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Jamie LadgeView profile

Professor

• Work-Family Intersections
• Gender and Identity in Organizations
• Workplace Inclusion
• +3 more

Jamie Ladge is Professor and Chairperson of the Management and Organization Department at Boston College's Carroll School of Management, renowned for pioneering research on work-family intersections, gender identity, and inclusive leadership. Her scholarship bridges academic rigor with real-world impact, influencing corporate policies and national discourse on workplace equity. Her academic credentials include: BS from Babson College MS from Boston College PhD from Boston College Professor Ladge's research dissects structural barriers faced by women and minorities through lenses of identity negotiation and career trajectory disruption . She examines how motherhood transitions reshape professional selves, investigates intersectional invisibility among Black executives, and develops frameworks for allyship in diversity training . Her work consistently emphasizes organizational accountability in creating family-supportive cultures. Recent publications reveal escalating focus on mental health (postpartum depression, PTSD in crises) and infrastructure gaps (childcare, fertility support). She synthesizes intersectional identity theory with practical interventions, shifting from individual coping strategies to systemic policy reforms. The 2024-2025 output shows heightened attention to racialized gender experiences and pandemic-era work-family collisions. Her accolades demonstrate field leadership: 2024 Responsible Research in Management Award (with Gabriel et al.) 2024 Rosabeth Moss Kanter Award nominee 2024 Honorary Professor, University of Exeter Business School 2022 Sucheta Nadkarni Award for Women Executive Leadership research 2022 SIOP Small Grant Award As editorial board member for Academy of Management Journal and Journal of Applied Psychology , she shapes scholarly discourse while mentoring emerging researchers. Her grant portfolio includes the SIOP-funded study on working parents during crises, reflecting commitment to evidence-based workplace solutions. Current projects address fertility treatments, childcare infrastructure, and Black women's executive navigation strategies. Her global influence extends through the University of Exeter affiliation and multi-institutional collaborations, with research frameworks adopted by Fortune 500 companies seeking to dismantle barriers for caregivers and underrepresented talent.

Celeste Campos-CastilloView profile

Associate Professor

• Health Informatics
• Social Media and Health
• Health Equity
• +5 more

Celeste Campos-Castillo serves as an Associate Professor in the Department of Media & Information at Michigan State University, where her interdisciplinary research focuses on designing technologies to mitigate health inequalities through multimethod approaches. Her work bridges community partnerships, social psychological analysis, and technological innovation to address systemic disparities in healthcare access and outcomes. Her educational foundation includes: Ph.D. in Sociology from the University of Iowa Post-doctoral research fellowship at Dartmouth College's Institute for Security, Technology, & Society Dr. Campos-Castillo's research spans Health Informatics , Social Media and Health , and Health Equity , employing community-centered design to tackle issues like mental health access for autistic youth and telehealth disparities. Her methodology integrates social psychological frameworks with technological development to uncover how contextual factors shape health outcomes, particularly among marginalized populations including Latino adolescents and LGBTQ+ communities. Analysis of her 2021-2024 publications reveals consistent focus on health disparities through digital lenses, with recurring themes of adolescent mental health, telehealth accessibility across racial/sexual identities, and AI-driven mental health interventions. Her work demonstrates methodological diversity across survey research, grounded theory, and community co-design projects. Scientific recognition includes: International Medical Informatics Association Paper Award Midwest Sociological Society Early Career Award Research funding demonstrates significant institutional trust, with major grants from the National Science Foundation, National Endowment for the Arts, Meta Research, and Blue Cross Blue Shield of Michigan Foundation. Current initiatives include the 2025 project "Co-designing Accessible Mental Health Screeners with Autistic Adolescents" led with Susan Bonner, reflecting her commitment to community-partnered solutions. Through active collaboration with community stakeholders and interdisciplinary teams, she develops practical technological interventions that address real-world health inequities while maintaining academic rigor across sociological, psychological, and informatics domains.

Allyson Tintiangco-CubalesView profile

Professor

• Pinayism
• Ethnic Studies pedagogy
• community responsive pedagogy
• +7 more

Dr. Allyson Tintiangco-Cubales is a Professor in the Asian American Studies Department within the College of Ethnic Studies at San Francisco State University. She has taught Ethnic Studies courses since 2000, specializing in Filipina/x/o American Studies, women's studies, and Ethnic Studies pedagogy. As an affiliated faculty member in Educational Leadership, she mentors master's and doctoral students who now work in educational and community settings nationwide. Her educational background includes a Ph.D. in Education from UCLA (Division of Social Science and Comparative Education) and a B.A. in Ethnic Studies from UC Berkeley. Her research centers on Pinayism, community-responsive pedagogy, critical leadership praxis, and Motherscholarship, with a focus on developing liberatory educational frameworks for marginalized communities. Dr. Tintiangco-Cubales' scholarship reveals a consistent focus on decolonial pedagogy and community-driven curriculum development, particularly in K-12 Ethnic Studies implementation. Her recent work examines the transfer of Ethnic Studies principles from university to K-12 settings, teacher development models, and Filipina/o American cultural production as resistance. Ethnic Studies and Youth Wellness Grants (Raikes Foundation, Oak Foundation, CZI Foundation, Spencer Foundation) Filipino American Educators Association-Pinay Pioneer Award UC Davis Lifetime Achievement Award Embodying Equity and Diversity AERA Paulo Freire Award for Pin@y Educational Partnerships Association of Asian American Studies Engaged Scholar Award 100 Most Influential Filipinas in the World Award She has mentored hundreds of graduate students and founded Pin@y Educational Partnerships (PEP), which has developed Ethnic Studies curricula adopted across California. Her community-responsive teacher development models inform statewide educational initiatives. As director of Community Responsive Education (CRE), she leads national efforts to cultivate justice-driven educators through school district partnerships and policy advocacy. Dr. Tintiangco-Cubales co-directs the Movements & Moments multimedia textbook project and serves as an expert advisor for Manilatown Heritage Foundation. Her work with the Liberated Ethnic Studies Model Curriculum Consortium shapes K-12 Ethnic Studies standards nationwide.

Katherine A. GordyView profile

Professor

• Comparative Political Theory
• Critical Theory
• Theories of history and ideology
• +3 more

Katherine A. Gordy is a Professor in the Department of Political Science at San Francisco State University . Specializing in comparative political theory , her work focuses on Latin American and Caribbean political thought , critical theory , and theories of history and ideology . She holds a PhD from Cornell University . Education: PhD, Cornell University Key Research Areas: Comparative Political Theory, Critical Theory, Latin American Political Thought, Marxist Theory, Ideological Analysis, Postcolonial Critique Gordy’s scholarship analyzes the intersection of ideology and practice in socialist contexts, particularly Cuba. Her recent work examines historical materialism and Indigenous political traditions in Peru, while her reviews engage with debates on racial politics and philosophies of liberation in the Americas. She has published in journals like Polity , Viewpoint Magazine , and Public Culture , alongside contributions to edited volumes such as the Oxford Handbook of Comparative Political Theory . Her 2015 monograph Living Ideology in Cuba and 2023 co-edited volume Globalizing Political Theory are central to her contributions.

Miriam SchwarzenthalView profile

Assistant Professor

• Cultural Diversity
• Intercultural Competence
• Critical Consciousness
• +5 more

Miriam Schwarzenthal serves as a Junior Professor at the Institute for Educational Research within the School of Education at the University of Wuppertal in Germany. Her research examines how adolescents navigate cultural diversity and social inequality across school, peer, and family contexts, with particular focus on developing intercultural competence and critical consciousness. Dr. Schwarzenthal earned her PhD in Psychology from Friedrich Schiller University Jena (2012-2014) following undergraduate studies at the University of Cologne (2008-2012). She previously held postdoctoral and doctoral positions at Universität Potsdam (2014-2021). Her educational background in psychology informs her interdisciplinary approach to educational research. Her research program investigates multiple dimensions of cultural diversity in educational settings, with particular emphasis on classroom diversity climate, ethnic-racial identity development, and critical consciousness among German adolescents. She examines how teachers develop competencies to prepare students for culturally diverse societies and how school environments can either perpetuate or challenge systemic inequities. Her work often employs large-scale survey methods and longitudinal designs to track developmental trajectories. Analysis of her recent publications reveals a cohesive research trajectory examining the relationships between cultural diversity approaches in schools and adolescent outcomes. Her work increasingly focuses on critical consciousness development, exploring how experiences of discrimination, classroom climate, and national identity conceptions relate to adolescents' engagement with social justice issues in the German context. Dr. Schwarzenthal maintains active research collaborations, particularly with Linda Juang's research group, and disseminates her work through the "Researching Diversity Podcast" and ResearchGate, where her 53 publications have garnered over 25,959 reads and 971 citations. Her scholarship bridges theoretical insights with practical implications for creating more inclusive educational environments.

Teri A. KirbyView profile

Associate Professor

• Diversity
• Inclusion
• Intergroup Relations
• +7 more

Teri A. Kirby is an Associate Professor of Psychological Sciences at Purdue University, where she conducts research on diversity, inclusion, and intergroup relations. Previously, she served as a Lecturer (2015-2018) and then Senior Lecturer (2018-2021) in the Department of Psychology at the University of Exeter. Dr. Kirby earned her Ph.D. in Social Psychology from the University of Washington in 2015. Her research program focuses on bidirectional change processes that occur when different groups come into contact with one another, examining both how majority groups adapt to minority groups and how minority groups adapt to majority groups. Dr. Kirby's research interests span a range of topics including diversity ideologies (ideas about how to accommodate differences across ethnic, gender, and sexual orientation categories), the co-opting of diversity, cultural appropriation, and the impact of diversity initiatives. She particularly focuses on how diversity approaches shape sensitivity to discrimination, self-concept, stereotyping, and academic/workplace outcomes. Her work draws heavily on social psychological theories of self and identity to understand intergroup relations and prejudice. Her recent publications reveal a strong focus on nuanced examinations of diversity ideologies, bisexual erasure, and the symbolic value of ethnic spaces. She frequently investigates how different diversity approaches (multiculturalism vs. colorblindness) impact identity management and psychological outcomes for minority group members. Her work often bridges theoretical social psychology with practical organizational implications. Dr. Kirby has presented her research at venues such as the LGBTIQ+ Workplace Inclusion Symposium at Leiden University, where she delivered a keynote on "Inclusive" Definitions of Diversity: Ironic Effects on the LGBTQ+ Community. Her collaborative work extends across multiple institutions, with frequent co-authorship with researchers from the University of Exeter, University of Washington, and other international colleagues. She contributes to major methodological discussions in the field, including best practices for using the Implicit Association Test.

Ricardo F. Vivancos-PérezView profile

Associate Professor

• Latina/o/x Studies
• Chicana/o/x Studies
• Latin American Studies
• +9 more

Ricardo F. Vivancos-Pérez is a tenured Associate Professor at George Mason University , specializing in Hispanic and Latinx cultural production in the United States. His work bridges Chicana/o/x Studies , Migration Studies , Gender & Sexuality Studies , and Transatlantic Scholarship . Education: B.A., University of Málaga (Spain) M.A., Texas A&M University Ph.D., University of California, Santa Barbara Professor Vivancos-Pérez's research focuses on: Archival and transdisciplinary approaches to Gloria Anzaldúa’s unpublished manuscripts Spanish exile intellectuals in the U.S. Gender and queer theory in transatlantic contexts Human rights and literary form intersections His publications span social movements, displacement narratives, and masculinities in Hispanic studies, with a critical edition of Anzaldúa’s Borderlands/La Frontera (2021) and Radical Chicana Poetics (2013). Awards include: Dr. David Powers Corwin Teaching and Scholarship Award (2023) Mason LGBTQ+ Resources Center Ally Recognition Teaching includes graduate courses on Exile & Displacement , Gender Representations , and Border Narratives , alongside undergraduate Mason Core classes like Borders & Migration and Introduction to Latinx Studies . His current projects prioritize unpublished Anzaldúa manuscripts and Spanish exile cultural studies .

Ailbhe McDaidView profile

Assistant Professor

• Contemporary poetry
• Conflict literature
• Irish Studies
• +6 more

Ailbhe McDaid is an Assistant Professor in English Literature at the Department of English Language & Literature, Mary Immaculate College (University of Limerick) . Her work spans contemporary poetry, conflict literature, migration studies, and women's writing, with a focus on Irish cultural identity and global intersections. Education: Bachelor's at University College Cork Master's at Trinity College Dublin PhD at University of Otago McDaid's research examines biopolitical poetics , intergenerational trauma , and gender dynamics in conflict literature , particularly in Irish revolutionary and post-conflict contexts. Her recent projects include PATHOS (Pathologies of Violence: Inscriptions of Global Conflict in Irish Writing, 1922-present) and studies on linguistic/cultural minorities in Ireland and the UK. Her 15 most recent publications highlight trends in ecocritical poetry , Irish diaspora narratives , and experimental forms of conflict representation , with keywords spanning political theory, historical memory, and postcolonial aesthetics. She has secured major funding from the Irish Research Council , Science Foundation Ireland , and British Academy . Scientific Awards: IRC-SFI Pathways Fellowship (€590,000) British Academy international exchange grant Moore Institute Research Fellowship Busteed Postdoctoral Fellowship International Doctoral Scholarship McDaid mentors PhD students April Quin and Leah Smith and serves on the International Association for the Study of Irish Literatures (IASIL) council. Her work contributes to UN Sustainable Development Goals related to education and cultural equity.

Elena ZapponiView profile

Researcher

• Gender Studies
• Racialized Sexualities
• Slavery and Postcolonialism
• +5 more

Elena Zapponi is a Researcher in Anthropology at the Department of Humanities , Ca' Foscari University of Venice . She focuses on gender dynamics, racialized sexualities, religious anthropology, and environmental conflicts in Cuba and Latin America. Her work examines how aesthetic production intersects with postcolonial identity and citizenship practices. PhD in Sociology (EHESS Paris, 2006) PhD in Cultural Anthropology (Sapienza Rome, 2022) Recent research includes ethnographic studies on Havana haircare practices , Cuban vaccine sovereignty , and Damanhur's gender hierarchies . She has received the 2011 Annual Prize from the Association Française de Sciences Sociales des Religions for her Compostela pilgrimage study. Her 15 most recent publications (2005-2024) span topics in: Gender and racial representation Religious pluralism and syncretism Migration and diaspora communities Environmental conflict anthropology Postcolonial cultural analysis She teaches Anthropology of Development and Environmental Conflicts in Master's programs and maintains active research collaborations in Latin America and Europe.

Taiye WinfulView profile

Assistant Professor

• genetics
• embodiment
• health disparities
• +5 more

Taiye Winful is an Assistant Professor in the Department of Anthropology at the University of Illinois at Urbana-Champaign within the College of Liberal Arts & Sciences . Her work bridges biological anthropology with epigenetics to study how social factors influence health disparities in African and African diasporic populations. Education PhD in Anthropology (2024), Vanderbilt University M.A. in Anthropology (2020), Vanderbilt University M.A. in Anthropology (2018), University of North Carolina at Charlotte B.S. in Molecular Biology (2016), Loyola University Chicago Winful's research examines how social stressors become biologically embedded through epigenetic mechanisms , particularly in relation to C-reactive protein (CRP) and inflammatory responses . She integrates community-engaged methodologies and mixed methods approaches to explore: Biocultural influences on inflammation Stress narratives and their physiological mediation Cross-cultural comparisons of health disparities The synthesis of her publications—spanning epigenetics , population genetics , and bioethics —highlights a consistent focus on social determinants of health and historical contexts in scientific research. Scientific Awards SEC Emerging Scholars fellowship ($35,000) Provost Fellow, Vanderbilt University (2018-2021) Russel G. Hamilton Scholar, Vanderbilt University (2018-2021) Lauri Bassi Scholarship ($500) Deans scholarship, Loyola University Chicago (2012-2016) Winful's grants include the National Science Foundation Doctoral Dissertation Improvement Grant (NSF-DDIG, $20,000) and multiple Vanderbilt University awards supporting research on epigenetic pathways , Caribbean admixture , and evolutionary studies . She contributes to community-engaged work and collaborates with teams like La Corporación Piñones Se Integra (COPI) in Puerto Rico.

Eric A. HurleyView profile

Professor

• Cultural Psychology
• Group Processes
• Minority Education
• +9 more

Eric A. Hurley is a Professor of Psychological Science and Africana Studies at Pomona College, where he has been since 2007. His research explores how cultural orientations influence educational outcomes for minority children, emphasizing the mismatch between home/community cultural values and mainstream classroom demands. He has conducted studies in the U.S., South Africa, and Central/South America, focusing on cultural integrity, communalism, and stereotype threat. Ph.D., Howard University Bachelor of Science, University of Florida Professor Hurley's work bridges psychology and Africana Studies, arguing that infusing students' home cultures into learning contexts can resolve conflicts between academic success and cultural identity. His DSC Lab examines deep-structure cultural values and their impact on cognitive development. He has also developed methodologies to assess cultural orientations across diasporas, highlighting differences between Asian and African diaspora groups. His recent publications focus on sociocultural factors in education, communalism in pedagogy, and cross-cultural continuities in African American and South African populations. Research trends emphasize cultural psychology, educational reform, and diaspora studies. Jeffrey S. Tanaka Memorial Dissertation Award, American Psychological Association Post-Doctoral Fellowship, Teachers College at Columbia University Pre-Doctoral Fellowship, Smith College Hurley's academic work includes advising students on projects like *Anthony M. Sylvester's research on communal math pedagogy and *Alan R. Lopez on African American cultural themes in South Africa. He has also contributed to discussions on educational psychology, race, and cultural identity through Sagecast podcast appearances, where he shared insights on his interdisciplinary approach and international research collaborations.

Hussein RashidView profile

Adjunct Assistant Professor

• Muslims in America
• Religion and Popular Culture
• Islam and Comics
• +12 more

Hussein Rashid is an Adjunct Assistant Professor in the Department of Religion at Harvard University, specifically affiliated with Harvard Divinity School. He has taught at multiple institutions including Hofstra University, Fordham University, Iona College, and Columbia University, demonstrating a broad academic presence across the Northeastern United States. His educational background is deeply rooted in elite institutions: he earned a PhD and MA in Near Eastern Languages and Cultures from Harvard University, an MTS from Harvard Divinity School, and a BA in Middle Eastern Studies from Columbia University. His academic journey reflects a strong interdisciplinary foundation in Islamic studies, theology, and cultural analysis. Hussein Rashid’s research focuses on Muslims in America, especially their interactions with popular culture—such as music, comics, film, and digital media. He explores themes like Muslim identity, Shi’i justice theology, interfaith dialogue, and the racialization of Muslims. His work bridges academic scholarship and public engagement, often addressing contemporary social issues like Islamophobia, #BlackLivesMatter, and religious literacy. His recent publications reveal a consistent engagement with religion in modern media and cultural expression. Trends include the use of superheroes as metaphors for Islamic ethics, the role of music (like qawwali) in American Muslim identity, and the complexities of interfaith and intra-Muslim relations. His co-edited volume Islam in North America (2024) represents a major contribution to the field, synthesizing diverse perspectives on race, gender, and sexuality in Muslim communities. Ariane de Rothschild Fellowship in Social Entrepreneurship Fellow, American Muslim Civic Leadership Institute Term Member, Council on Foreign Relations Fellow, Institute for Social Policy and Understanding Hussein Rashid has been actively involved in public scholarship and advisory roles. He has served on editorial boards for Religion Dispatches , The Islamic Monthly , and CyberOrient , and is currently on advisory boards for the Doris Duke Foundation for Islamic Art, Sacred Matters, Anikaya Dance Theater, and the Tanenbaum Center. He has received grants and fellowships supporting civic leadership and interfaith work. He mentors emerging scholars and collaborates with students on publications, though specific advisees are not named. He is also involved in media projects, including podcasts and videos, often focusing on religion and pop culture. He is associated with several intellectual and creative collectives, including Anikaya (which he chairs), the Interfaith Center of New York, and the Graymalkin Lane podcast. His current work includes exploring the role of technology in teaching religion and contributing to public understanding of Islam through accessible platforms.

Michelle SikesView profile

Associate Professor

• Sport History
• African Studies
• Civil Rights Movement
• +5 more

Michelle Sikes is an Associate Professor in the Department of Kinesiology at the Pennsylvania State University, with affiliations in the African Studies Program, History Department, and the Rock Ethics Institute. She specializes in the historical, economic, and political dimensions of sport, particularly focusing on African and US athletics, apartheid-era resistance, and transnational athlete activism. Her research interests include: Sport history and its global intersections African studies with emphasis on sports and identity Civil rights movements through athletic contexts Anti-apartheid campaigns in international sports Athlete rights and ethical dilemmas Historical memory in sports policy Recent publications examine Olympic ultimatums, rebel track and field tours in South Africa, and decolonization narratives in Kenyan athletics. She contributes to the International Journal of the History of Sport , focusing on racial politics, ethical sports engagement, and historical reconstructions of athlete-led resistance. She is affiliated with Penn State's Center for the Study of Sports in Society and has authored books such as Kenya's Running Women: A History (2023) and Sport and Apartheid South Africa: Histories of Politics, Power, and Protest (2022, co-edited). Her work aligns with UN Sustainable Development Goals related to peace, justice, and reduced inequalities.

Bernadette SánchezView profile

Professor

• Youth Mentoring
• Urban Adolescents' Development
• Racial/Ethnic Identity
• +3 more

Bernadette Sánchez is the President’s Distinguished Professor of Educational Psychology at the University of Illinois at Chicago. As a first-generation college student, she focuses on mentoring relationships and the positive development of urban, low-income adolescents of color, particularly Latinx and African-American youth. Her work examines formal/natural mentoring, resilience in marginalized youth, and racial/ethnic identity processes. Education: PhD, MA, BA in Psychology (University of Illinois at Chicago & Fairfield University) Her research bridges racial discrimination, cultural mistrust, and educational outcomes, emphasizing cultural humility training for mentors. Current projects explore STEM mentoring and cultural humility interventions. She has published extensively in developmental psychology and community psychology journals. Recent article trends highlight cross-racial mentoring dynamics, STEM identity formation for youth of color, and systemic barriers in educational systems. She investigates how mentoring mediates racial trauma and supports critical consciousness. Scientific awards include: Distinguished Fellow, William T. Grant Foundation Fellow, Society for Community Research & Action Grants from NIH, NSF, and William T. Grant Foundation fund her mentoring research. She teaches courses on human development and Latinx perspectives, mentored graduate students, and collaborates with the DREAM Research Team.

Jacob CraneView profile

Associate Professor

• American Literature
• Atlantic and Diaspora Studies
• Race and Children's Literature
• +4 more

Jacob Crane is an Associate Professor in the English and Media Studies department at Bentley University . Holding a PhD and MA from Tufts University alongside a BA from Boston University, Crane specializes in minority and diasporic authorship within early and nineteenth-century American literature. Research: American Literature, Atlantic & Diaspora Studies, Race & Children's Literature Teaching: Early American Literature, American Jewish Literature, African American Literature, Expository Writing His scholarly work explores transatlantic cultural intersections, focusing on Barbary captivity narratives, interethnic literary representations, and secularism in early American treaties. Crane has published extensively on topics including Jewish-African American cultural dynamics, anti-heroic bodily representation in historical texts, and the diasporic imagination in print culture spanning 1784–1855. Current affiliations include Bentley University's Lewis Hall office and active participation in faculty development initiatives. While no specific awards are listed, his contributions include editing sourcebooks on diasporic communities and analyzing colonial print representations of piracy and transatlantic figures.