- National Academy of Education / Spencer Postdoctoral Fellowship, 2017
- AERA SIG-RME (Special Interest Group – Research in Mathematics Education) STaR Fellow, 2016
- Best Paper Nominee, International Conference of the Learning Sciences, 2014
- National Academy of Education / Spencer Dissertation Fellowship, 2012
Niral Shah is an assistant professor of the Learning Sciences & Human Development. His research focuses on racial and gender equity in STEM education. Shah’s work has looked at how racial narratives about STEM ability affect students’ identities and participation in classrooms. He is also co-developer of the EQUIP classroom observation tool (https://www.equip.ninja/), which supports teachers and administrators across P-16 to identify implicit bias in classrooms.
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
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.
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.
Shah, N., & Lewis, C. M. (2019). Amplifying and attenuating inequity in collaborative learning: Toward an analytical framework. Cognition and Instruction, 37(4), 423-452.
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.