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About Christina
Dr. Christina L. Dobbs is an associate professor of English Education and director of the English Education for Equity & Justice program at Boston University Wheelock College of Education & Human Development. She earned an EdD in Human Development & Education and an MEd in Language & Literacy from the Harvard Graduate School of Education, as well as a BA in English from Texas A&M University. Prior to her current role, Dobbs served as a high school teacher in Houston, Texas, literacy coach, and reading specialist. She has held adjunct instructor positions at Lesley University, Hunter College, Simmons College, and Salem State University, and worked as a consultant for Cambridge Public Schools, Boston Public Schools, and Concord School District in New Hampshire. Dobbs was recently promoted to associate professor with tenure and received the Gordon L. Marshall Fellowship Award from the Rafik Hariri Institute for Computing and Computational Science & Engineering.
Dobbs' research focuses on adolescent writing development in the disciplines, supporting culturally and linguistically diverse students in secondary classrooms, disciplinary literacy, teacher beliefs and professional learning, and the experiences of women of color in the academy. Her scholarship appears in leading journals such as Journal of Adolescent and Adult Literacy, TESOL Journal, Reading and Writing, English Journal, Bilingual Research Journal, Reading Research Quarterly, Professional Development in Education, and Journal of School Leadership. She has authored or co-authored books including Investigating Disciplinary Literacy (2017), Disciplinary Literacy Inquiry & Instruction, 2nd ed. (2024), Critical Disciplinary Literacy (2024), Preparing Antiracist Teachers (2024), Reimagining Language Instruction (2023), Until Every Woman is Free (2025), and The Impacts of Censorship, Vol. 1 (2025). Dobbs edits the Journal of Literacy Research and previously served as Manuscripts Editor for the Harvard Educational Review, editing the volume Humanizing Education: Critical Alternatives to Reform. Her work contributes to equity-driven teacher preparation and culturally responsive disciplinary learning.
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