Lindsay Romano is a PhD candidate in special education in the department of Teaching and Learning at New York University. Her research examines how systemic oppressions, such as racism, ableism, and linguicism, impact the educational trajectories and outcomes of secondary students experiencing multiple marginalizations. She is particularly interested in how teachers play a role in perpetuating/disrupting inequities in their instruction and how critical and contemplative pedagogies and practices may be used as tools for social justice in the classroom.
Throughout her doctoral studies, Lindsay has worked on two IES-funded mixed methods projects, including a study investigating the postsecondary transition experiences of multilingual learners with disabilities and their teachers with Dr. Audrey Trainor and a study exploring how educator attitudes and mindsets are associated with school tracking practices for secondary multilingual learners with Dr. Michael Kieffer. On a third project, she examined the impacts of a mindfulness-based intervention on educators’ critical consciousness with Dr. Doris Chang.
Prior to pursuing a doctoral degree, Lindsay was a high school special education teacher and instructional coach in urban school contexts, supporting teachers and school leaders in adopting more equitable instructional practices. Her work has been supported by an NAEd/Spencer Dissertation Fellowship, the Mind and Life Institute, the Institute of Education Sciences-funded Predoctoral Interdisciplinary Research Training (IES-PIRT) program, and the Urban Doctoral Fellowship program through NYU.