- Outstanding Reviewer Award, Journal for Research in Mathematics Education, 2022
- UW College of Education Outstanding Faculty Advisor Award, 2021
- Article of the Year (Shortlisted), International Journal for Academic Development, 2021
- National Academy of Education / Spencer Postdoctoral Fellowship, 2017
- AERA SIG-RME (Research in Mathematics Education) STaR Fellow, 2016
- Best Paper Nominee, International Conference of the Learning Sciences, 2014

Associate Professor
Affiliate Faculty, Banks Center for Educational Justice
322E Miller Hall
Niral Shah is an associate professor of the Learning Sciences & Human Development, and is director of the Race, Theory, & Design Lab. His research concerns how people learn racism and anti-racism. Shah’s prior work has focused on race and racism in STEM education, specifically how racial narratives about STEM ability affect students’ identities and participation in classrooms. He is also a co-developer of the EQUIP classroom observation tool (https://www.equip.ninja/), which supports teachers and educational leaders to identify and mitigate implicit bias in classrooms.
Education
Ph.D. University of California, Berkeley; Education in Mathematics, Science & Technology, 2013
M.Ed. University of California, Berkeley; Education in Mathematics, Science & Technology, 2010
B.S. University of Pennsylvania; Economics, 2002
B.A.S. University of Pennsylvania; Computer Science, 2002
Honors & Awards
Books
Langer-Osuna, J. M., & Shah, N. (Eds.). (2021). Making visible the invisible: The promise and challenges of identity research in mathematics education. National Council of Teachers of Mathematics.
Selected Articles
Shah, N. & Yadav, A. (2023). Racial Justice Amidst the Dangers of Computing Creep: A Dialogue. Tech Trends, 67, 467-474.
Shah, N. (2021). Racial equity and justice in teaching and teacher education: Progress, tensions, and open questions. Spencer Foundation.
Shah, N. & Coles, J. (2020). Preparing teachers to notice race in classrooms: Contextualizing the competencies of pre-service teachers with anti-racist inclinations. Journal of Teacher Education, 71(5), 584-599.
Shah, N. (2019). “Asians are good at math” is not a compliment: STEM success as a threat to personhood. Harvard Educational Review, 89(4), 661-686.
Reinholz, D. L., & Shah, N. (2018). Equity analytics: A methodological approach for quantifying participation patterns in mathematics classroom discourse. Journal for Research in Mathematics Education, 49(2), 140-177.
Shah, N. (2017). Race, ideology, and academic ability: A relational analysis of racial narratives in mathematics. Teachers College Record, 119(7), 1-42.
Shah, N., & Leonardo, Z. (2016). Learning discourses of race and mathematics in classroom interaction: A poststructural perspective. In I. Esmonde & A. Booker (Eds.), Power and privilege in the learning sciences: Critical and sociocultural theories of learning (pp. 50-69). New York, NY: Routledge Press.
Nasir, N. S., & Shah, N. (2011). On defense: African American males making sense of racialized narratives in mathematics education. Journal of African American Males in Education, 2(1), 24-45.