Raygine DiAquoi

Raygine DiAquoi

Raygine DiAquoi

Assistant Professor
Sociomedical Sciences
Assistant Dean, Office of Diversity, Culture, and Inclusion


722 West 168th St, RM1401
New York NY 10032


Raygine DiAquoi's research is grounded in Critical Race Theory. A sociologist of education, her work focuses on the educational experiences of marginalized children, racism over the life course, and racial socialization. Her most recent project, which she discussed on Al Jazeera America, employed photo elicitation to examine the way parents speak with their adolescent sons about racism and the social and historical factors that inform the content of those conversations. A former editor of the Harvard Educational Review, Dr. DiAquoi has written about the experiences of students of color in elite educational spaces, Afrocentric education, and the competencies required of African American students and their families. Dr. DiAquoi teaches Qualitative Research Methods at the graduate level and has served as a consultant to various communities and organizations, including Hartford Public Schools District, Harvard University, and the New York City Department of Education. She is a Public Voices fellow with The OpEd Project.



EdD, 2015, Harvard Graduate School of Education, Harvard University
BA, 2004, Columbia University

Areas of Expertise

Adolescent Health, Discrimination/Bias, Disparities / Inequalities in Health, Minority Health, Underserved Populations, Public Health Education, Urban Health

Select Publications

DiAquoi, R (2017). Critical race life course perspective theory: A framework for understanding racism over the life course. International Journal of Qualitative Studies in Education, 31 (1), 36-54
DiAquoi, R (2017). Symbols in the strangefruit seeds: What the talk Black parents have with their sons tells us about racism. Harvard Educational Review, 87 (4), 512-537
Benavides, V., Benson, T. & DiAquoi R (2015). Lessons from Ferguson: Leadership in times of civil unrest. Cambridge. Harvard Education Press.
DiAquoi, R (2014). Separate and connected: A portrait of perspectives and pedagogy at an Afrocentric shule. Decolonization: Indigeneity, education, and society, 3(2), 105-130

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