Assistant Professor of Sociology of Education
Mercy Agyepong is an Assistant Professor in the Sociology of Education program in the Department of Applied Statistics, Social Science and Humanities. Born in Accra, GH and raised in the Bronx, NY, her work focuses on urban education, race and ethnicity, Africana/African diaspora studies, immigrant youth education, postcolonial theory/postcolonial sociology, anti-Blackness and ethnography. Specifically, she conducts research on the racialization of African immigrant students in urban public schools, and the impact of Africanness and Blackness on their educational experiences and academic achievement. She has contributed to Critical Theory and Qualitative Data Analysis in Education (Routledge Press, 2018) and Erasing Invisibility, Inequity, and Social Injustice of Africans in the Diaspora and the Continent (Cambridge Scholars Publishing, 2017).
Mercy Agyepong holds a Ph.D. in Educational Policy Studies from the University of Wisconsin-Madison. She also holds an M.S.Ed.in Education, Culture & Society from the University of Pennsylvania, an M.A. in Sociology of Education from New York University, and a B.A. in Sociology from SUNY-Geneseo.
Agyepong, M. (2018). Discourse, representation, and “othering”: Postcolonial analysis of Donald Trump’s education reform. In R. Winkle-Wagner, J. Lee-Johnson, and A. Gaskew (Eds.), Critical theory and data analysis (pp. 177-192). New York, NY: Routledge Press.
Agyepong, M. (2017). The struggles of invisibility: Perception and treatment of African students in the United States. In O. N. Ukpokodu and P. O. Ojiambo (Eds.), Erasing invisibility, inequity and social injustice of Africans in the Diaspora and the Continent (pp. 56-75). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Agyepong, M. (2013). Seeking to be heard: An African-born, American-raised child's tale of struggle, invisibility, and invincibility. In I. Harushimana, C. Ikpeze and S. Mthethwa-Sommers (Eds.), Reprocessing race, language and ability: African-born educators and students in transnational America (pp. 155-168). New York, NY: Peter Lang Publishers.