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Writer · Historian · Educator · Consultant

A Lengthy Record of Educational Excellence

Historian of Twentieth-Century America and author of Nothing Less Than Equality (The University of Chicago Press, 2026); founder and chief consultant of Triple Ivy Writing and Educational Solutions

A lifelong commitment to education, scholarship, and teaching
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Dr. Tikia K. Hamilton speaking at a lectern in a classroom, with an AI-edited background.
Tikia K. Hamilton, Ph.D.Princeton Columbia Dartmouth

About Dr. Hamilton

Dr. Hamilton’s grade-school graduation portrait in a gold cap and gown.
Dr. Tikia K. Hamilton celebrating graduation with her family.
A group celebrating graduation together, carrying flowers and wearing gold mortarboards.
Dr. Hamilton at her Ph.D. graduation, with the complete supplied photograph and gown visible.

“Education is the most powerful weapon which you can use to change the world.”

– Nelson Mandela

A gifted writer, historian, and distinguished educator, Dr. Hamilton has dedicated her entire life to the pursuit of educational excellence.

Hailing from Chicago’s South Side, she was raised as one of six children and experienced firsthand the vast disparities that often characterized Black public school experiences during the 1980s and ’90s.

Educational ties that bind

Despite these challenges, her teachers equipped her with powerful educational values, which she carried with her to the nation’s most prestigious institutions. These convictions are also reflected in her research on educational inequality and in her work as an educator and a mentor.

  1. Dartmouth College

    B.A. in History

    1998

  2. Columbia University

    M.A. in African American Studies

    2004

  3. Princeton University

    Ph.D. in History

    2015

The Book

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The University of Chicago Press · 2026

Nothing Less Than Equality

The Battle over Segregated Education in the Nation’s Capital

Integration wasn't the only path to equality! In this never-before-told story of courage and determination, Tikia K. Hamilton captures the multi-generational campaign among Black parents, teachers, and community leaders to obtain equal educational resources in Washington, D.C.

Discover at Chicago Press368 pagesCloth & paper
Read the full synopsis & book details

Spanning the nineteenth and twentieth centuries, Nothing Less Than Equality challenges conventional narratives that emphasize integration as civil rights activists’ singular goal. Instead, the book reveals how Black Washingtonians leveraged their unique status as residents of the nation's capital to demand the fair distribution of educational resources in a city with Congressional oversight. Nothing Less Than Equality also illuminates how Black activists laid important groundwork for the modern civil rights movement, offering models to address contemporary educational challenges.

Format
Cloth & paper · 368 pages
ISBN-13
978-0-226-84679-8
Publication Year
2026

Instructor’s Guide

Discussion questions by Dr. Tikia K. Hamilton for the introduction, seven chapters, and epilogue, with suggestions for additional research.

Download chapter questionsPDF · 11 pages · 61 questions · 4 research prompts
IntroIntroduction: A “Model” System
  1. According to the introduction, what are the author’s overall objectives in chronicling this history? Why does the author title the introduction “A ‘Model’ System”?
  2. Why does Washington, D.C., represent a unique case in the history of African American social justice movements centered on education?
  3. What factors contributed to a shift in how African Americans perceived their educational experiences in the nation’s capital?
  4. How did African Americans view and/or debate meanings of equality?
  5. What sorts of obstacles did Black residents face in their efforts to obtain educational equality?
01Chapter 1: “Optimal Autonomy”
  1. What is the overall arc of Chapter 1? Why does the author title it “Optimal Autonomy?”
  2. Specifically, what was at stake during the debate over school board consolidation? Who supported consolidation, and why? Who opposed it, and why?
  3. Describe African Americans’ efforts towards literacy and education in the antebellum period. Identify some of the educators and leaders who spearheaded these efforts, including African American women. What were some of their signal achievements? What sorts of obstacles did they face? How did they overcome these obstacles?
  4. Describe the political context surrounding the Congressional mandates that established public education in Washington, D.C. Why were these mandates so significant? How did the Congressional acts advantage and/or disadvantage African Americans?
  5. What were the ultimate results of the school board consolidation debate? What sorts of conflicts did the debate foreshadow going into the twentieth century?
02Chapter 2: “Jim Crow Capital”
  1. What is the overall arc of Chapter 2? Why does the author title it “Jim Crow Capital?”
  2. How does this chapter advance the book’s broader arguments? How does Chapter 2 mark a departure from the previous chapter?
  3. Describe Black public educational experiences in Washington, D.C., during the 1930s. Cite specific examples, and also consider the author’s quantitative evidence.
  4. Why did the 1930s represent a pivotal moment for public education in general and in D.C., specifically?
  5. What sorts of obstacles did African Americans face in their efforts to address educational inequities during this time? How successful were they in overcoming these obstacles?
  6. Specifically, what does Chapter 2 help to reveal about the nature of coalition-building around educational disparities?
  7. According to the author, what sort of essential groundwork did Black residents establish for their future educational campaigns?
03Chapter 3: “A Blessing in Disguise”
  1. What is the overall arc of Chapter 3? Why does the author title this chapter “A Blessing in Disguise”?
  2. Who was Marian Anderson and what did her experiences help to reveal about Washington’s educational disparities?
  3. What specific role did Howard University play in the early stages of this conflict?
  4. Specifically, what was MACC, and what role did the organization play in the Marian Anderson affair?
  5. What were MACC’s objectives? Who were some of MACC’s principal leaders, and what roles did they each play? Specifically, who was Charles Hamilton Houston, and what was his role?
  6. What sorts of organizations supported MACC? What did their support help to reveal about the evolving nature of coalition-building around public education? Desegregation?
  7. What sort of contextual and legal arguments did MACC’s leaders make with regard to segregation? How did distinct elements of the DC community respond to MACC’s efforts?
  8. What role did New Deal officials play in this local campaign? How did distinct elements of the D.C., community respond to government intervention? What were some of the limitations of white liberals’ involvement?
  9. What were the ultimate results of MACC’s campaign? In what ways did MACC’s campaign represent a victory? A failure?
04Chapter 4: “Make DC Mean Democracy’s Capital”
  1. What is the overall arc of Chapter 4? How does this chapter advance the book’s broader arguments?
  2. Specifically, why does the author focus on recreation in this chapter? What direct links does the author make between segregated recreation and segregated schooling?
  3. What sort of broad and/or local contextual shifts provided the basis for African Americans’ increasing politicization in their demand for educational equality?
  4. Who was Alice Hunter? Edwin B. Henderson? What specific role did each play during local campaigns against segregation?
  5. Which organizations contributed to the local campaign to desegregate recreation? What were their individual objectives, and did they always align? How so/not?
  6. Who opposed anti-segregation in Washington, and why?
  7. What was ironic about seeking the school board’s intervention during this campaign?
  8. What were the ultimate results of this desegregation campaign? In what ways did this campaign represent a victory? A failure?
  9. What does Chapter 4 help to reveal about the complicated nature of government in Washington, DC., and more importantly, the government’s role in D.C.’s educational affairs?
05Chapter 5: “100 Percent Cooperation!”
  1. What is the overall arc of Chapter 5? What are the chapter’s principal arguments?
  2. Describe the educational conditions that resulted in the Browne campaign.
  3. How did the Browne campaign unfold? Who helped to lead it? Who supported their efforts? Who opposed them? Why?
  4. Who was Leon Ransom, and what specific role did he play in local educational campaigns? How did his approach to the question of equality differ from previous leaders?
  5. Up until now, what role did Black school board members play in the broader educational campaigns? Specifically, how did they respond to parents’ efforts during the Browne protest?
  6. Up until now, what specific role did African American women play in the local educational movement? Cite specific examples. What do their contributions suggest about the nature of leadership within DC’s Black community and the expanding civil rights movement more broadly?
  7. What does the author identify as some of the principal geographical (quadrant-specific) differences within the city ? What accounted for these differences, and why are these differences important for understanding the broader movement to secure educational equality in Washington?
  8. How did the Browne campaign end? In what ways did the protest prove a success? A failure? What essential groundwork did the Browne protest help to establish for their future educational campaigns?
06Chapter 6: “People Can Never Lose When They’re United”
  1. What is the general arc of Chapter 6? What are the chapter’s principal arguments?
  2. Describe the conditions that resulted in the “Central for Cardozo” campaign.
  3. How did the campaign unfold? Who spearheaded it, and what were their objectives?
  4. Identify the campaign’s competing factions. What accounted for their strategic and ideological differences? (Also be sure to discuss competing their meanings of equality.)
  5. Specifically, who was Paul Cooke? Gardner Bishop? What role did each play during the campaign?
  6. What sorts of coalitions formed out of this campaign, and how did these coalitions differ from previous protests?
  7. Describe the nature of white opposition during this campaign. Why did some white residents support this specific school transfer? Why did others oppose it?
  8. What were the ultimate results of the “Central for Cardozo” battle? In what ways did this campaign represent a victory? A failure?
07Chapter 7: “Give the Child a Fair Chance!”
  1. What is the general arc of Chapter 7? What are the chapter’s principal arguments?
  2. Specifically, what lay at the center of conflict in Chapter 7? How did this conflict result in an expanding desegregation campaign?
  3. How did Washington’s various factions respond to the expanding movement around desegregation?
  4. Describe Chapter 7’s shifting leadership patterns. (Be sure to identify specific leaders and their backgrounds.) What accounted for these shifts?
  5. Who was Margaret Just Butcher, and what was her principal role in the expanding desegregation movement? What challenges did she and other anti-segregation activists face?
  6. Describe the various legal arguments that African Americans deployed in the lawsuits that preceded Bolling v. Sharpe. In what ways did Bolling v. Sharpe represent a shift in their legal argumentation and Black activists’ overall priorities ? What contributed to this shift?
  7. What were the ultimate results of the campaign that resulted in Bolling v. Sharpe?
EndEpilogue
  1. Taking into consideration the book’s various chapters and the epilogue, was the campaign that resulted in Bolling v. Sharpe and Brown successful ? Which key issues did Bolling v. Sharpe, Brown, and the expanding modern civil rights campaign leave unresolved?
  2. Who was Julius Hobson? What strategies did he adopt to secure educational equality in the wake of Brown?
  3. In what ways does the book’s various chapters and the epilogue speak to contemporary educational disparities and concerns?
MoreSuggestions for additional research
  1. Conduct research on Brown v. Board of Education and/or the four other cases that Brown comprised. Compare the individual experiences of parents, civil leaders, and students involved in each of the lawsuits. How did their experiences differ from Washington’s Black residents.
  2. Conduct more extended research about one (or more) of the principal leaders and/or educators described in Nothing Less Than Equality.
  3. Explore Washington’s educational landscape in the wake of Brown and/or more recent years and determine the extent to which Washington’s educational disparities have improved or stagnated.
  4. Conduct historical research on Washington and the role of race in: a) higher education, b) private schooling, and/or c) parochial schools. Determine how the history of each compare to Washington’s public school history as outlined in Nothing Less Than Equality.

Praise for the book

1 of 3

“This pioneering work reveals the long afterlife of decades-old debates about equity, inclusion, and rights.”

Martha BiondiNorthwestern University

“Hamilton's work is an act of remembrance and resistance--a testament to love as method, to scholarship as devotion, and to the enduring power of Black educators who dared to believe in nothing less than equality.”

Noliwe RooksBrown University

“Tikia K. Hamilton challenges the common assumption that African Americans uniformly embraced integration as the singular path toward educational justice. Instead, Hamilton reveals a more complicated and deeply human story, based on the daily lives of Black parents, teachers, civic leaders, and activists in Washington, D.C.”

Marybeth GasmanForbes
Read the reviews at Chicago Press

Speaking & media

History Matters!

Dr. Hamilton has appeared before numerous audiences while speaking on wide-ranging topics that include U.S. race relations, as well as African American and women’s history. She also has appeared as a guest speaker on CBS and PBS for features on The Great Migration.

Discuss a speaking invitation
Dr. Tikia K. Hamilton speaking with readers at a bookstore event for Nothing Less Than Equality.

In the Public Eye

CBS Chicago

Television · April 2026 · 4:36

The Great Migration

Dr. Hamilton speaks about the movement that transformed America.

Read the CBS story

Academic record

Curriculum Vitae

Explore Dr. Hamilton’s scholarship, teaching, and service.

Explore the CVClose the CV
View complete PDF

Complete record

Education

2015

Ph.D., History, Princeton University, Princeton, New Jersey

Certificate: Program in Gender and Sexuality Studies

2004

M.A., African and African American Studies, Columbia University, New York, NY

Distinction: Paul Robeson Fellow

1998

B.A., cum laude, History, Dartmouth College, Hanover, New Hampshire

Distinction: Mellon Minority Undergraduate Research Fellow

Research appointments

2019 – 2021

Fellow-in-Residence, The Newberry Library, Chicago, IL

2017 – 2018

Fellow, National Academy of Education Spencer Postdoctoral Fellowship Program

2015 – 2017

Visiting Scholar, History Department, The George Washington University, Washington, D.C.

Employment & teaching

2020 – current

Loyola University, Assistant Professor in the Department of History

Required lower-level courses:

American Pluralism (Fall 2020; Fall 2021; Spring 2022; Fall 2022; Spring 2023; Fall 2023; Spring 2023; Fall 2024; Fall 2026)

Elective upper-level courses:

African American History (Fall 2025; Fall 2023; Fall 2022)

Race and Education (Spring 2023, Fall 2026)

African American Women’s History (Spring 2022; Fall 2024)

Graduate Level Courses

Readings in Twentieth Century American History (Fall 2025)

Race and Education Directed Study (Fall 2025)

Independent Graduate Study (Fall 2024)

Exam Committee Advisor

Connor Barnes, Twentieth Century American History (Fall 2026)

Casey Welby, Twentieth Century American History (Fall 2026)

Departmental Service:

Programming Committee Chair (2025-current)

Diversity Committee Founder (2024- 2025)

Departmental Advisory Committee member (2021-2024)

2018 – 2019

Latin School of Chicago, History Instructor and Academic Advisor

Global Studies

United States Social History

2016

Princeton University, Instructor

United States History, 1920-1974 (Spring 2012, Fall 2016)

2016

Sidwell Friends School, Washington, D.C., Instructor

United States History Survey (Spring)

United States History Survey Accelerated Course (Summer)

2012 – 2015

Princeton University Office of Academic Affairs and Diversity, Fellow

2004 – 2009

Ethical Culture Fieldston School, New York, NY, Instructor and Academic Advisor

United States History Survey, 1492-1945 (2002-2009)

United States History Since 1945 (Fall, 2007- 2009)

Women’s History from Colonial Times to the Present (Spring, 2007; Spring, 2009)

Anatomy of a Social Movement: American Civil Rights (Spring, 2009)

African American History from Slavery to the Present (Fall, 2006; Spring, 2008)

Instructor for SAT II History Prep (2007-2012)

Faculty Advisor for Civil Rights course teaching assistantship (Spring, 2009)

Independent Study Advisor, Post-Modern Feminism (Spring, 2008)

Independent Study Advisor, Kenyan Nationalism (Spring, 2008)

World History Survey from the Renaissance to World War II (2004-2007)

Additional: Director of Diversity Search Committee; Summer School Teaching Program Assistant Director; Faculty Relations Council Advisor; Academic Advisor; History Center Supervisor; History Walking Tours Coordinator; World History Bowl Coordinator; Gender Roundtable Co-advisor; Diaspora African-American Affinity Group Founder and Advisor; Students United for Multicultural Education Co-advisor

2005

Rye Country Day School, New York, NY, English Instructor

World Literature (Summer)

American Literature (Summer)

2002 – 2004

Boys Club of New York, Instructor and Program Coordinator

Basic Skills

New York City History

2000 – 2002

Poly Prep Country Day School, New York, NY, English Instructor and Academic Advisor

World Literature

American Literature

Additional: Umoja African-American Affinity Group Co-Advisor

1998-2000

PriceWaterhouseCoopers, Fort Lee, NJ

Analyst

Managed 401K accounts for Bell Atlantic Phone Company (over 100,000 employees)

Books

Nothing Less than Equality: The Battle Over Segregated Education in the Nation’s Capital (The University of Chicago Press Urban History Series, March 2026).

Works in progress

“Emma Brown: The National Capital’s First Black Educator,”

The Cambridge History of Black Women in the United States, Volume 3 (Cambridge Press, 2027).

Invited essays

“The Great Migration in Historical Perspective”

for the Newberry Library’s “New Acquisition: Rare Images from the Great Migration” (August, 2024). View source

“The Origins of Patriotic Songs and the History of Their Reception,”

The Gilder Lehrman Institute of American History (July, 2024)

“Spelman College History”

for the Historically Black Colleges and Universities Encyclopedia (University of North Carolina Press).

Book contributions

“Afterword,”

Johnetta B. Cole, Race and Racism in American Public Life (2019 Mercer Lectures), University of Virginia Press.

Journal articles

“Votes for Women: Race, Gender, and Individualism in the Age of Jim Crow, 1890-1920,”

The Journal of African American History, Volume 108, Number 1 (Winter 2023)

“The Cost of Integration: The Controversial Career of Garnet C. Wilkinson”

in Washington History, Historical Society of Washington (Spring, 2018).

Book reviews

2026

A Forgotten Migration: Black Southerners, Segregation Scholarships, and the Debt Owed to Public HBCUS by Crystal R. Sanders, Global Perspectives, African American Intellectual History Society (forthcoming publication, 2026)

2023

An African American Dilemma: A History of School Integration and Civil Rights in the North by Zoe Burkholder, American Historical Review, Volume 128, Issue 3, 1441–1442.

2022

American Dream Deferred: Black Federal Workers in Washington, DC, 1941-1981 by F. A Gooding, Washington History, 34(2), 67–68.

2019

Transforming the Elite: Black Students and the Desegregation of Private Schools, by M. A. Purdy, Journal of the History of Children and Youth, Volume 13, Number 1, Winter 2020, 169-171.

2017

Just Another Southern Town: Mary Church Terrell and the Struggle for Racial Justice in the Nation’s Capital by Joan Quigley, Washington History, 29(2), 70–71.

Online publications

2020

“America’s Private, White, Elite Schools Need Reform. Now.”

for Momentum. View source 2020 30 June 2020

2020

“How White Women Can Use Their Privilege to End Racism”

for Zora. View source 28 May 2020.

2019

“R. Kelly and the Silencing of Black Women in History,”

History News Network, reprinted in Raw Story View source 19 January 2019

2014

“In Defense of Lauryn Hill: Valuing Black Women’s Humanity”

for Urban Cusp View source 25 September 2014

2014

“Traveling Alone, Yet Unencumbered,”

for Urban Cusp View source 25 July 2014

2013

“The Burdens of Blackness,”

for The Feminist Wire View source 23 July 2014

2014

“Confronting Racist Aggression Big and Small: When You See Something, Say Something,”

for For Harriet, View source 10 March 2014

2014

“’Not in This Neighborhood!’ A Reflection on Race and Rights in the Wake of the Jordan Davis Murder Trial”

for New Black Man in Exile (with Mark Anthony Neal, Duke University) View source 16 February 2014

2014

“(En)Gendering Greatness: Caught Between Richard Sherman and a Hard Place”

for The Feminist Wire View source 31 January 2014

Online interviews & panels

2021

“Determined to Rise: Chicago's African American Women in the Fight for the Vote,”

National Women’s History Museum and The Newberry Library View source

2020

“Navigating the Complexities of Diversity Lingo in Higher Education,”

Straight, No Chaser with Dr. Julius Bailey View source 27 July 2020

2020

“Dr. Tikia Hamilton Used Writing to Find Her Voice,”

The Rough Draft View source 30 June 2020

2019

"’Don't Start None, There Won't Be None’": Gentrification, Segregation, and RHOP w/ Dr. Tikia K. Hamilton” Historians on Housewives Podcast View source 15 August 2019

2015

“Dartmouth Class of 1998 Spotlight on Social Justice,”

Beyond the Green Alumni Newsletter View source March 2015

2014

“The Truth About Black Students and the Ph.D.”

Huffington Post Live, View source 26 June 2014

2014

“‘There’s a Whole Bunch of Academics Walking Around, Feeling Alone’”

with Stacey Patton for the Chronicle of Higher Education Original source is no longer available. 23 May 2014

Radio & television

2026

“The Great Migration,”

CBS-Chicago (April)

2026

“Great Migrations: A People on the Move,”

with Henry Louis Gates for WTTW--Chicago PBS Affiliate (February)

2023

“Black Women Resist from the Ballot to the Bullet,”

Freedom Now Radio interview with Gerald Horne View source

2026

“Nothing Less Than Equality,”

book conversation with Ansley Erickson of Teacher’s College, Revolution Books, Harlem, New York, May 8

Recent presentations & panels

2026

“Nothing Less Than Equality”

virtual book talk sponsored by the George Washington University for D.C. Mondays, June 8

2026

“Nothing Less Than Equality”

book conversation sponsored by the Black Alumni of Dartmouth Association, Morrison and Foerster, LLC, Washington, DC, May 5

2026

“Nothing Less Than Equality”

book talk, Loyola University Chicago, April 14

2026

“Nothing Less Than Equality,”

book talk (virtual), Teachers College, April 8

2026

“Nothing Less Than Equality: The Battle over Segregated Education in the Nation’s Capital,”

DC History Center, Washington, DC, March 31

2026

“Nothing Less Than Equality”

book conversation with G. Derek Musgrove of University of Maryland-Baltimore College, Politics and Prose Bookstore, Washington, DC March 28

2026

“1776: Perspectives from Colonial America,”

for the Great Barrington Town Warming with special guest Henry Louis Gates, Jr., Village of Barrington, February 8

2025

“Cross-Cultural Understandings of Racial Injustice”

for Cross Cultural Liberators, Loyola University Chicago, November 21

2025

“What is Intersectionality: A Conversation Across Disciplines”

for the Interdisciplinary Race and Ethnicity Program, Loyola, Oct. 2

2025

“New Directions in Black Educational History,”

Association for the Study of African American History Life and Culture Conference, September 25

2025

“Rethinking Black Women’s Labor: Spaces of Care, Domesticity, and Resistance in the Twentieth Century,”

Labor and Working-Class History Association Annual Conference (invited chair), University of Chicago, June 12

2025

“Black Women’s Representation,”

Transdisciplinary Colloquium on Gender, Queer, and Trans Studies sponsored by the Women’s Studies and Gender Studies Program, Loyola University (discussant), April 6

2025

“We Refuse: A Forceful History of Black Resistance,”

Semicolon Bookstore (discussant), Chicago, IL, February 7

2024

“Brownies and Ballots: Your Vote, Your Voice, Making It Count,”

Loyola University Chicago, October 23

2024

“New Directions in Black Educational History,”

Organization of American Historians Conference, New Orleans, April

Organized talks & panels

2026

“Chicago’s Anti-Apartheid Movement”

with Dr. Martha Biondi, Loyola University Chicago, Black History Month Program, February 23

2025

“The Future of Our History: Teaching Difficult Topics in the Modern Era”

panel, Loyola University Chicago, October 29

2025

“We Refuse! A Forceful History of Black Resistance”

with Dr. Kellie Carter Jackson, Loyola University Chicago, Black History Month Program, February 6

2024

“The Potential Significance of America’s First Black Woman President: A Critical Discussion,”

Loyola University Chicago, October 22

2024

“In Conversation with Jennifer D. Jones, Author of Ambivalent Affinities: A Political History of Blackness and Homosexuality after World War II,”

Loyola University Chicago, Black History Month Program, February 21

2023

“Bridging Teaching, Scholarship, and Activism”

with Historian Elizabeth Todd-Breland at Loyola University Chicago, Black History Month program, February 8

Additional presentations & panels

2022

“Black Education Legacies: Remembering DC Schools,”

DC History Conference, April 2

2015

“Neighborhood Change and Schools,”

Smithsonian Anacostia Museum, Washington, D.C., December

2014

“Brown--Sixty Years Later: Was It Worth It?”

A Panel Discussion including Chancellor of D.C. Public Schools for the D.C. Women of Color Circle—Washington , D.C., June

2014

“Paths To and Through Graduate School,”

Mellon Mays Undergraduate Fellowship Program, Dartmouth College, Hanover, NH, February

2024

“Making a ‘Model’ System: The Battle for Educational Equality in the Nation’s Capital before Brown, Speaking Up Democracy Summer Bridge Program, Loyola University, July

2024

“‘The People Can Never Lose When They’re United’: Black Educational Self determination Before Brown,”

Keynote Speech, University of Illinois at Chicago, Graduate Student History Conference, March 9

2023

“Making a ‘Model’ System: The Battle for Educational Equality in the Nation’s Capital before Brown, Speaking Up Democracy Summer Bridge Program, Loyola University, June 15

2023

“Before Brown,”

Chicago History Museum, Virtual Urban History Seminar, April 13

2020

“’Votes for Women,’”

MLK Day Celebration, Latin School of Chicago, January

2019

“The History of Blackface,”

Ethical Culture Fieldston School, New York City, NY, April

2019

“A Case Against History: Black Women and Sexual Assault,”

Sidwell Friends School, Washington, D.C., (March)

2019

“Women in the Movement,”

MLK Day Celebration, Latin School of Chicago, February

2016

“’People Can Never Lose When They’re United: The Campaign to Take Central for Cardozo,”

The Inaugural Hurlburt-Walker Memorial Research Forum at the Charles Sumner Museum and Archives, Washington, DC, April

2015

“Washington, D.C. and the Long Civil Rights Movement,”

Lecture for History of the Civil Rights Movement, History Department, Georgetown University—Washington, D.C., October

2015

“Decoding the Present with the Past: The 1947 Browne School Boycott in Washington, D.C.,”

Civil Rights for the 21st Century panel, Association for the Study of African American Life and History. Atlanta, GA, September

2014

“Contestations and Convergences in the Black Campaign to take “Central for Cardozo!”

in Washington, D.C. (1948-1950), Urban History Association Seventh Biennial Conference, University of Pennsylvania, October

2014

“100% Cooperation…100% Non-Attendance!”

Black Parent Activism during the 1947 Browne School Boycott in the Nation’s Capital,” The Place of Education in African American History, UNC-Chapel Hill, Chapel Hill, NC February

2013

“'Central for Cardozo!': School Transfers and the Fight for Educational Equity in D.C. in the Pre-Brown Era," Historical Society of Washington--Washington, D.C., November

2013

“'Central for Cardozo!': School Transfers and the Fight for Educational Equity in D.C. in the Pre- Brown Era," Association for the Study of African American Life and History, Jacksonville, FL, October

2013

“We Will Move on to Congress: The Marian Anderson’s Citizens’ Committee and the Struggle for Equal Education in the Nation’s Capital,”

Interpreting Black Politics Conference, UNC-Chapel Hill, Chapel Hill, NC, February

2015

“Alice Childress’s: Wine in the Wilderness’: Challenging Stereotypes of Black Women in History,”

Pittsburgh Cultural Trust—Pittsburgh, PA, March

2014

A “Model” System: Race, Education and Politics in the Nation’s Capital before Brown, Department of Justice, Housing Division—Washington, D.C., August

2013

“We Will Move on to Congress: The Marian Anderson Concert and the Struggle for Educational Equity in the Nation’s Capital,”

Modern America Workshop, Princeton, April

2012

"Michelle Obama and Her Influence on this American Presidency," Carl A. Fields Center Black History Month Celebration, Princeton University, February

2010

“Votes for Women,”

Exploritas Continuing Education Program for Medford Leas Continuing Care Retirement Community—Medford, New Jersey, March

2010

“Gender 101: Tools and Trends for ‘Gender Conscious’ Scholarship,”

Fieldston School--Riverdale New York, February

2007

“Is It Because I’m Black?: Intersections of Race and Class in Governmental & Media Response to Hurricane Katrina,”

Fieldston Modified Awareness Day, Fieldston School—Riverdale, NY, March

2005

“Black Women’s Contributions in History,”

Sister’s Uptown Bookstore—Harlem, New York (February)

2005

“Creating Diversity in the Curriculum,”

Fieldston Modified Awareness Day, Fieldston School—Riverdale, NY (March)

2004

“The Murky In-Between: Black Women’s Club Movement, 1895-1910,”

Institute for African and African-American Studies Conversations Series, Columbia University New York, NY (May)

2004

“The Harlem Renaissance Reconsidered,”

Rensselaer Polytechnic Institute--Troy, NY (April)

2003

“The Busy Have No Time for Tears: Women in the Garvey Movement,”

Institute for African and African-American Studies Conversations Series, Columbia University—New York, NY (May)

2002

“Teaching to the Majority: Coping With Your Identity Crisis in the Classroom,”

National Association of Independent Schools Conference--Providence, RI (December)

Teacher institutes & workshops

2024

“A Noble Calling: Pioneers in Local Education for African Americans,”

The George Washington Teacher Institute, August 2, (on-line due to Covid)

2021

“A People on the Move: The Great Migration in American History,”

National Council for History Education (virtual), February 17

2019

“The Long Civil Rights Movement,”

America in the ‘60s, Humanities Texas Teachers’ Workshop, Houston, TX, November 5

2019

“Postdoctoral Professional Development Series Workshop,”

Penn State Africana Research Center, State College, PA (September)

University leadership

2023--current

Institute for Racial Justice affiliate, Loyola University Chicago

2011 – 2013

President, Graduate Women of Color Caucus, Princeton University

2011 – 2012

Co-Coordinator, Modern America Workshop, Princeton University

2003 – 2004

Institute for Research in African and African-American Studies Intern, Columbia University

1997 – 1998

Residential Director at El Hajj Malik El Shabazz Hall, Dartmouth College

1995 – 1998

Afro-American Society Communications and Concerned Black Students Committee Chair, Dartmouth College

Community engagement

2024

Vivian G. Harsh Society Timuel D. Black Jr. short-term Fellowship reviewer

2009 – 2015

Princeton Black Graduate Caucus

2012

District of Columbia Youth Advisory Council Summer Program at The Charles Sumner Museum and Archives Washington, D.C.

2006 – 2009

501 West 156th Street Housing Development Fund Corporation President--Harlem

2005

Dream Yard Preparatory School Planning Committee--New York, NY

2003 – 2005

Seeds of Strength Founder and President--New York, NY

2003 – 2004

Prep for Prep Aspects of Leadership Facilitator--New York, NY

2002 – 2004

Boys Club of New York Program Coordinator—New York, NY

2003

Sponsors for Educational Opportunity Program Instructor--New York, NY

2000 – 2002

Umoja Affinity Group Co-Adviser, Poly Prep School

Consulting

2023-current

Class Action: Education and Opportunity in the Nation’s Capital, D.C. History Center (lead consultant)

2016 – current

Triple Ivy Writing and Educational Solutions, LLC (owner)

Offer assistance with developmental writing, copyediting, and historical content development for manuscripts, lectures, and workshops

Professional associations

American Historical Association, 2021-ongoing

Association for the Study of African American Life and History (lifetime member), 2012-ongoing Executive Council, 2026-2029 Academic Program Committee, 2026-ongoing

Association for Black Women’s Historians, 2023

DC University Advisory Group, 2021-2024

Organization of American Historians, 2021-ongoing

Urban History Association Executive Board, 2021-2024

References

Available Upon Request

Academic contact

TIKIA K. HAMILTON, Ph.D.

Assistant Professor of History

Loyola University Chicago

thamilton2@luc.edu

(917) 566-0190

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Triple IvyWriting & Educational Solutions

With the human element, achieve thoughtful guidance and more powerful writing.

Explore a range of educational consulting services.

Established in 2016 with dozens of happy clients!

Jumpstart. Improve. Perfect!

Explore our servicesAvailable remotely

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Developmental Editing

Triple Ivy will work with you to help shape your content, improve your structure, and/or provide line editing.

  • Manuscripts and journal articles
  • Structure, clarity and flow
  • Research and revision guidance
Discuss your manuscript

Dissertation Coaching

Triple Ivy works across a variety of fields to help you gain coherence and achieve fluidity in your writing.

  • Chapter and dissertation review
  • Research direction and planning
  • Fellowship application support
Discuss your dissertation

Institutional Consulting

Drawing upon her expertise as a professionally-trained historian, Dr. Hamilton also has developed historical content for individual clients and companies.

  • Historical content development
  • Exhibitions and public history
  • Educational presentations
Discuss your organization

Keynotes & Workshops

Delivering a great speech requires thoughtfulness. Let Triple Ivy help you find the right words to make a powerful impact.

  • Lectures and book conversations
  • Individual and group workshops
  • Speechwriting and content
Discuss an invitation
Explore all writing & editing servicesFind the right support for your next draft.
Essays, Dissertations, and Journal Articles

Triple Ivy works across a variety of fields to help you gain coherence and achieve fluidity in your writing. Send me a rough or near-final draft of a chapter, thesis, journal article, or full dissertation, and share your main concerns for completing your work. I’ll work with you to ensure that your writing is clear, accurate and, where necessary, concise. I also can offer pointers for filling in research gaps throughout your writing.

Discuss this service
Speechwriting

Delivering a great speech requires thoughtfulness. Whether you are trying to persuade, inspire, instruct, or motivate your audience, I will work with you to identify topics, themes, anecdotes, imagery and, where necessary, empirical evidence to deliver a memorable address. Just provide the specifics about the venue, audience, and proposed topic, or send me what you’ve penned so far! I’ll make sure your speech reads powerfully and convincingly!

Discuss this service
Line Editing

Are you unsure about whether a comma fits here or there? If a connecting verb or phrase is missing? Or when it’s appropriate to include an incomplete sentence (as I just did)? Or when it's appropriate to use a “split infinitive?” At Triple Ivy, precision in writing is my specialty! If line editing is what you require, I’ll comb through your work to make sure that it's grammatically correct. Where you lack the appropriate words, I’ll make suggestions!

Discuss this service
Coherence and Fluidity

Even the most seasoned writers struggle with coherence and fluidity. What might appear logical and clear in your mind doesn’t always translate well to others. That’s where Triple Ivy comes in! I’ll work with you to structure your writing so that is accessible to your intended audience. I'll also help you identify the right words to ensure that your writing flows seamlessly.

Discuss this service
Content Development

Are you in the process of submitting an article or essay? Are you working on content for a presentation or website that you hope will stand apart from all of the hastily-written material that continues to overwhelm cyberspace? Are you looking for ways to ensure that your writing is authentic and doesn’t appear AI-driven? Perhaps you don't have the time to do either. Either way, I will work with you to make sure your writing aligns with your intentions, thereby increasing your visibility--and thus your credibility!

Discuss this service
Non-Native Assistance

No matter your background or level of English proficiency, I am excited to work with non-native clients. Whether you're applying to college or graduate school, or seeking professional writing assistance, I can help you find the right words and fine-tune your grammar. I'll ensure that ideas translate seamlessly.

Discuss this service
General Review

You've devoted a significant amount of time and energy to your project. Nevertheless, at this point, it's difficult for you to see the forest for the trees! And vice versa! That's why it's always a great idea to enlist a second pair of eyes to review your work. If that's the case, you've come to right place! I will offer your writing the fine-tuning it needs to represent your overall diligence!

Discuss this service
Admissions Essays

Whether you’re working on a general or prompt-based essay, I will work with you to develop your voice to help you stand out from other applicants. Send me a rough draft of your essay or personal statement, and/or provide me with biographical details that will illuminate your qualifications and experiences. You’ll witness your words magically transform into an essay that soars to the top of the admissions pile!

Discuss this service
Grants and Fellowships

I have won numerous fellowships over the years, and I’m quite knowledgeable about what it takes to craft a solid fellowship proposal. Send me the specific grant or fellowship requirements and anything you’ve written thus far. I will ensure that your writing aligns with application requirements.

Discuss this service
Manuscripts, Revisions, and Submissions

Whether you need help with jumpstarting your manuscript or a second pair of eyes to review your work, you’ve come to the right place. I’m prepared to assist fiction and non-fiction writers. Just send me your project parameters and proposed timeline for completion. I will work with you to help shape your content, improve your structure, and/or provide line editing.

Discuss this service
Triple Ivy’s ExpertiseA background in writing, teaching, and collaboration
Writing and Editorial Experience

With a passion for writing and an eagle eye for editing, I have amassed several decades’ worth of experience teaching various subjects at the nation’s most elite schools. I also have written and evaluated thousands of essays! Since establishing Triple Ivy in 2016, I have assisted countless scholars with their manuscripts, many of which have been published!

Teaching and Workshops

I have worked across various academic fields, assisting clients at varying educational levels. Offering individual and group writing workshops, I have led SAT II tutorial sessions, admissions essay workshops, and dissertation writing/research-gathering.

Selected Collaborations

Drawing upon my expertise as a professionally-trained historian, I have developed historical content for individual clients and companies. With much of my work centering around issues of race, gender, and the history of education, I also have engaged large audiences through diversity-related presentations. Examples include: Penn State University, Plante Moran, Humanities Texas, the George Washington Teaching Institute, Chapman and Cutler Law Firm, the National Women’s History Museum, the National Council for History Education, and the Newberry Library. I also served as a consultant to one of the nation’s most preeminent leaders and scholars, Dr. Johnnetta B. Cole, assisting her with speechwriting and collaborating on the book Racism in American Public Life: A Call to Action (2021).

Where to start:

Begin by sharing your project details.

You also have the option of requesting a preliminary review and consultation for a non-refundable fee of $50, which will be credited towards your project balance.

When forwarding project drafts, please use Microsoft Word.

Note: If I determine that I cannot assist you, I will refund the fee.

Share your project details

Before we begin

What to know about working together

How does pricing work?

I charge by the hour. Contact me to discuss your project and request a quote.

What does the optional preliminary review and consultation cost?

The preliminary review and consultation costs $50 and can be credited toward the project’s final balance. It is nonrefundable. If I determine that I cannot assist you, I will refund the preliminary consultation fee.

Are services available remotely?

Triple Ivy services are available remotely.

Is Triple Ivy affiliated with a university?

Triple Ivy’s services are independently rendered and not affiliated with any school or institution.

Payment Options

After confirming your project and amount, use your preferred payment platform. Scan a QR code, or open and save it for use in your payment app.

In their own words

What clients say.

Swipe to explore more stories

Speechwriting“You are a fine historian, a skilled researcher and a gifted writer.”Dr. Jonnetta B. Coleformer president, Spelman and Bennett CollegeRead full testimonialClose testimonial

“I want to thank you for your highly professional and soulful work. You are a fine historian, a skilled researcher and a gifted writer. And I am very fortunate to know you and to have you working with me on my major writing projects.”

Dr. Jonnetta B. Cole, former president, Spelman and Bennett College
Developmental Editing“Dr. Tikia K. Hamilton is the best editor out there!”Crystal SandersProfessor, Emory UniversityRead full testimonialClose testimonial

I've said it before and I'm saying it again: Dr. Tikia K. Hamilton is the best editor out there! She knows how to tighten your prose so that your arguments are cogent. She is worth every penny so reach out to her at Triple Ivy Writing & Educational Solutions, LLC if you need her services. I am a very happy client.

Crystal Sanders, Professor, Emory University
Book Editing“I have already recommended her to others who are looking for an editor.”Alison ParkerUniversity of DelawareRead full testimonialClose testimonial

“Tikia Hamilton did an amazing job helping me cut a draft article of over 25,00 words down to the required 11,000! That is no easy feat, but Tikia gave me excellent editorial suggestions of what to leave in, take out, and reframe so I could make the necessary cuts. I have already recommended her to others who are looking for an editor.”

Alison Parker, University of Delaware
Essays and Journal Articles“Tikia K. Hamilton is awesome!!!”J.T. RhoaneAssociate Professor, Rutgers UniversityRead full testimonialClose testimonial

“Tikia K. Hamilton is awesome!!!”

J.T. Rhoane, Associate Professor, Rutgers University
More client perspectives 16More stories from authors, scholars, and professionals.Explore the storiesClose the collection
Amy B., Ph.D.Assistant Professor of Gender and Women's Studies, University of Maryland Baltimore County

“I just want to give a huge shout out to Tikia Hamilton, the brilliant mind behind Triple Ivy Writing. I worked with her to copy-edit an 80,000 word manuscript. She not only helped me meet my very tight deadline, but she really went above and beyond with her meticulous reading, editing, and writing suggestions. I turned in a much stronger and well-organized book as a result of her careful reading and notes. Plus she included little comments that made me feel like my work was worthy! I highly recommend Dr. Hamilton’s work!”

Amy B., Ph.D., Assistant Professor of Gender and Women's Studies, University of Maryland Baltimore County
D. FernandezMichigan State University

“Triple Ivy developmental editing services were an integral part of my book revisions and publication. Tikia kept my potential reader at the forefront of her advice and guidance. She ensured that I had a structural and organizational flow that allows my reader to maintain a connection to my argument. Her feedbacks were rigorous and generous. She asked tough questions of clarification, but she was also very helpful in talking through larger issues. Experienced book writes will also find that Tikia’s tailored advice is helpful in bringing a book project to its final stages.”

D. Fernandez, Michigan State University
Shari R., M.B.A.Harvard Business School, ’00

“Upon winning an alumni award from Harvard, I was a bit nervous about crafting a speech. However, Dr. Hamilton helped me define my overarching message and tone, while also capturing my personality through reflection and humor. I recommend her speechwriting to anyone!”

Shari R., M.B.A. Harvard Business School, '00
Janeria E.Assistant Professor, Emory University

“Dr. Hamilton's edits have helped me to improve clarity and she has helped to strengthen the impact of my writing. I especially appreciate her ability to work across disciplines."

Janeria E. Assistant Professor, Emory University
Andrea A.Assistant Professor, Tufts University

“I really liked your suggestions and I incorporated most of them. I also appreciated the general suggestions you put in the article and the additional tips you included in your email. I will try to keep these tips in mind for future papers!”

Andrea A., Assistant Professor, Tufts University
K. ParkinProfessor of History and Endowed Chair

“Dr. Hamilton provided me with not just the requested grammatical edits, but also suggested organizational strategies and asked insightful questions about my manuscript. The article was published with no further corrections from the press. So appreciative for her sharp eye and timely help.”

K. Parkin, Professor of History and Endowed Chair
B.J.Assistant Professor of African American Studies

“Dr. Hamilton is professional and timely. She has edited two of my works and each time the work has been improved as a result of her feedback. I would use her services again for subsequent works.”

B.J., Assistant Professor of African American Studies
T.K.Lecturer, Women and Gender Studies Department, SFSU

“It was a truly empowering experience working with you. Your editing is so kind and sensitive on one hand, but I also felt like your edits helped my voice be stronger and allowed me to “speak” with more confidence. I’m really grateful for your knowledge and insight. Your encouragement and support made me feel “safe” and understood throughout this process.”

T.K., Lecturer, Women and Gender Studies Department, SFSU
Assistant ProfessorUniversity of Iowa

“I've engaged Tikia twice to edit papers, and each time she has been efficient and insightful. My writing is certainly better for having her help."

Assistant Professor, University of Iowa
Ari. H.Ph.D., High School Teacher/History, Rutgers '14

“Dr. Hamilton has worked with me on a number of projects, including revising a dissertation chapter for journal publication and a multi-faceted proposal for an high school teaching grant. For this reason I’ll continue to rely on Triple Ivy’s services for line editing and helpful suggestions to improve my writing.”

Ari. H., Ph.D., High School Teacher/History, Rutgers '14
C. CampbellPh.D. Candidate, Princeton University (2020)

““I think you went above and beyond what was expected and did so with a generous spirit. Also, your feedback was precisely what I needed. You were diligent, prompt, very communicative, and responsive to my concerns. .I was highly satisfied with the end product. ”

C. Campbell, Ph.D. Candidate, Princeton University (2020)
D. DickensPh.D., Assistant Professor, Department of Psychology Spelman College

“Thank you so much for your detailed edits and feedback! I really do appreciate you for working with my budget. I definitely plan to use your services again in the future. I will be in touch with you soon regarding my next project!”

D. Dickens, Ph.D., Assistant Professor, Department of Psychology Spelman College
Jennifer H.Ph.D., Assistant Professor of Black Studies, University of Nebraska Omaha

“My book is progressing nicely, due in great part to Dr. Hamilton’s help and guidance. Her comments helped me to overhaul my project, and now it is set for publication. I am happy, happy, happy to shout her praises to anyone!”

Jennifer H., Ph.D., Assistant Professor of Black Studies, University of Nebraska Omaha
Mia B.Fordham Undergraduate, '19

“Dr. Hamilton made all the difference in helping me develop and edit my college essays. I was admitted to one of my top school choices!"

Mia B., Fordham Undergraduate, '19
Maytha A.USC Doctoral Candidate, Department of American Studies & Ethnicity, '17

“Dr. Hamilton quickly responded to my request and helped me fine-tune my cover letter, research and teaching statements in order to meet a fast-approaching deadline. I greatly appreciated her professionalism and flexibility.”

Maytha A., USC Doctoral Candidate, Department of American Studies & Ethnicity, '17
M.B.Assistant Professor of Sociology , January 2020

“Dr. Hamilton worked with me on an NEH fellowship application that required a lengthy book project description and outline. Whether or not I am awarded the fellowship, my book will be much stronger because of her suggestions. I will definitely be using her services again!”

M.B., Assistant Professor of Sociology , January 2020
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tikia@tripleivy.com

Triple Ivy’s services are independently rendered and not affiliated with any school or institution.

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