• Ph.D. 2003 – University of North Carolina at Chapel Hill 
  • M.P.A. 2001 – University of North Carolina at Chapel Hill 
  • M.A. 1999 – Wake Forest University 
  • B.A. 1997 – University of North Carolina at Wilmington 

Areas of Expertise

  • Critical Race Studies and Black Education 
  • Qualitative/Mixed Research Methodology 
  • Social Context of Schooling and Urban/Rural Education 
  • Interdisciplinary Foundations of Education


Hughes previously taught at the University of Maryland-College Park and at the University of Toledo. 


Sherick Hughes’ research is generally focused upon four topics: critical race studies and black education; social context of schooling in urban and rural education; interdisciplinary foundations of education; and qualitative/mixed research methodology. He has over 60 current and forthcoming publications, including articles and reviews accepted for publication in high impact peer-reviewed journals (e.g., Educational Researcher, American Educational Research Journal, International Journal of Qualitative Studies in Education (QSE), Educational Studies, Urban Education, and Teachers College Record. 

He has authored and co-authored four books including the 2007 AESA Critics’ Choice Award-Winning book, Black Hands in the Biscuits Not in the Classrooms: Unveiling Hope in a Struggle for Brown’s Promise, published with Peter Lang Publishers; What We Still Don’t Know about Teaching Race: How to Talk About it in the Classroom, published with The Edwin Mellen Press. In addition, he was the lead author and editor of the 2014 AESA Critics’ Choice Award-Winning book, The Evolving Significance of Race: Living, Learning, and Teaching. Co-edited with scholar-activist Theodorea Berry and published with Peter Lang Publishers. Moreover he is the lead author of the SAGE textbook, Autoethnography: Process, Product, and Possibility with scholar-activist, Dr. Julie Pennington. This new book has been nominated for the 2019 AESA Critics’ Choice Book Award, and the 2020 book award from the Society of Professors of Education.   

His work has been recognized by the American Educational Research Association (i.e., 2016 Distinguished Scholar Award; 2013 Division-G Early Career Award), Phi Delta Kappa, (2004 Outstanding Dissertation Award-Triangle Chapter), and the Harvard Family Involvement Network of Educators. He has been honored with a 2010-2011 CTE-Lilly Fellowship from the Center for Teaching Excellence and the Office of Undergraduate Studies and in 2012 was honored with a Border Crossers Award, from Border Crossers, a community organization in New York City that works to bring together diverse students to explore issues of inequality, discrimination and social justice.