Find Academic Supervisors

• Ethnology
• Racism Studies
• Postcolonial Criticism
• +4 more

Rachel Esinam Etse is a research associate and doctoral student at Johannes Gutenberg University Mainz's Department of Ethnology. Her work focuses on policing practices, categorization in public spaces, and narratives developed by on-call police officers. She also specializes in anti-racism educational work as a freelance trainer for companies and sports organizations. Education: Studied ethnology at Johannes Gutenberg University Mainz, with a master's thesis examining the culture of insults in German men's football. Current doctoral research investigates police officers' professional experiences and training processes. Research Interests: Combines ethnographic methods to analyze institutional practices of categorization, racism in public spaces, and postcolonial frameworks. Engages with questions of power dynamics and identity construction through policing narratives. Labs/Teams: Affiliated with the IFEAS research team at the university. Professional activities include anti-discrimination training in corporate and sports sectors.

Rachel LeesView profile

Lecturer

• Multimodal Literacies
• Future Literacies
• Video Games and Literacy Learning
• +5 more

Rachel Lees is a Lecturer in Language and Literacy at the University of Glasgow's School of Education, part of the Learning, Teaching & Scholarship Track. She joined in 2022 and focuses on Initial Teacher Education (ITE), particularly in Literacy & English across undergraduate and postgraduate programs. As course leader for the PGDE 'Becoming a Teacher' program, she emphasizes literacy integration in teaching. Education: Bachelor of Arts (2009) PGDE (Primary) (2010) MEd Children's Literature & Literacies (Distinction, 2021) PGC Academic Practice (2024) Research Interests: Multimodal and future literacies, video games in education, reading for pleasure, children's literature, and teacher education. Her work bridges traditional and digital storytelling mediums, advocating for inclusive pedagogical approaches. Professional Activities: GTCS Fitness to Teach Panel Member (2023-2027), UKLA and SERA member. Active in anti-racism initiatives and teacher support networks. Presented internationally on digital play, narrative video games, and visual literacy in Montenegro, Scotland, and Austria. Teaching Roles: Leads PGDE programs and supervises MEd dissertations. Teaches across 6 university programs including Literacy and English specialization tracks.

Kelly DevenneyView profile

Senior Lecturer

• Migration
• Immigration
• Refugees
• +3 more

Dr Kelly Devenney is a Senior Lecturer in Social Policy at the University of York, affiliated with the School for Business and Society. She holds a BA in Social Work from the University of Bradford, an MRES in Social Work from the University of York, and a PhD from the same institution. As Programme Leader for Social Work, she oversees academic and professional training programs. Her research focuses on migration, refugees, and young migrants' experiences, particularly unaccompanied asylum-seeking children in the UK and marketization practices in Global South refugee camps. She is a member of the University of York Migration Network (Mignet) and the University of Sanctuary Monitoring and Evaluation Group. Her anti-racism work includes interventions recognized in the 2022 Equality, Diversity and Inclusion Impact Awards. Current research projects include NIHR-funded studies on care leavers' transitions, marketization in refugee camps, and an anti-racism book club pilot. She supervises PhD topics in childhood & youth, migration, and social policy. Education: PhD, University of York MRES Social Work, University of York BA Social Work, University of Bradford Awards: Highly commended, University of York Equality, Diversity and Inclusion Impact Awards 2022 Grants & Projects: NIHR-funded care leavers' transitions study Marketization in Global South refugee camps research Anti-racism book club evaluation Labs/Teams: University of York Migration Network (Mignet) University of Sanctuary Monitoring and Evaluation Group Community of Researchers in Transition (CORIT)

Alaina BrenickView profile

Associate Professor

• Intergroup Relations
• Bias-Based Victimization
• Anti-Bias Interventions
• +2 more

Alaina Brenick is Associate Professor in Human Development and Family Sciences at UConn. Holds PhD from University of Maryland, College Park and postdoctoral fellowship from Friedrich Schiller Universität Jena. Research investigates intergroup relations in conflict zones, bias-based victimization experiences, and anti-bias intervention effectiveness. Develops culturally responsive programs to reduce prejudice among youth in contexts like Israel-Palestine. Examines reasoning about systemic inequities and allyship development. Grants & Awards: Human Rights Institute Seed Grant (2021) President’s Community Initiative Grant (2021) Potsdam University Cooperation Grant (2017-2018) Affiliated with UConn's Collaboratory on School and Child Health and Human Rights Institute.

• Pediatrics
• Hospital Medicine
• Narrative Medicine
• +3 more

Sevde Felek Boyvat, MD, is an Instructor in Pediatric Hospital Medicine at Yale School of Medicine and serves as Medical Director of the Bridgeport Hospital Nursery. She holds a primary appointment in the Department of Pediatric Hospital Medicine at Yale University. Education & Training: Chief Resident, Dartmouth-Hitchcock Medical Center (2022) Resident, Dartmouth-Hitchcock Medical Center (2021) MD, West Virginia University School of Medicine (2018) BA in Biology with Specialization in Endocrinology, University of Chicago (2013) Dr. Boyvat's scholarly work focuses on narrative approaches to pediatric care, health equity advocacy, and bioethics. Her research examines how storytelling can illuminate patient experiences, address healthcare disparities, and foster humanistic medical practice. She actively investigates the intersections of clinical medicine with social justice, anti-racism frameworks, and ethical decision-making in hospital settings. Her publications consistently explore themes of healthcare communication, clinical ethics, and systemic change in medicine. Recent works demonstrate a strong focus on adolescent health advocacy through graphic medicine, anti-racist pediatric practices, and the ethical dimensions of patient privacy. Across these publications, recurring emphases include improving clinician-patient relationships through narrative understanding and addressing structural barriers to equitable care. Dr. Boyvat directs educational initiatives including storytelling workshops and contributes to Arts and Humanities in Medicine symposiums. She maintains active engagement with professional organizations such as the American Academy of Pediatrics through commentary and advocacy work.

• Child Psychology
• Family Violence
• Community-Based Interventions
• +8 more

Cindy A. Crusto, Ph.D. , is a Professor of Psychiatry at the Yale School of Medicine , specializing in the Psychology Section. With over two decades of experience in preventive interventions, program evaluation, and child trauma research, she has held significant leadership roles including Associate Dean for Gender Equity and Director of the Office for Women in Medicine and Science at Yale. Ph.D. in Clinical-Community Psychology, University of South Carolina Postdoctoral Fellowship, Yale University School of Medicine Director of Program Evaluation & Child Trauma Research, The Consultation Center Her research focuses on the ecological influences on child and family well-being , emphasizing culturally relevant interventions for racial/ethnic minority and low-income children. Key areas include family violence , school-based behavioral health services , and substance use prevention . Recent publications explore DNAm accelerated aging , perceived discrimination , and blood pressure outcomes in African American/Black mothers through the InterGEN Study, with applications in epigenetics and social determinants of health . Collaborative works span disciplines including public health , mental health , and community psychology . Dr. Crusto’s scholarly contributions have earned recognition such as the Healthcare Executive Diversity and Inclusion Certificate (HEDIC) from the Association of American Medical Colleges and multiple fellowships from the American Psychological Association . Her leadership in programs like the Women’s Leadership Development at Yale School of Medicine and the Getting Racism Out of Our Work (GROW) initiative highlights her commitment to diversity, equity, and inclusion in academic medicine and mental health research.

Haili DunbarView profile

Assistant Professor

• Melanoma
• Cutaneous Oncology
• Systemic Lupus Erythematosus
• +3 more

Haili Dunbar, PA-C, M.M.S., is an Assistant Professor in Public Health and Community Medicine at Tufts University School of Medicine, where she also serves as Director of Clinical Education for the Physician Assistant (PA) Program. She holds academic appointments in both the School of Medicine and Public Health and Community Medicine departments. Her roles include curriculum development, clinical education coordination, and leadership in admissions processes for the PA Program. Dr. Dunbar earned a Master of Medical Science (MMS) from Tufts University School of Medicine (2017) and a Bachelor of Arts (BA) from New York University (2010). She is certified by the National Commission on Certification of Physician Assistants (NCCPA) and holds additional certifications in diabetes education and controlled substance management. Her research focuses on melanoma oncology, systemic lupus erythematosus, and innovations in PA program admissions. Notable contributions include studies on non-cognitive assessment in medical admissions and clinical outcomes of melanoma staging. She has presented at national conferences such as the Tufts University-Wide Teaching Conference and the PAEA Education Forum. Professional activities include leadership roles in the DEAR Council, Advance Care Clinician Primary Care Strategy Task Force, and Admissions Review Committee. She also participates in diversity initiatives like the Anti-Racism Committee and has completed leadership training through the New England Quality Care Alliance.

Navan N GovenderView profile

Lecturer

• Critical Literacies
• Multimodality
• Critical Applied Linguistics
• +7 more

Navan N Govender is a Lecturer in Applied Language and Literacy Studies at the University of Strathclyde’s School of Education. He holds a PhD from the University of the Witwatersrand, specializing in critical literacy and LGBTQ+ inclusivity in education. His work bridges critical theory and practice through queer/trans/feminist, decolonial, and multimodal approaches. Education : PhD in Applied Language & Literacy Education (University of the Witwatersrand, 2015) Bachelor of Arts with Honours in Applied English Language Studies (2011) Bachelor of Education (2010) Research Interests : Focuses on power dynamics in literacy education, queer/decolonial pedagogies, and anti-racist praxis. Explores multimodal discourse analysis, social semiotics, and inclusive curriculum design. Awards : Senior Fellowship of the Higher Education Academy (2021) British Association for Applied Linguistics Book Award (2023) Grants & Projects : Leads projects like "Queer Critical Literacies" and "Finding a Place for Critical Literacies in Scotland." Collaborates with UKLA on regional representation and communications. Labs/Teams : Active in Strathclyde’s EDI Committee and UKLA’s Critical Literacy SIG. Co-editor of The Reading Teacher journal.

• Marginalized Students in STEM
• LGBTQ+ Physicist Experiences
• Curriculum and Pedagogy
• +3 more

Ramón Barthelemy is an Associate Professor of Physics & Astronomy at the University of Utah and a Fellow of the American Physical Society. His research focuses on the intersectional challenges faced by marginalized groups in physics and STEM, including LGBTQ+ individuals, women, and students of color. He has secured over $5M in NSF funding for initiatives like the Utah ADVANCE program and has led collaborative projects mapping support networks for underrepresented physicists. Grants: Includes NSF-funded projects on graduate training programs, longitudinal studies of women in physics, and climate surveys for LGBTQ+ physicists. Awards: 2023 APS 5 Sigma Award, 2021 AAPT Doc Brown Futures Award, 2020 Fulbright Finland Alumni Award, and the 2022 WEPAN Research Award. His teaching includes courses like 'Queer Theory in Sci Ed' and 'Physics Education Research,' emphasizing inclusive pedagogy. Professional roles include Chair Elect of the APS Forum on Diversity and Inclusion and advisory roles at institutions like the University of Michigan and Fhi 360. Research highlights include analyzing workplace climates for LGBTQ+ physicists, studying the impacts of politics and pandemics on international students of color, and evaluating reforms in physics graduate programs following crises. His work bridges education research with systemic equity, leveraging mixed-methods and social network analysis.

Annahita BallView profile

Associate Professor

• Educational justice
• School social work
• Positive youth development
• +3 more

Annahita Ball is an Associate Professor at the University at Buffalo’s School of Social Work. Her research focuses on educational justice, leveraging school-family-community collaboration to promote equity in education. She emphasizes schools as community hubs addressing systemic barriers faced by marginalized youth. Ball holds a PhD in Social Work from The Ohio State University (2012), alongside MSW and BA degrees from the same institution. Her professional interests include school social work, positive youth development, and social-emotional learning. Ball is affiliated with the National Association of Social Workers and Council on Social Work Education. Recent projects include Challenge2Change, a transformative social-emotional learning initiative. Her work bridges theory and practice, addressing microaggressions in schools, trauma-informed care, and pandemic-era family engagement challenges. Ball’s scholarship spans over two decades, with a focus on cross-system youth transitions, restorative practices, and policy advocacy. She collaborates with schools and agencies to design frameworks like the Family Engagement Practice Framework and CAYCI-SES surveys. Her articles highlight systemic inequities in special education, charter school mental health, and broadband access gaps.

Cindy VincentView profile

Associate Professor

• Civic and Participatory Media
• Critical Media Studies
• Digital Media Technologies
• +7 more

Cindy Vincent is an Associate Professor in the Department of Media and Communication at Salem State University, specializing in civic media, critical media studies, and community engagement. She holds a Ph.D. in Communication (Media Studies) from the University of Oklahoma (2014), an M.A. in Communication from California State University, Sacramento (2009), and a B.A. in Journalism (2003). She also earned a Graduate Certificate in Women’s & Gender Studies (2013). Her research focuses on civic media’s role in empowering marginalized communities, particularly through participatory media processes addressing poverty and social justice. Notable roles include Salem State University’s Faculty Fellow for Civic Engagement, Civic Engagement Committee Co-chair, and advisor for Lambda Pi Eta Communications Honor Society. She has collaborated with institutions like the Salem Public School District and U.S. Army Corps of Engineers on community-based projects. Her work bridges academia and practice, emphasizing anti-racist frameworks, epistemic justice, and digital media technologies. Key projects include developing serious games to mitigate cognitive bias and exploring poverty activism through resistance journalism. Her presentations and publications address topics ranging from media literacy to institutional diversity, reflecting her commitment to equity and social change. Dr. Vincent’s teaching spans public relations and media studies, integrating experiential learning and service-learning approaches. She is a co-founder of the New England Equity & Engagement Consortium, advancing collaborative initiatives in education and community development.

• Psychology
• Multicultural Psychology
• Deaf Community Health
• +5 more

Shilpa Lacy is an Associate Professor of Psychology in the Human Services and Sciences school at Gallaudet University. She specializes in multicultural psychology, intersectionality, and issues affecting the Deaf community. Her research focuses on mental health advocacy, dementia care accessibility, and systemic barriers faced by Deaf individuals with disabilities. Dr. Lacy is actively involved in campus governance, serving as Chair of the Council on Undergraduate Education (2023) and member of Middle States Commission on Higher Education accreditation committees. She has led initiatives to improve inclusive pedagogy and diversify academic leadership. Developed community health worker programs for Deaf/HOH caregivers Authored influential papers on microaggressions and Deaf dementia advocacy Recipient of the Scholar Research Integrity Ambassador Award Keynote speaker at international conferences on Deafhood and intersectionality Her teaching portfolio includes courses on lifespan development, multicultural psychology, and psychology of Deaf people. She has advised over 100 undergraduate students since 2020, mentoring emerging scholars in social justice research.

• Education Methods
• Elementary Education
• Teacher Training
• +2 more

Barbara Steinseifer is a Lecturer in the Department of Education at Lake Forest College. She holds a BA from the University of Wisconsin and an MS from Loyola University. Her professional experience includes roles as a 5th/6th grade teacher and Principal in Waukegan Public Schools District 60. She teaches Education 303: Reading Methods in Elementary School and contributes to the Master of Arts in Teaching (MAT) program. Her work emphasizes social justice and anti-racism in education, reflected in initiatives like the Education Studies Minor and the Paedagogia Academic Journal. She oversees fieldwork and student teaching programs, focusing on disposition standards and developmental portfolios. While no specific grants or awards are listed, her academic contributions align with Lake Forest College's commitment to inclusive excellence.

Maria del Guadalupe DavidsonView profile

Professor

• Anti-oppressive research theory and methods
• Social justice
• Equity, diversity, and inclusion
• +6 more

Maria del Guadalupe Davidson is an Associate Dean for Social Justice, Faculty Development, and Innovation at West Virginia University (WVU), holding the Woodburn Professorship in Women’s and Gender Studies. Her work bridges African diaspora studies, continental philosophy, and feminist theory, with a focus on black women’s agency in post-conflict societies and global South contexts. Education includes a Ph.D. and multiple M.A.s in Rhetoric and English from Duquesne University, alongside a B.A. from St. Bonaventure University. She co-founded the OU Center for Peace and Development and leads the East Africa Social Justice Research Group, collaborating across Uganda, Tanzania, Kenya, and beyond. Research emphasizes anti-oppressive methodologies, transdisciplinary approaches to social justice, and the intersection of gender with post-conflict recovery. Fieldwork in northern Uganda includes extensive grassroots collaboration, such as organizing women’s peace conferences and CITI training for translators. Her publications span monographs like Black Women, Agency, and the New Black Feminism (2017) and co-edited collections addressing coalitional politics and participatory research. Current projects explore urban transformation in post-conflict cities and gendered educational equity in Africa.

• Higher Education Administration
• Critical Race Theory
• Campus Racial Climate
• +5 more

Kaleb L. Briscoe, Ph.D., is an Assistant Professor of Adult and Higher Education in the Department of Educational Leadership and Policy Studies at the University of Oklahoma (since August 2023), previously serving at Mississippi State University. Their work critiques oppressive structures in higher education through critical theory and qualitative methods, focusing on campus racial climate, anti-Blackness, and university administrators' responses to racism. Dr. Briscoe holds a Ph.D. in Educational Leadership and Higher Education from the University of Nebraska-Lincoln, where they received the Alumni Master Award, the highest alumni honor. Research Interests Dr. Briscoe's research interrogates systemic racism in predominantly white institutions, particularly examining administrator rhetoric, hate crimes, and anti-Blackness. They use counterstorytelling and narrative analysis to challenge non-performative equity initiatives and advocate for transformative leadership. Their work addresses issues such as faculty resistance to anti-CRT legislation, international students' racialized experiences, and mentoring practices for marginalized groups. Funding & Awards Spencer Foundation Grant NASPA/ACPA Research Fellowships 2023-2025 ACPA Emerging Scholar-Designee 2023-2024 UC Fellow for National Center for Free Speech and Civic Engagement Professional Contributions Active member of AERA, ASHE, NASPA, and ACPA Authored/co-authored over 20 peer-reviewed articles in journals like Journal of Higher Education and Journal of Diversity in Higher Education Pioneered frameworks for analyzing anti-Blackness in institutional discourse Future Work Current projects include studies on international students' racialized experiences, anti-CRT policy impacts, and developing antiracist practices in Greek organizations.