Much of Stephanie’s research focuses on the experiences of Brown and Black individuals in K-20 educational environments, with particular interest in Indigenous peoples and their relationships to academic spaces. Stephanie’s work is also invested in uncovering the intersections of colonialism and race within the academy. Her research is narrative-based, and she uses both Indigenous methodologies and critical race/decolonial theories in her work.

Masta, S., Grant, J.*, & Holly, Jr., J. (2022). Theoretical intersections: Using CRT and Afropessimism to understand current bans on CRT. Journal of Philosophy and Theory in Higher Education, 4(3), 49-63.

Masta, S. (2022). Theory-to-practice: Researching Indigenous education in the United States. International Journal of Multicultural Education, 24(1), 1-15.

Masta, S. & Holly, Jr., J. (2021). Making whiteness visible: The promise of critical race theory in engineering education. Journal of Engineering Education, 110(4), 798-802.

Masta, S. (2021). Classroom counterspaces: Centering Brown and Black students in doctoral education. Teaching in Higher Education, 26(3), 354-369.

Masta, S. & Secules, S. (2021). When ethnography leaves the field and enters the engineering classroom: A scoping review. Studies in Engineering Education, 2(1), 35-52.