Research Interests:

Dr. Cameron's research interests centers on culturally sustaining science education with a particular focus on the experiences of Black girls, including those who are twice exceptional, in STEM learning environments. I am especially interested in how Black girls explore and construct their science identities within educational contexts that affirm their cultural backgrounds. By employing culturally sustaining qualitative methodologies, my work seeks to illuminate the nuanced ways that race, gender, and ability intersect in science education, and to advocate for more inclusive and affirming pedagogies that support the success and belonging of marginalized learners in STEM.

Selected Publications:

Cameron, T., Allen-Handy, A., Rogers, M., Ifill, V., & Schaar, R. (2025). Navigating Resilience: Young Black Girls' Journeys through Black Girls STEAMing Through Dance (BGSD) During the COVID-19 Pandemic. In At the Intersections: Imagining a New World for Girls of Color (accepted). 

Cameron T., Escalante KA., & Haslip MJ. (2024). Enhancing the Diversity of Student Nursing Practitioners: A Formative Participatory Program Evaluation of a Northeastern Licensed Practical Nursing Program. Journal of Modern Nursing Practice and Research, 4(3):16. DOI: 10.53964/jmnpr.2024016. 

Cameron, T., Ambrose-Brown, V., Katz-Buonincontro, J., Anderson, R., Land, J., Livie, M., & Edmunds, A. (2024). “Mirrors and Windows:” A Case Study of Educators’ Culturally Responsive Teaching Aspirations and Syllabi Transformation in the Arts. Teaching and Teacher Education, 148.