Peer-reviewed Publications/Book Chapters
Adams, T. (2026, in press). Resisting eurocentricsm and preserving Hmong cultural ways of being: Narratives shared by Wisconsin's Hmong early educators and cultural caregivers. Early Childhood Research Quarterly.
Adams, T. (2025). Black Woman Fatigue: Workforce Stories Shared by Wisconsin’s Black Women Early Educators. Journal of Early Childhood Research, 1-10. https://doi.org/10.1177/1476718X251394076
Adams, T.L. (2024). Understanding family diversity: Cultural influences and inclusive practices in early childhood. In Amanda Dohms (Ed.). Family and community relationships. WisTech.
Adams, T.L. (2024). Exploring family: structures, trends, and influences on child development. In Amanda Dohms (Ed.). Family and community relationships. WisTech.
Adams, T. (under review). "They sexualized our bodies": Spirit killing, Black girls and the intersection between race, gender and school discipline. Urban Education.
Adams, T. (2023). Racial Battle Fatigue: Microaggressions and the experience of middle-class Black women who graduated from a predominantly Black suburban high school. Black Child Journal.
Adams, T. (2021). “I’m not one of them”: Tracking, racial identity and the psychological health of high achieving Black girls. The Journal of the Alliance of Black School Educators, 11(2).
Adams, T. (2023). Navigating the suburban terrain: Race, class, gender and high school inequality. Journal of Negro Education, 91(4), 542-543.
Adams, T. (2020). Moving in the right direction: Addressing the racial opportunity gap in education by creating culturally relevant early education programs. Childcare Exchange.
Farmer-Hinton, R. & Adams, T. (2006). Social capital and college preparation: Exploring the role of counselors in a college prep school for students of color. Negro Educational Review.
Adams, T. (2005). Class and schools: Using social, economic, and educational reform to close the Black-White achievement gap. Urban Education. Book Review.
Executive Summaries & Reports
Adams, T. (2024). Qualitative Research Toolkit: Designing Equity-centered, Community-informed Qualitative Research in Early Education.
Adams, T. (2025). Executive Summary on Honoring the voices of Hmong early educators and cultural caregivers in Wisconsin. Wisconsin Early Childhood Association, Madison, Wisconsin, 1-11.
Adams, T. (2023). Executive Summary on Advancing equity in Wisconsin’s early education workforce: A narrative inquiry that centers the lived experiences of Wisconsin’s Black and Brown professionals. Wisconsin Early Childhood Association, Madison, Wisconsin, 1-16.
Advancing Equity Steering Committee - Progress Report
This progress report provides an overview and updates regarding the work that we have been leading in Wisconsin since 2023. This work, the development of the steering committee, was in response to a qualitative research study that we designed and implemented in 2022 to better understand the experiences of Black and Brown early educators in Wisconsin.
(click on the picture to access the full report)
Supporting Men of Color in Early Childhood Education
This report provides an overview of the activities that I led and implemented to support men of color with navigating MATC's Child Development curriculum, accessing relevant professional development experiences, one-on-one supports and completing a series of degree pathways.
(click on the picture to access a summary of the grant's outcomes)
Advancing Equity - Executive Summary
This document summarizes the major findings from a 2022 qualitative research study that aims to better understand the lived experiences of Black and Brown early educators in Wisconsin.
(click here to access the full report)
Honoring the Voices of Hmong Early Educators and Cultural Caregivers in Wisconsin - Snapshot and Executive Summary
The snapshot summarizes the major findings from a 2024 qualitative research study that examines the experiences of Hmong early educators and cultural caregivers in Wisconsin. The Executive Summary provides more details regarding the research design, findings and policy recommendations.
(click on the pictures to access the full reports)
