. (2024). Supporting multilingual learners: A pilot survey of art teachers. Studies in Art Education.
• Leider, C.M., Colombo, M.W., and Nerlino, E. (2021). Educational Policy Archives Analysis.
• Dobbs, C. L. and Leider, C.M.. (2021). . International Journal of Qualitative Research, 36(7), 1271-1385.
• Dobbs, C. L. and Leider, C.M. (2021). . Journal of Multilingual Theory and Practice, 2(1), 25-46.

Selected Presentations

• Leider, C.M. and Dobbs, C.L. (April 2024). 鈥淲hat Is 鈥楾enure-Worthy鈥� Work?鈥� A Duoethnographic Exploration of What "Counts" in Teacher Education. Poster presented at the annual AERA Conference, Philadelphia, Pennsylvania.
• Nguyen, N.M. and Leider, C,M. (April 2024). Restorying the Asian Diaspora in Education: A Duoethnography 51视频 Joy. Paper presented at the annual AERA Conference, Philadelphia, Pennsylvania.
• Dobbs, C.L., Leider, C.M., Morita-Mullaney, P. (March 2024). Beyond the 鈥榤aster鈥檚 tools鈥�: A QuantCrit framework for language education research. Paper presented at the annual AAAL Conference, Houston, Texas.
• Deroo, M., Dobbs, C.L., Leider, C.M., and Kray, F. (November 2023). No Hierarchies Here: Interactive Dialog, Inquiry, and Writing among Teacher Educators Seeking to Support Teaching and Learning with Multilingual Youth. Paper presented at the annual Literacy Research Association, Atlanta, Georgia.
• Leider, C.M. and Dobbs, C.L. (November 2023). Reconceptualizing Teacher Beliefs about Language: Beliefs about language learning and beliefs about language diversity. Paper presented at the annual Literacy Research Association, Atlanta, Georgia.
• Leider, C.M. and Dobbs, C.L. (March 2023). Critical Teacher Education: Addressing and challenging deficit perspectives with teachers. Paper presented at the annual TESOL Convention, Portland, Oregon.