Dr. Cherise McBride is an educational researcher who studies digital literacy, teaching, and learning. She is a Postdoctoral Scholar at Stanford University in a dual appointment with the Stanford Impact Labs and the Stanford Graduate School of Education where she is on the Civic Online Reasoning project--a project dedicated to improving students' ability to critically evaluate information online.

Dr. McBride also serves as Scholar-at-Large for YR Media, a national youth media organization empowering BIPOC content creators ages 14-25. There, she is designing work on data storytelling, teacher learning communities, and digital literacy curriculum development.

Dr. McBride's research has been published in national and international academic journals such as English Teaching: Practice & Critique, Pedagogies: An International Journal, English Education, and English Leadership Quarterly. She has presented at numerous academic conferences including those of the Literacy Research Association, the International Society of the Learning Sciences, and the American Educational Research Association. She is an active member of these, and several other, professional organizations including the National Council of Teachers of English, the National Association of Media Literacy Educators, and the Connected Learning community.

Her work with the Marginal Syllabus project was awarded the 2020 ELATE National Technology Leadership Initiative (NTLI) Award and she is also a 2023 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research.

Prior to transitioning to academic research, Dr. McBride taught English, journalism, and student development courses across high school, community college, and adult school settings. She holds a Master’s in Urban Education from the University of San Francisco and a Bachelor’s in English with a concentration in Multicultural Literature from the University of California, Berkeley.

Recent Work: Most recently, Dr. McBride served as a researcher on the Writing Data Stories (WDS) project, led by Dr. Michelle Wilkerson & Dr. Kris Gutierrez at UC Berkeley. The project, funded by the George Lucas Educational Foundation and the National Science Foundation, examines equity-centered computing environments. 

These words of Dr. Harold Campbell, a faculty mentor in the McNair Scholars Program at UC Berkeley, ring true many years later, including in my work. 

I started my full-time teaching career in an all-Black continuation high school that had a disproportionate number of Black students (>90%) in relation to the comprehensive high school (which was also classified as one of the most racially diverse in the nation). 

My students had been failed by traditional education, and I made cultivating safe relationships and an inclusive classroom climate a priority–via culturally-responsive curricula, restorative justice, and opportunities for students to express themselves.