• Graduate Student Leadership Award, China, 2015
• Outstanding Graduate Student in Heilongjiang Province, China, 2012
• National Scholarship Award, Ministry of Education of the People’s Republic of China, 2009  

Jue Wang is an Assistant Professor of Literacy Studies at the University of Idaho. She obtained her master degree in Early Childhood Education from Towson University, and her doctoral degree in Curriculum and Instruction from The Pennsylvania State University, University Park. From 2016 to 2021, she taught literacy methods courses in the Elementary and Early Childhood undergraduate teacher education program at the Pennsylvania State University. Currently, she teaches reading and literacy strategies courses in the elementary teacher education program at the University of Idaho.

Her doctoral research is an ethnographic study that provides a nuanced investigation into how young girls acquire and use literacy both as a cognitive enterprise and as a social and cultural undertaking in rural China. Another way of framing this is how factors such as gender, socio-economic status, race and ethnicity, religious and rural/urban identifications impact young girls’ uptake of school-based literacy curriculum. Jue has presented her research at numerous conferences including the American Educational Research Association (AERA), Reconceptualizing Early Childhood Education (RECE), the Association for the American Anthropology (AAA), Literacy Research Association (LRA), International Congress of Qualitative Inquiry (ICQI), National Council of Teachers of English (NCTE), and the Curriculum & Pedagogy (C&P), among others.

• Literacy Studies
• Educational Anthropology
• Curricular Studies
• Girlhood Studies
• International Education

• Wang, J. (2019). Graduate Student Dissertation Research Initiation Grant, College of Education, The Pennsylvania State University. $600 research grant.  
• Wang, F-Y., Guo, D., Long, Y-X., Wang, L-D., Hou, K., Wang, J., Zhu, F-Y., & Wu, Y-G. (2014). National Social Science Grant, Ministry of Philosophy and Social Science of the People’s Republic of China. $30,800 research grant.
• Wang, F-Y., Wang, J., Guo, X-J., & Pan, Y-S. (2013). Graduate Student Innovative Research Grant, Ministry of Education of the People’s Republic of China. $1,500 research grant.

• Anthony-Stevens, V., & Wang, J. (In process). Toward anti-colonial pedagogies of Indigenous language education: A comparative analysis from China, Mexico, and the USA.
• Wang, J. (In process). Listening to children’s voices: A reflexive approach to conduct in-depth interviewing with young children.
• Wang, J. (In process). Increasing the power of qualitative inquiry using multimodal ethnographic approaches: Field-oriented research with children.
• Wang, J. (In process). Bridging the self’s worlds: Left-behind girls’ embodied TikTok expressions of multimodal literacy during COVID-19.
• Wang, J. (2023). Young children’s negotiation of language policies and multilingual curriculum at an ethnic minority elementary school in rural China. Global Studies of Childhood, 13(2), 149–164. https://doi.org/10.1177/20436106231177879
• Wang, J. (2023). The spy girls and the quest for “forbidden” literacy: Rural Chinese girls’ negotiation of “No Christmas” school policy through subversive literacy practices. Journal of Research in Childhood Education, DOI: 10.1080/02568543.2023.2237548
• Wang, J. (2020). Left behind by COVID-19: Pandemic experiences of “left-behind” girls in rural China. Girlhood Studies: An Interdisciplinary Journal, 13(3), 17-31. (Double Blind Review)
• Wang, J. (2020). Creative writing contribution: The lives of our members during the Covid-19 pandemic. LRA Doctoral Student Innovative Community Group (DSICG) Spring/Summer Newsletter.
• Wang, J. (2016). Reviewing the scope of damage compensation for wrongful birth, Bridge of Century, 5, 50-55.
• Wang, F-Y., & Wang, J. (2015). Damage compensation of wrongful birth. Journal of Jilin Public Security Academy, 6, 101-109. (Double Blind Review)