Fenice B. Boyd

Associate Professor

Learning and Instruction

 578 Baldy Hall

Adolescents' Response to Young Adult Literature
Multicultural Literature
Diversity Topics, Writ Large
Young Adult Literature; Multicultural Literature
ELA Common Core State Standards
Content Area Literacy
Politics of Literacy, Teaching and Teacher Education

Jump to Publications

Educational Background

  • Ph.D., Curriculum, Teaching, and Educational Policy, Michigan State University
  • M. S., Reading Education, North Carolina A&T State University
  • B. S., Music Education, North Carolina A&T State University

Professional and Research Interests

  • Professional Development for Teachers
  • Adolescent Struggling Readers and Writers
  • Diversity Topics, Writ Large
  • Writing Genres

Related Links

Selected Publications


Exploring Diversity through Multimodality, Narrative and Dialogue (2016)

Social Diversity within Multiliteracies (2015)

Sturtevant, E., Boyd, F. B., Brozo, W. G., Hinchman, K., Moore, D. W., & Alvermann, D. E., (2006). Principled practices for adolescent literacy: A framework for instruction and policy. Mahwah, NJ: Lawrence Erlbaum Associates.

Boyd, F. B. & Brock, C. H. with Rozendal, M. S. (Eds). (2004). Multicultural and multilingual literacy and language: Contexts and practices. New York: The Guilford Press.


Boyd, F. B., Causey, L. L., & Galda, L. (2015). Culturally diverse literature: Enriching variety in an era of common core state standards. The Reading Teacher, 68(5), 376–385. doi: 10.1002/trtr.1326 (2016 Virginia Hamilton Essay Honor Award)

Brock, C. H., Boyd, F. B., & Caldwell, D. (2015). Book Club: A view from Mrs. Nguyen’s grade four classroom. Practical Literacy: The Early and Primary Years, 20(3), 5–8.

Boyd, F. B. (December 2012/January 2013). The common core state standards and diversity: Unpacking the text exemplars presented in appendix b. Reading Today, 16-17. (invited)

Boyd, F. B., Sullivan, M. P., Popp, J. S., & Hughes, M. (2012). Policy and advocacy: Vocabulary instruction in the disciplines. Journal of Adolescent & Adult Literacy, 56(1), 18-20.

Brock, C. H., & Boyd, F. B. (2011). Fostering meaningful middle school literacy learning: Investigating beliefs and practices. Voices in the Middle, 19(1), 13-18.

Boyd, F. B., & Moore, D. W. (2011). Serving culturally and linguistically diverse youth: An interview with Fenice B. Boyd. Journal of Adolescent & Adult Literacy, 54(6), 455-457.

Boyd, F. B., & Bailey, N. M. (2009). Commentary: Censorship in three metaphors. Journal of Adolescent & Adult Literacy, 52(8), 653-661.

Boyd, F. B., & Ikpeze, C. H. (2007). Navigating a literacy landscape: Teaching conceptual understanding with multiple text types. Journal of Literacy Research, 39, 217-248.

Ikpeze, C. H., & Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with webquest. The Reading Teacher, 60, 644-654.

Boyd, F. B., Ariail, M., Williams, R., Jocson, K., Tinker-Sachs, G., & McNeal, K., with Fecho, B., Fisher, M., Healy, M. K., Meyer, T., & Morrell, E. (2006). Real teaching for real diversity: Preparing English language arts teachers for 21st century classrooms. English Education, 38, 327-348.

Boyd, F. B., & Howe, D. R. (2006). Teaching Warriors Don't Cry with other text types to enhance comprehension. English Journal, 95, 61-68.

Book Chapters

Hinchman, K. A., & Boyd, F. B. (2015). Culturally compelling genre teaching: Inviting all learners to understand and use genre knowledge. In P. R. Schmidt & A. Lazar (Eds.), 2nd edition, Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism (pp. 261–278). Charlotte, NC: Information Age Publishing, Inc.

Brock, C. H., Boyd, F. B., & Pennington, J. L. (2011). Variation in language and the use of language across contexts: Implications for literacy teaching and learning. In D. Lapp & D. Fisher (Eds.), Handbook of Research on Teaching the English Language Arts (3rd edition) (pp. 83-89). New York: Routledge.

Boyd, F. B., & Thompson, M. K. (2008). Multimodality and literacy learning: Using multiple texts to enhance content-area learning. In K. A. Hinchman, & H. K. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy Instruction (pp. 151-163). New York: The Guilford Press.


Boyd, F. B. (PI) & McLaughlin, J. S. (Co-PI) (2016–2017): A Randomized Experiment on Financial Literacy Education: Youth Gaining Economic Equity Knowledge (Y-GEEK). A seed grant from the University at Buffalo, Graduate School of Education, MEGAS program, August 2016–June 2017, $10,000.

Daun-Barnett, N. (PI), Boyd, F. B., Cantaffa, D. T, & Tosado, T. (Co-PIs), University at Buffalo College Success Initiative, GEAR UP State Sub-Grant, Higher Education Services Corporation (HESC), March 2015–August, 2020, $2,354,000.00.

Boyd, F. B. (PI), Miller, S. M., Chiu, M. M., et al (Co-PIs). (2012). Buffalo Partnership Project: Professional Development for Teachers across the Disciplines to meet English Language Learners' Needs and Achieve Common Core Learning Standards. A professional development grant from New York State Education Department (NYSED), September 1, 2012 - August 31, 2015, $600,000.

Alvermann, D. E., Boyd, F. B., Brozo, W., Hinchman, K., Moore, D., & Sturtevant, E. (2002). Adolescent Literacy: A Knowledge Development Proposal. Carnegie Corporation of New York, $48,600.

Awards (Selected)

Recipient, 2016 Virginia Hamilton Essay Honor Award for making a significant contribution to professional literature concerning multicultural literary experiences for youth

Recipient, STAR Award for Advising, Graduate School of Education, May 2016

Recipient, Visiting Distinguished Researcher Award, University of South Australia, Adelaide, South Australia

Editorial Review Board Memberships

  • Journal of Adolescent & Adult Literacy, Policy and Advocacy, Department Editor, 2012–2014
  • Journal of Adolescent & Adult Literacy, 2010–Present
  • Reading Research Quarterly, 2003–2006
  • The California Reader, 2000–2003
  • Journal of Literacy Research, 1996–2001
  • Kids InSight Series, International Reading Association, 1999–2003
  • Reading Research and Instruction, 1999–2005
  • National Reading Conference Yearbook, 1996 and 1999

Accreditation and Program Review

Boyd, F. B., with contributions from Aloe, A. M., & Cantaffa, D. T (2011). Inquiry Brief for the accreditation renewal of the Teacher Education Program, University at Buffalo, SUNY, Graduate School of Education. Submitted to the Teacher Education Accreditation Council (TEAC), June 26, 2011