University of North Texas 
Karisma Morton
Faculty, Teacher Education and Administration
Matthews Hall 205-E
Dr. Karisma Morton is an Assistant Professor of Mathematics Education. Her research
explores racial inequity in STEM education with a focus on mathematics education and
has two strands of inquiry. In the first, she explores factors influencing racially
minoritized students’ opportunities to learn rigorous mathematics through quantitative
analyses of large-scale district and national datasets. In the second, she explores
elementary preservice teachers’ ability to teach mathematics in equitable ways, particularly
through the development of their critical racial consciousness. Findings from her
research have been published in the Journal for Research in Mathematics Education
and Educational Researcher.
- Morton, K. &Mahdi, F. (2022). An intersectional look at the math autobiographies of preservice teachers, Journal of Mathematics Teacher Education in Texas, 12 (1), 11-12.
- Madkins, T. C., & Morton, K. (2021). Disrupting anti-blackness with young learners in STEM: Strategies for elementary science and mathematics teacher education. Canadian Journal of Science, Mathematics and Technology Education, 21(2), 239-256.
- Morton, K., &Riegle-Crumb, C. (2020). Is school racial/ethnic composition associated with content coverage in algebra?. Educational Researcher, 49(6), 441-447.
- Riegle-Crumb, C., Morton, K., and Blanchard, S. (2020). Developing STEM ambitions: An examination of inequality by gender and race/ethnicity. In B. Polnick, B. Irby, &J. Ballenger. (Eds). Girls and women of color in STEM: Navigating the double bind (pp. 62-90). Charlotte, NC: Information Age Publishing Inc.
- Morton, K., &Riegle-Crumb, C. (2019). Who gets in? Examining inequality in eighth-grade algebra. Journal for Research in Mathematics Education, 50(5), 529-554.
- Riegle-Crumb, C., Morton, K., Nguyen, U., &Dasgupta, N. (2019). Inquiry-based instruction in science and mathematics in middle school classrooms: Examining its association with students’ attitudes by gender and race/ethnicity. AERA Open, 5(3), 2332858419867653.
