Jami Carmichael
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Mail code: 1811Campus: Tempe
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Student Information
Graduate StudentLearning, Literacies and Technologies
MaryLouFulton College for Teac
Jami Carmichael is a first generation college student, born and raised in Portland, Oregon. She began her career in education teaching African American History at Portland Community College. Following a move to California, Jami taught U.S. History/AP U.S. History and American Government/AP American Government at the high school level. She is currently a Ph.D. candidate at Arizona State University, focusing on equity and justice in social studies education and educator well-being. She explores how social studies educators and pre-service teachers engage justice-oriented practices by teaching about race and racism, centering counter-stories, honoring diverse ways of knowing, and cultivating critical consciousness. Her research also examines how educators conceptualize, prioritize, and nurture their well-being in order to sustain equity- and justice-focused teaching, as well as how leaders and policymakers can create conditions that support educator wellness. Across these inquiries, she draws on critical theories and methodologies to address the harms of racism and inequity in education, elevate educators’ lived experiences, and advance critical frameworks for exploring and understanding teacher well-being.
- Pursuing: Ph.D. Education, Arizona State University
- Pursuing: Graduate Certificate in Integrated Health Modalities
- Graduate Certificate in African Studies
- M.S. Psychology, Grand Canyon University
- M.A. History, Portland State University
- B.S.C. Marketing, Santa Clara University
Justice-oriented social studies practices
AI and innovation in social studies education
Mapping teacher well-being across diverse geographic, political, institutional, and demographic contexts
Political climates, policy conditions, and systemic factors shaping teacher well-being
Critical frameworks for theorizing and advancing teacher well-being
Guiding questions:
How do social studies educators engage in and sustain justice-oriented practices?
How do we guide pre-service teachers to teach Ethnic Studies courses?
How can social studies educators leverage AI to advance student learning and deepen relational connections with students?
How does the current politicization of education shape educator well-being and how are educators responding?
What supports do educators need to nurture and sustain their well-being?
What patterns emerge when mapping educator well-being across geographical regions and political contexts in the U.S.? Where are the areas of concern and the areas of promise, and what contextual factors distinguish them?
How do U.S. educators conceptualize and experience well-being across diverse geographical, political, and demographic contexts?
What role do political climates and state-level education policies play in shaping teacher well-being across the U.S.?
How do intersecting factors—such as teacher and student demographics, teacher experience, policy climate, and subject area—collectively shape teachers’ well-being and retention?
Carmichael, J., Ayirah, F. K., Brown, K., & Spengler, L. (2025). Editorial Introduction: (Re)Designing Education for Better Futures: Student-Centered and Collaborative Approaches to Equity and Transformation. Current Issues in Education, 26(1). https://doi.org/10.14507/cie.vol26iss1.2399
Carmichael, J., Casanova, C., Parnell, J., King, J., Cashion, M., & McGehee, R. (2025). An exploration of teacher sense-making around whiteness during a critical professional development course. AERA Open. https://doi-org.10.1177/23328584251338817
Carmichael, J., Parnell, J., & Fathalizadeh, R. (2025). “Unjust and unworthy portrayal”: A multimodal content analysis of Black experiences in U.S. history textbooks. Journal of Curriculum Studies, 1-17. https://doi.org/10.1080/00220272.2025.2486118
Carmichael, J., Pham, J., Sampson, C., & López, R. M. (2025). How whiteness shapes public narratives: A critical discourse analysis of media and the NSBA letter. Education Administration Quarterly, 1-30. https://doi.org/10.1177/0013161X251372931
Harris, L. M., Carmichael, J., Lee, J., Shelton, C. & Archambault, L. (2025). Navigating “Difficult” Histories: An Exploration of Teachers’ Use of Internet Resources for Planning. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2595-2600). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/225843/
Martell, C., Harris, L. M., Carmichael, J., Lee, J., Chambers, J. (2025). A multi-state policy analysis of social studies standards committee processes. American Journal of Education, 131(3). https://doi.org/10.1086/734976
Archambault, L., Shelton, C., Harris, L. M., Carmichael, J. & Lee, J. (2024). Digital pathways to difficult histories: Analyzing social studies teachers’ internet search processes when preparing to teach difficult history topics. In J. Cohen & G. Solano (Eds.) Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1768-1773). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224220
Martell, C., Harris, L. M., Lee, J., Chambers, J., Carmichael, J. (2024). Silent covenants and structural barriers: State standards committees and the maintenance of race-evasive social studies standards. AERA Open. https://doi.org/10.1177/23328584241265303
- Justice-oriented social studies practices
- AI and innovation in social studies education
- Educator well-being across diverse geographical, political, and demographic contexts
- Political climates, policy conditions, and systemic factors shaping teacher well-being
- Critical frameworks for theorizing and advancing teacher well-being
- Media influence on school board governance
- Teacher professional development
- How social studies teachers identify and select online sources to teach "difficult" histories
- Multimodal content analysis of U.S. history textbooks