Her research examines the classroom and community experiences of new and existing refugee and immigrant populations in the U.S., focusing particularly on the intersections of race, culture, language, and other markers of identity. She is particularly interested in the discursive practices in the classroom that help and/or hinder students’ success in language learning contexts. Roy has published in journals such as the Harvard Educational Review and Urban Review. Both her teaching and research are grounded in social justice frameworks, advocating for equitable learning opportunities for all students. She currently serves as a Division G, section co-chair for the American Educational Research Association and as a reviewer for journals such as Multicultural Perspectives and the Journal of Teacher Education.