Shana DeVlieger (she/her) is a PhD Candidate at NYU, where she serves as an Adjunct Instructor and Field Mentor in the Department of Teaching and Learning. As an Institute of Education Sciences Interdisciplinary Research Training fellow, she applies advanced research methods to examine caregiver practice and policy conditions across the early childhood ecosystem. As an instructor and consultant, she fosters students’ and professionals’ ability to critically analyze research and apply evidence-based decision-making in practice. She writes research translation pieces for Nested Institute, NYU Metro Center, and Harvard Alumni for Education. She also organizes community events to make research accessible to broader audiences.
Prior to joining NYU, Shana advanced research at the NYU School of Medicine, Harvard Center on the Developing Child, and the University of Pittsburgh Office of Child Development. She holds an MAT from the University of Southern California and an EdM in Human Development and Psychology from the Harvard Graduate School of Education.
Selected Publications
Please email sed485@nyu.edu to request a copy of any of the following works:
DeVlieger, S., Badu, S., Doucet, F. (Prepared manuscript). Advancing ‘non-partisan’ equity in early childhood education: A critical discourse analysis of NAEYC’s political social media messaging leading up to the 2024 U.S. presidential election.
Wu, T., Manchery, L., Myers, E., DeVlieger, S.(Prepared manuscript). Teacher leaders within a multiracial democracy: AANHPI Heritage Month in elementary schools as a focal point. Disrupting Systemic Inequities in Education: Critical Approaches to Teacher Leadership. Harvard Education Press.
DeVlieger, S. (In press). A self-reflexive study of whiteness in teaching using Critical Discourse Analysis.
Parr, A., DeVlieger, S., Cesare, C. (In press). A critical case study of white teacher candidates’ motivation and resistance during race-related transformative activities.
Badu, S., DeVlieger, S., (2025). Shaping futures with words: Toward more explicitly antiracist discourse in NAEYC’s Developmentally Appropriate Practice and Family-School Partnerships Guidelines. NYU Metro Center Perspectives.
Doucet, F., Badu, S., DeVlieger, S. (2024). A Critical Discourse Analysis of NAEYC's developmentally appropriate practice texts: Shifting rhetoric and implications for advancing equity in family-school partnerships. Special issue: Re-engaging dialogue about the DAP debate: Implications for teacher education. International Journal of Early Years Education.
Parr, A., DeVlieger, S. (2024). A qualitative approach to causal inquiry: Using causation coding to identify how transformative activities elicit white teacher candidates’ race-related learning. AERA 2024 Annual Meeting.
DeVlieger, S. (2024). Book review: Program evaluation and randomized explanatory trials. Applied Scientific Analysis. The Manual: Education, Justice, and Renewal. AERA GSC August 2024 Newsletter.
DeVlieger, S. (2024). Education as a living organism: Insights from a creative HAEd Event: Harvard Alumni Association
DeVlieger, S. (2024). Eclipsing ‘Reduce-Reuse-Recycle’: Having more honest conversations with ourselves and our young people this Earth Day | Part 2. NYU Metro Center
DeVlieger, S. (2024). Eclipsing ‘Reduce-Reuse-Recycle’: Having more honest conversations with ourselves and our young people this Earth Day | Part 1. NYU Metro Center
DeVlieger, S., Dolcini-Catania, L., Cyranowski, J. (2023). Clinical trainee perspectives on the implementation of trauma-focused training. American Journal of Psychotherapy.
DeVlieger, S., Dolcini-Catania, L., Willford, J., & Gallen, R. (2023). “Empowered and driven to help”: Learning about childhood trauma during preservice training. Journal of Trauma Studies in Education, 2(1), 79–107.
Chen, C., Qin, X., DeVlieger, S., Farmer, T., (2022). Person- and process- centered analyses to guide tailored interventions and research-practice partnerships in special education. In Farmer, Talbott, McMaster, Lee, & Aceves, T. (2022). Handbook of Special Education Research, Volume I. New York: Routledge.
Farmer, T., Serpell, Z., Scott, L., DeVlieger, S., Brooks, D., Hamm, J. (2022). The developmental dynamics of emotional and behavioral difficulties of youth of color: Systemic oppression, correlated constraints, and the need for targeted universalism. Journal of Emotional and Behavioral Disorders. 30(2), 71–85.
Tumminia, M., DeVlieger, S., Colvin, S., Akiva, T., & Galla, B. (2022). A qualitative study of adolescents’ experiences of distress and well-being during intensive mindfulness practice. Mindfulness, 13, 1971–1983 (2022).
Guyon‐Harris, K. L., Carell, R., DeVlieger, S., Humphreys, K. L., Huth‐Bocks, A. C. (2021). The emotional tone of child descriptions during pregnancy is associated with later parenting. Infant Mental Health Journal. 42:731– 739.
