Ifeoma Amah ’02

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Ifeoma (ee-pho-mah) Amah, is the eldest daughter of Nigerian (Igbo ethnic group) immigrants. She received her bachelor’s degree in psychology and a minor in education from UCLA in 2002. Amah is currently a doctoral candidate in the UCLA Graduate School of Education and Information Studies (GSE&IS), Division of Urban Schooling.

Amah's research specifically concerns an integrative framework of critical race theory, eco-cultural theory and student agency to understand African-American students’ transitions from high school to college (or pathways to higher education). She specifically explores: 1) the complexities of their high school-to-college transition process; 2) the connections and disconnections between their academic, personal and social realities; 3) ways to redefine traditional notions of their potential and abilities to pursue postsecondary education; and 4) how current education policies, reform initiatives and practices impact their access to, preparation for and participation in higher education. Consequently, her dissertation is a longitudinal study of 20 African American students currently in their first year of college or the workforce, dating back to their sophomore year of high school. She has been able to conduct her research over the years with support from UCLA-IUSD GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs), Spencer Foundation Research in Training Grant, American Education Research Association, UCLA Graduate Division, UCLA Institute for American Cultures (IAC) and University of California Office of the President (UCOP).

In addition to her doctoral research, Amah held various graduate research and practitioner positions working for UCLA GEAR UP, a federally funded school-University partnership designed to increase the number of low-income students who are prepared to enter and succeed in college. This program worked closely with Crozier Magnet Middle School and Inglewood High School over the course of seven years.

As a graduate student, Amah served as a co-facilitator and graduate mentor for the UCLA Academic Advancement Program (AAP) Mentoring Programs, developing honors seminars focused on honing academic writing skills and using research to critically examine the experiences of minority graduate students and faculty. As a graduate mentor, she hosted one-on-one counseling sessions and facilitated workshops for first-generation, low income and underrepresented undergraduate students interested in graduate programs.

In addition to her research and teaching pursuits, Amah has volunteered with organizations at UCLA and in the greater Los Angeles community. She has worked as a co-instructor for NUBIA, an organization that helps young African-American and Latina women develop sisterhood, cultural appreciation and critical consciousness. She was also co-president of UCLA’s Graduate Student Association in Education as well as a student representative for the Urban Schooling Division.

Amah has presented her research and theoretical contributions on issues of K-16 educational access and equity at several educational conferences such as the American Educational Research Association (AERA). She is a member of several AERA divisions and special interest groups, including those on the Social Context in Education, Critical Examination of Race, Ethnicity, Class and Gender in Education; Research Focus on Black Education; and Urban Learning and Teaching. She was a reviewer for submissions to education conferences and journals and is currently working on sharing aspects of her research with academic, policy and public audiences.