Campus Directory
Camille Griffin
| Title: | Assistant Professor |
| Office: | Warde Academic Center |
| Phone: | 773-298-3206 |
| Email: | crgriffin@sxu.edu |
| Department: | Education |
Biography
Camille Griffin, Ph.D., is a new tenure-track assistant professor in Saint Xavier University's Education Division. Driven by a radical joy for enriching educational experiences, she brings a strong academic and teaching background to her role at SXU. Her research explores the crucial ways in which socialization practices in math classrooms serve racially and linguistically diverse students, particularly those with disabilities. By interrogating the relationships between identity, capability and power in mathematics education, Griffin seeks to amplify important discussions around equity in math learning environments.
Education
Ph.D. in Special Education
University of Illinois Urbana-Champaign
M.Ed. in Curriculum and Instruction
University of Illinois Urbana-Champaign
B.A. in Special Education
University of Illinois Urbana-Champaign
Areas of Specialization
- Accessibility
- Asset-Based Teaching
- Disability
- Educational Equity
- Mathematics Identity
- Universal Design for Learning
Certification/Licensure
- Illinois Professional Educator License
- Illinois Learning Behavior Specialist I Endorsement
Courses Taught
- EDU 304: Foundations and Methods of Teaching Mathematics Kindergarten - Grade 2
- EDU 323: Survey to Students with Exceptionalities
Presentations/Publications/Productions
Griffin., C. (2025, October). "Recognizing the mathematics identities of students of color with disabilities." Data Blitz Session presented at the Council for Exceptional Children. Baltimore, Md.
Griffin., C. (2025, April). "Empowering linguistically and culturally diverse disabled students: A positive discourse analysis of a mathematics classroom." Paper presented at the American Education Research Association Conference. Denver, Colo.
Mason, E. N., Griffin, C., & Jeong, G. (2024). "Perceptions of high-quality materials: One curriculum committee’s perceptions of high-quality materials." NCSM Journal of Mathematics Education Leadership, 25(1), 24–33.