Andrea Crenshaw, Ed.D.

Associate Professor
Department of Early Childhood through Secondary Education College of Education

678-839-5970
andreas@westga.edwPphFDglUH7k0SH2Fa5QOILqt4JWaqb2u

Education Annex - Room 110
Office Hours
Tues: 11am-2pm
Online:
Thurs 11am-2pm

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Andrea Crenshaw, Ed.D.

Dr. Andrea Crenshaw is an Associate Professor at the University of West Georgia in the Department of Early Childhood through Secondary Education. Andrea received a B.S. in Early Childhood Education, an M.S. in Social Foundations in Education from Georgia State University and an Ed.D. in Educational Leadership from the University of Georgia. She is an active member in numerous professional organizations such as the American Educational Research Association (AERA) and Association for Supervision and Curriculum Development (ASCD). Her research is broadly focused on the intersectionality of race and class in education, teacher education, culturally responsive pedagogy, and critical race theory in education. Her scholarship examines these issues by illuminating the voices of youth and adults who have been historically and traditionally marginalized in schools and society. Prior to her appointment at the University of West Georgia, Dr. Crenshaw worked in K12 as a teacher and administrator in which she was committed to an interdisciplinary approach of inquiry and advocacy in urban contexts. Dr. Crenshaw has been able to take her knowledge, experience, and skill to higher education as she trains the next generation of educational leaders. Dr. Crenshaw is committed to embedding relevant issues of diversity into her practice, scholarship, and service.

Professional Affiliations include:

American Educational Research Association (AERA)
Georgia Association of Teacher Educators (GATE)
National Association for Multicultural Education (NAME)
National Council of Teachers of Mathematics (NCTM)
Association for Supervision and Curriculum Development (ASCD)

  • B.S., Early Childhood Education, Georgia State University, 2008
  • M.S., Social Foundations in Education, Georgia State University, 2011
  • Ed.D., Educational Leadership, University of Georgia, 2015

Spring 2025 Sections

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Fall 2023 Sections

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Fall 2022 Sections

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Fall 2021 Sections

Summer 2021 Sections

Spring 2021 Sections

Fall 2020 Sections

Ramsay-Jordan, N.N., & Smith, A.N. (Eds.) (2021). An unequal toll: The color and class of COVID-19 [Special Issue]. Journal of Underrepresented and Minority Progress, 5(SI) https://www.ojed.org/index.php/jump/article/view/3653/1412

Smith, A. N. (2020). Critical race theory: Disruption in teacher education pedagogy. Journal of Culture and Values in Education, 3(1), 52-71. https://doi.org/10.46303/jcve.03.01.4

Smith, A. N. (2019). Here We Go Again: An Analysis of Re-Segregation in Georgia Charter Schools. American Journal of Educational Research and Reviews, 4(60), 1-9.

Smith, A. N. (2019). The Great Black Hope: An Examination of African American Parent Perspectives at Bass Charter Academy. Journal of Education. https://doi.org/10.1177/0022057419881157

Smith, A. N. (2019). Roll of Thunder, Hear My Cry: Utilizing Positive Perspectives from African American Families for Culturally Responsive Practices. In P. Jones . (Ed.), Fostering Collaborations Between African American Communities and Educational Instit

Smith, A. (2016). A book review of Sweetwater: Black Women and Narratives of Resilience [Review of Sweetwater: Black Women and Narratives of Resilience, by. R. Boylorn]. Comparative Education, (60)4, 850-852. https://doi.org/10.1086/688484

Smith, A. (2016). Hopeful Girls, Troubled Boys: Race and Gender Disparity in Urban Education [Review of Hopeful Girls, Troubled Boys: Race and Gender Disparity in Urban Education, by N. Lopez]. Journal of Negro Education. 85(3), 392-395. https://www.jst

Smith, A. N. (2014). Exploring human resource development: Adult learning and education in the US. FIRE: Forum for International Research in Education, (1)3, 1-7.