Dr. Wanda M. Brooks teaches in the middle/secondary teacher certification program in the College, the Temple Teacher Residency and the Doctoral Program in Education (Literacies and Learners Concentration). She teaches courses related to literacy theories, research and instruction as well as qualitative research methods. Her research interests fall into two complementary areas. First, to better understand how readers develop literary understandings, she examines the written and oral responses of African American young adolescents to diverse children’s and young adult books. Second, she carries out content analyses of African diaspora literature for youth to further situate and solidify these kinds of texts as representative of a developing literary tradition. She has published in journals such as Reading Research Quarterly, Research in the Teaching of English, Children’s Literature in Education, the Urban Review and The English Journal. Currently, Dr. Brooks serves as a co-editor for the Language Arts journal and was recently elected as a board member for the Literacy Research Association. Before taking a university level faculty position, she taught middle grades language arts in several east coast public schools.

Courses Taught




EDUC 0809

Race and Diversity in Children's and Young Adult Books: Reading Between the Lines


EDUC 5262

Introduction to Qualitative Research


ECED 4106

The Learning Community: Family and Community Relationships


MGSE 3196

Teaching and Learning Literacy in the Middle Grades


MGSE 5196

Reading and Writing in the Middle Grades


Selected Publications

  • Cueto, D.D. & Brooks, W.M. (2022). Coe Booth: Reclaiming humanity in stories about urban life. In S.T. Bickmore & S.P. Clark (Eds.), More Mirrors, Windows, and Sliding Doors A Period of Growth in African American Young Adult Literature (2001 To 2021), 3 (pp. 11-20). Rowman & Littlefield Publishers. Retrieved from

  • Cueto, D.W. & Brooks, W.M. (2022). Tracing terror, imagining otherwise: A critical content analysis of anti-Black violence in middle grades novels. Research in the Teaching of English, 56(4), pp. 411-431. National Council of Teachers of English. Retrieved from

  • Brooks, W.M. & Cueto, D. (2020). Racialized Constructions in the Stories by Mildred Taylor. In S.T. Bickmore & S.P. Clark (Eds.), On the Shoulders of Giants Celebrating African American Authors of Young Adult Literature, 1 (pp. 121-130). New York, NY: Rowman & Littlefield. Retrieved from

  • Cueto, D. & Brooks, W.M. (2019). Drawing Humanity: How Picturebook Illustrations Counter Antiblackness. In H. Johnson, J. Mathis, & K.G. Short (Eds.), Critical Content Analysis of Visual Images in Books for Young People Reading Images (pp. 41-56). New York, NY: Routledge. Retrieved from

  • Brooks, W. & Cueto, D. (2018). Contemplating and extending the scholarship on children’s and young adult literature. Journal of Literacy Research, 50(1), pp. 9-30. doi: 10.1177/1086296X18754394

  • Brooks, W.M., Browne, S., & Meirson, T. (2018). Reading, Sharing, and Experiencing Literary/Lived Narratives About Contemporary Racism. Urban Education. doi: 10.1177/0042085918789733

  • Brooks, W.M. (2016). "Having something of their own": Passing on a counter-story about family bonds, racism, and land ownership. In Critical Content Analysis of Children's and Young Adult Literature: Reframing Perspective (pp. 77-91). doi: 10.4324/9781315651927

  • Brooks, W.M. & McNair, J.C. (2015). “Combing” Through Representations of Black Girls’ Hair in African American Children’s Literature. Children's Literature in Education, 46(3), pp. 296-307. doi: 10.1007/s10583-014-9235-x

  • Brooks, W. & McNair, J. (2015). Expanding the Canon: Classic African American Young Adult Literature. The ALAN Review, 42(2), pp. 15-23. doi: 10.21061/alan.v42i2.a.2

  • Leonard, J., Moore, C.M., & Brooks, W. (2014). Multicultural children’s literature as a context for teaching mathematics for cultural relevance in urban schools. Urban Review, 46(3), pp. 325-348. doi: 10.1007/s11256-013-0264-3

  • Brooks, W. & Smith, M.W. (2013). Documenting instructional practices in a literacy-infused arts program: Respecting pedagogues from the community. Journal of Adolescent and Adult Literacy, 57(1), pp. 51-59. doi: 10.1002/JAAL.201

  • McNair, J.C. & Brooks, W.M. (2012). Transitional chapter books: Representations of African American girlhood. Reading Teacher, 65(8), pp. 567-577. doi: 10.1002/TRTR.01084

  • Brooks, W. & Browne, S. (2012). Towards a Culturally Situated Reader Response Theory. Children's Literature in Education, 43(1), pp. 74-85. doi: 10.1007/s10583-011-9154-z

  • Brooks, W., Kaimal, G., Savage, L., & Gonzaga, A. (2012). Inspiring Academically Talented High School Students to Consider Teaching Careers in Urban Schools. Urban Review, 44(4), pp. 423-440. doi: 10.1007/s11256-012-0196-3

  • Brooks, W. (2012). Navigating Difficult Conversations. Journal of Children's Literature, 38(2), pp. 97-98.

  • Brooks, W. & Browne, S. (2012). Towards a culturally situated reader response model. In M. Mackey (Ed.), Picturebooks and Literary Understanding, in Honour of Lawrence Sipe. Springer.

  • Brooks, W., Sekayi, D., Savage, L., Waller, E., & Picot, I. (2010). Narrative significations of contemporary Black girlhood. Research in the Teaching of English, 45(1), pp. 7-35.

  • Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry, R.Q. (2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61(3), pp. 261-270. doi: 10.1177/0022487109359927

  • Brooks, W. & McNair, J.C. (2009). "But this story of mine is not unique": A review of research on African American children's literature. Review of Educational Research, 79(1), pp. 125-162. doi: 10.3102/0034654308324653

  • Brooks, W. (2009). An author as a counter-storyteller: Applying critical race theory to a coretta scott king award book. Children's Literature in Education, 40(1), pp. 33-45. doi: 10.1007/s10583-008-9065-9

  • Brooks, W., Browne, S., & Hampton, G. (2008). There ain't no accounting for what folks see in their own mirrors: Considering colorism within a Sharon Flake narrative. Journal of Adolescent and Adult Literacy, 51(8), pp. 660-669. doi: 10.1598/JAAL.51.8.5

  • Brooks, W. (2006). Reading representations of themselves: Urban youth use culture and African American textual features to develop literary understandings. Reading Research Quarterly, 41(3), pp. 372-392. doi: 10.1598/RRQ.41.3.4

  • Brooks, W. & Hampton, G. (2005). Safe discussions rather than first hand encounters: Adolescents examine racism through one historical fiction text. Children's Literature in Education, 36(1), pp. 83-98. doi: 10.1007/s10583-004-2191-0

  • Hampton, G.J. & Brooks, W.M. (2003). Octavia Butler and Virginia Hamilton: Black Women Writers and Science Fiction. English Journal, 92(6), pp. 70-74. English Journal. Retrieved from