Find Academic Supervisors

Dredge Byung'chu KangView profile

Associate Professor

• Gender Studies
• LGBTQ Studies
• Asian Studies
• +11 more

Dredge Byung'chu Kang is an Associate Professor in the Department of Anthropology at the University of California, San Diego. Their research explores how beauty and love intersect with race, class, gender, sexuality, globalization, and structural violence in Southeast Asia, with particular focus on Thailand. Dr. Kang teaches courses on love, beauty, race, gender variance, sex work, sexual health, global health, inter-Asian/transnational Southeast Asian studies, and the Korean wave. Dr. Kang received their Ph.D. in Anthropology and MPH in Global Health from Emory University in 2015 and 2016 respectively. Their interdisciplinary training bridges anthropological theory with public health perspectives, enabling nuanced analysis of gender, sexuality, and health in transnational contexts. Central to Dr. Kang's scholarship is the theoretical concept of "genderscapes" for analyzing the evolving terrain of gender and sexuality in Thailand. Their work examines categories like tom (butch lesbians), kathoey (male-to-female transgender individuals and effeminate gay men), and the impact of Korean popular culture on Thai gender performances. A significant research strand investigates Thai middle-class gay men's preferences for "white Asians" (Northeast Asians, Sino-Thais, and Chinese diasporans), representing a shift away from Western-oriented desires toward regional Asian identities associated with light skin, economic development, and cosmopolitan modernity. Dr. Kang has documented how K-pop cover dance has become a definitive social activity among Thai sissies (effeminate gay men), creating new social arenas for gender expression through Korean female embodiment. Dr. Kang's scholarly output reveals a trajectory from specific ethnographic studies of Thai gender identities toward more expansive analyses of regional Asian identities and beauty practices. Recent publications focus on how Thai individuals engage in body modification to achieve "riap-roi" (neat, orderly, completed) aesthetics aligned with Korean and Japanese beauty standards, demonstrating how these transformations address broader moral concerns about social face and status expression beyond mere economic considerations. Dr. Kang is actively involved in community and HIV organizing with transgender women and sex workers, contributing to resources like the Asia Pacific Transgender Network and the Transgender Health Handbook. Their commitment to applied anthropology is evident in both community engagement and academic scholarship, bridging theoretical insights with practical health interventions. Dr. Kang's pedagogical research on oral examinations in large diversity classes further demonstrates their commitment to innovative teaching methods that foster concept-based learning and student engagement.

Andrea S. MedranoView profile

Assistant Professor

• Community Violence Exposure
• Sexual Harassment
• Latino/a/x Adolescent Development
• +3 more

Andrea S. Medrano is Assistant Professor of Psychology at University of Pittsburgh's Dietrich School of Arts and Sciences, directing the CREAR Lab (Community Research Exploring Adolescent Resilience). Her research examines contextual stressors like community violence and sexual harassment impacting Latino/a/x adolescents' psychological and academic functioning across international settings. Research focuses on: Poly-victimization in community contexts Cultural resilience mechanisms Gender-based violence prevention Parent-adolescent communication buffers Intersectional discrimination experiences Recent publications (2022-2025) analyze neighborhood violence moderation through family cohesion, intersectional discrimination, and extracurricular activity contexts. Mixed-methods studies span Honduras, Mexico, Puerto Rico and U.S. urban settings. Awards include Ford Foundation Pre-doctoral Fellowship (2020) and Grand Challenges Doctoral Award (2023). Current doctoral student Sydni Davila researches rural Mexican adolescents. Leads NIH-funded projects including MAPI (Mexican Adolescent Psychological Immunity) and STAR-PR (Puerto Rican trauma resilience). International research teams implement community-engaged methodologies across Latin America. CREAR Lab prioritizes inclusive research training for underrepresented scholars.

Suzanne EnckView profile

Associate Professor

• Gender and Communication
• Feminist Rhetorical Criticism
• Domestic Violence
• +9 more

Suzanne Enck is an Associate Professor and Department Chair in the Department of Communication Studies at the University of North Texas, affiliated with the Women's & Gender Studies program. Her academic work bridges communication, feminist theory, and social justice activism, with a strong focus on gendered violence, feminist pedagogy, and narratives of incarcerated women. Research Interests: Her research spans feminist rhetorical criticism, media representations of domestic violence, social movements, and carceral narratives. She employs interdisciplinary frameworks from critical/cultural rhetoric, gender studies, critical race theory, and ethnography. Her work critically examines how gender, race, and power shape public discourse and individual agency. The recent publications reflect a consistent engagement with themes of gendered violence, feminist activism, media representation, and pedagogical innovation. Her work appears in top journals such as Women's Studies in Communication , Critical Studies in Media Communication , and Text & Performance Quarterly , demonstrating a trajectory centered on rhetorical analysis, intersectionality, and social change. Scientific Awards: Outstanding Scholar-Activist Award, NCA Critical & Cultural Studies Division (2016) Top Paper Honors at NCA, SSCA, and CSVA Research Grant from ORWAC (2011) Sunshine Lady Foundation National Peace Award (2004) John H. Edwards Fellow Advising and Grants: She actively mentors students in research and publication, co-authoring with them and developing assignments that lead to conference presentations and publications. She has secured $18,725 in internal research grants at UNT and received a Transformative Instruction Initiative grant ($3,000) to integrate intersectionality into teaching. Labs and Teams: She advises the Communication Organization of Graduate Students (COGS), serves on the Women's & Gender Studies advisory committee, and is active in UNT's Committee on the Education & Prevention of Sexual Assault. She also co-founded the Denton Feminist & Queer Coalition and volunteers with Resolana, supporting incarcerated women.

Sophie VauzourView profile

Lecturer

• Second Language Education
• Teacher Education
• Curriculum Building in MFL
• +7 more

Sophie Vauzour is a Lecturer in Education at the University of East Anglia, School of Education & Lifelong Learning, where she serves as Course Co-Director and Admissions, Recruitment, and Marketing lead for the Secondary PGCE(M) program. She specializes in Modern Foreign Languages (MFL) teacher education and leads the MFL strand of the PGCE course. She is also a Senior Fellow of the Higher Education Academy and a member of the Chartered College of Teaching. Academic Background: Licence de Lettres Modernes, Université de Bordeaux, France Maîtrise de Lettres Modernes, Université de Montpellier, France (mention Très Bien) PGCE(M) in Secondary Education, University of Reading (Distinction in Practical Teaching and Academic Studies) PG-Cert in Higher Education Practice Master in Higher Education Practice PhD in progress (focus: anti-racist education in MFL classrooms) Sophie's research and teaching interests center on Second Language Education, Teacher Education, and inclusive pedagogy. She is particularly passionate about decolonising the MFL curriculum and promoting anti-racist education. Her work emphasizes making language learning accessible and enjoyable for all students, regardless of background. Her recent publications explore themes of equity, decolonisation, and mentoring in teacher education. The articles reflect a strong commitment to social justice, with a focus on dismantling systemic inequalities in initial teacher training and school placements. Keywords across her work include anti-racism, curriculum reform, teacher identity, and inclusive pedagogy. Scientific Awards and Recognitions: Postgraduate Adviser of the Year, UEA SU Transforming Education Awards (2024) Senior Fellow of the Higher Education Academy (HEA) Distinction in both Practical Teaching and Academic Studies, PGCE(M), University of Reading Sophie supervises Master's dissertation students on the MA Second Language Education and MA Educational Practice and Research programs. She has played multiple leadership roles including Mentoring Lead, NQT Coordination, Placement Coordinator, Resource Development Coordinator, and Director of Employability. She is actively involved in curriculum development and has led initiatives to decolonise the PGCE curriculum at UEA. Her future work continues to focus on advancing equity in teacher education through research, teaching, and institutional collaboration. Professional Affiliations: Member, Chartered College of Teaching Active Member, Association for Language Learning (ALL) Member, Language Teachers Network at UEA

Brenda MurphyView profile

Academic

• Gender Equality
• Gender Mainstreaming
• Media and Gender
• +12 more

Brenda Murphy is an Assistant Lecturer in the Department of Arts at South East Technological University (SETU), where she also serves as Research Lead in the School of Humanities, a role she assumed in October 2023. Previously, she was Professor and Head of Department at the University of Malta, where she co-founded the Department of Gender & Sexualities. She is actively engaged in research, teaching, leadership, and activism, with affiliations extending to COST Actions, the European Institute for Gender Equality (EIGE), the European Commission, and the European Parliament. Her academic background includes a PhD from Goldsmiths, University of London, and she has held visiting and external examiner roles at institutions such as University College Cork, Trinity College Dublin, and Munster Technological University. She has also served as President of the University of Malta’s Academic Staff Association and chaired the Gender Advisory Committee at the Malta Broadcasting Authority. Brenda Murphy's research centers on: Gender Equality, Mainstreaming, and Leadership Media and Gender: representation, symbolic violence, cyber cultures, online hate Media, Gender, and Wellbeing (including mental health) Mediated Identities and Consumption (national, gender, ethnic) Masculinities Her recent publications reflect a strong trend in digital activism, gender-based violence, media ethics, and cultural identity, particularly in Irish and Maltese contexts. She frequently collaborates on EU-level gender equality projects and has contributed to policy reports for the European Commission and Parliament. She has been involved in numerous initiatives to promote gender equity in STEM and media, including mentoring programs and best practice guides for academic career progression. Brenda Murphy is a collaborative researcher and educator, actively supervising PhD students and contributing to postgraduate program design. She continues to lead research initiatives, organize academic events, and influence policy through her work on gender monitoring in media and institutional gender audits.

• Science and Technology Studies (STS)
• Gender Inclusion
• Academic Leadership
• +4 more

Vivian Anette Lagesen is a full Professor in Science and Technology Studies (STS) at the Department of Interdisciplinary Studies of Culture, NTNU since 2009. She holds a PhD and Master’s in interdisciplinary studies from NTNU, with additional studies in sociology, law, and science studies. Her research focuses on gender inclusion in academia, environmental knowledge management, and sustainable urban planning. Education: PhD in Interdisciplinary Studies (NTNU), Master’s in Sociology (NTNU), studies in Law (University of Oslo), and Science Studies (University of Edinburgh). Research interests include gender balance policies and their implementation in universities, academic leadership dynamics, environmental knowledge practices in local governments, and sustainable transition strategies. She has led major projects like GENDIM (6M NOK), BALANCE (9M NOK), and BREV (6M NOK), emphasizing actionable solutions for gender equity and environmental sustainability. Publications span over 50 peer-reviewed articles and book chapters, focusing on gender dynamics in academia, environmental engineering practices, and interdisciplinary collaboration. She has supervised 11 PhD and 14 master’s students. Leadership roles include Deputy Editor of *Engineering Studies*, NTNU’s gender equality committee member, and international advisory roles in 4S (Society for Social Studies of Science). She has held visiting professorships at Harvard and Stanford Universities. Her work bridges policy and practice, emphasizing localized approaches to gender balance and sustainable development through transdisciplinary collaboration.

Ava L.J. KimView profile

Assistant Professor

• Trans Studies
• Postcolonial Studies
• 20th Century Literature
• +7 more

Ava L.J. Kim is an Assistant Professor in the Department of Gender, Sexuality, and Women's Studies at the University of California, Davis, and affiliate faculty in Cultural Studies. Her interdisciplinary scholarship bridges trans studies, postcolonial theory, and 20th-century literature, with regional focus on Latin America and Asia. Education: Ph.D. in English, University of Pennsylvania B.A. in Creative Writing, Macalester College Her research critically examines the concept of "transition" as applied to both gender and national development, exposing how neoliberal ideologies co-opt transformative narratives. Her work appears in TSQ , GLQ , American Studies , Radical History Review , and the edited volume About Face: Stonewall, Revolt, and New Queer Art . Her book-in-progress, Still / Life: Trans Genre and the Politics of Anti-Development , analyzes case studies from Argentina, Chile, the Philippines, and Vietnam to trace the entanglement of personal and national transitions under global capitalism. The 15 most recent articles reflect a consistent engagement with trans theory, postcolonial critique, and literary analysis, emphasizing anti-neoliberal resistance, decolonial epistemologies, and the intersection of gender, race, and state power. Her publications span interdisciplinary journals in gender studies, cultural studies, and political theory, demonstrating a commitment to rethinking dominant narratives of progress and identity. Scientific Awards: Chancellor's Postdoctoral Research Fellowship in Trans Studies, University of Illinois Urbana-Champaign (2022–2023) Dr. Kim advises emerging scholars in gender and cultural studies, though specific students are not listed. Her research has been supported by postdoctoral funding and institutional affiliations that enable transnational, interdisciplinary inquiry. She contributes to shaping curricula in trans and postcolonial studies, and her future work promises to deepen critiques of development, modernity, and identity formation. She is affiliated with research communities in trans studies and cultural studies, contributing to collaborative intellectual projects that challenge normative frameworks of gender, nation, and progress.

Mónica Catarina SoaresView profile

Researcher

• Psychology
• Political Science
• Criminology
• +7 more

Mónica Catarina Soares is a postdoctoral researcher in Integral Human Development at the Catholic University of Portugal (CADOS) and an invited lecturer at the Faculty of Education and Psychology (FEP-UCP), where she teaches Psychology, Criminology, and Human Rights. Her academic journey includes a PhD in Human Rights from the University of Coimbra (2017–2025) and a Master’s in Justice Psychology from FEP-UCP (2011–2013). She has collaborated with institutions like the Research Centre in Psychology (CIPsi-UM), the Institute of Social Sciences and Humanities (ICSyH, BUAP, Mexico), and the University of La Plata. Research Interests: Soares focuses on intersections of Psychology, Political Science, and Criminology, emphasizing social movements, critical theory, political participation, moral psychology, juvenile justice, feminist studies, and utopian studies. Her work critically examines issues like state violence, far-right subjectivity, and gender in carceral policies. Scientific Awards: She has received awards including the SYLFF Fellowship (2016) and academic merit prizes during her studies at FEP-UCP. Advising & Grants: She supervises PhD students and led the 2023 study on youth political participation in Portugal. Her activities include organizing conferences, peer-reviewing for journals like Autoctonia , and lectures on topics like utopian temporalities and prefigurative politics. Labs/Teams: Active in CADOS and interdisciplinary networks, she collaborates across institutions to address social justice and theoretical challenges in contemporary struggles.

Kelseanne BrederView profile

Assistant Clinical Professor

• Mental Health
• Geriatric Nursing
• Health Equity
• +11 more

Kelseanne Breder is a Clinical Assistant Professor at the New York University College of Nursing, where she teaches graduate and undergraduate nursing students. She is a board-certified geriatric nurse and psychiatric mental health nurse practitioner with a PhD in Nursing Informatics from Columbia University. Her clinical work focuses on mental health and trauma-informed care for aging populations experiencing homelessness and health disparities. Her research centers on health equity, age-friendly care, and medical informatics, particularly for LGBTQ+ older adults and individuals with serious mental illness or substance use disorders. She applies innovative, arts-based pedagogical methods in education and is a recipient of NYU's 2022 Teaching Advancement Grant for her project 'Medicinal Rhymes: Hip Hop Pedagogy in Nursing.' She also contributes to workforce development for behavioral health in homeless older adults. Her recent publications explore functional screening in older adults with histories of homelessness, chosen families among LGBT elders using the convoy model, and the impact of gender-affirming care on health outcomes. These works reflect a strong interdisciplinary focus on gerontology, mental health, informatics, and social justice. Scientific Awards: HRSA Geriatric Academic Career Awardee (2023) NYU Teaching Advancement Grant Awardee (2022) Sigma Theta Tau Alpha Zeta Chapter Research Grant Awardee (2020) Jonas Nursing Scholar (2020) NIH T32 Predoctoral Trainee, Reducing Health Disparities through Nursing Informatics (2017–2020) As an educator and clinician, Kelseanne advises future nurses through experiential and empathy-building teaching methods. She has not published a list of formal advisees. She is actively involved in grants and projects, including an HRSA-funded initiative to build a geriatric academic workforce and a current project on developing behavioral health services for homeless older adults. Her clinical practice spans the Center for Urban Community Services, NYU Langone, and Bellevue Hospital. She is a member of several professional organizations, including the American Medical Informatics Association, American Psychiatric Nurses Association, and Sigma Theta Tau. She is also enrolled in psychoanalytic training at the New York Psychoanalytic Society & Institute, reflecting her integrative approach to mental health and healing.

• Mental Health Disparities
• Racial Trauma
• Post-Traumatic Stress Disorder (PTSD)
• +13 more

Dr. Monnica T. Williams is a tenured Professor in the School of Psychology at the University of Ottawa, where she holds the Canada Research Chair in Mental Health Innovation and Equity. She is also an Adjunct Scientist at the Institute of Mental Health Research, Royal Ottawa Hospital, and a Research Affiliate at the University of Massachusetts, Lowell. Her academic journey includes prior faculty roles at the University of Pennsylvania, University of Louisville, and University of Connecticut. Ph.D. in Clinical Psychology, University of Virginia (2007) M.A. in Psychology, University of Virginia (2003) B.S. in Electrical Engineering / Biomedical Technology, MIT Additional studies at UCLA Dr. Williams' research centers on mental health disparities, racial trauma, OCD, microaggressions, and psychedelic-assisted therapies. She has published over 300 peer-reviewed articles and authored books on healing racial trauma, antiracist therapy, and psychedelic justice. Her work bridges clinical science with social justice, emphasizing culturally-informed care for BIPOC communities. Her recent publications (2022–2025) reveal a strong focus on racial trauma assessment and treatment, equity in psychedelic research, discrimination in AI, and barriers to mental healthcare for marginalized groups. Themes include validation of trauma scales, development of therapeutic protocols, and systemic critiques of racism in institutions. APA Division 12 Samuel M. Turner Early Career Award (2015) Board-certified in Behavioral and Cognitive Psychology Scientific Advisor, International OCD Foundation Member, Chacruna Institute’s Racial Equity and Access Committee Dr. Williams supervises several graduate students and leads two research labs: the Laboratory for Psychedelic Clinical Research and the Laboratory for Mental Health Disparities. She has received federal and foundation grants and serves as an expert witness on discrimination in legal cases. She also conducts antiracist training workshops and public speaking engagements globally. Her labs focus on developing and testing interventions for racial trauma and advancing equitable psychedelic therapies. She is a vocal advocate for increasing representation of BIPOC individuals in psychology and mental health research.

Sydney O'ShayView profile

Assistant Professor

• Health Communication
• Stigma Communication
• Substance Use and Addiction
• +7 more

Sydney O'Shay is an Assistant Professor in the Department of Communication Studies at Utah State University and the Principal Investigator of the REACH Lab. Her research focuses on stigma communication in healthcare and family contexts, particularly related to substance use disorders and the opioid crisis. She teaches courses in qualitative research, health communication, organizational communication, and communication theory. PhD, Wayne State University Graduate Certificate in Public Health, Wayne State University School of Medicine MA, Eastern Michigan University BA, University of Michigan-Flint Her research investigates how families affected by substance use navigate stigma, support systems, and communication challenges. She is currently developing mHealth interventions to support caregivers and studying public perceptions of opioid use and harm reduction. Her work emphasizes intersectionality, lived experience, and community-based solutions. The recent publications highlight a strong trend in health and risk communication, particularly centered on substance use stigma, family dynamics, public health crises (e.g., opioid epidemic, boil water advisories), and marginalized populations. Her interdisciplinary approach integrates public health, communication theory, and qualitative methods to address pressing social issues. Inclusive Scholarship Award (2022), Health Communication Interest Group, Central States Communication Association (CSCA) 2025 Pearson Nelson Outstanding New Teacher Award, Central States Communication Association (CSCA) Sydney O'Shay has secured multiple research grants as Principal Investigator, including projects on caregiver support needs, student belonging among marginalized college students, and stigma scale development. She mentors research teams and collaborates across disciplines in public health and social work. Her grant funding comes from institutions such as the CDC, USDA NIFA, and internal USU programs. She leads the REACH Lab (Research in Equity, Advocacy, and Community Health), which focuses on stigma, substance use, and family communication. The lab conducts qualitative and mixed-methods research to inform interventions and policy.

• HIV/AIDS epidemiology
• LGBTQ+ health equity
• Sexual health
• +3 more

Dr. Mo Hammoud is a Senior Lecturer and Senior Research Fellow at the Kirby Institute, UNSW Sydney, within the Faculty of Medicine and Health. He leads the LGBTQ+ Population Health Research Group, focusing on infectious disease trends, sexual health, mental health, and substance use among LGBTQ+ communities. His research has significantly influenced HIV prevention guidelines and global health policies, including contributions to the Australasian Society for HIV, Viral Hepatitis and Sexual Health Medicine (ASHM) PrEP Guidelines and World Health Organization strategies. Education: Doctor of Philosophy (PhD), UNSW Sydney (Thesis: Emerging practices and the potential to change HIV epidemiological trends) Bachelor of Psychology (Honours), Western Sydney University (Thesis: Episodic memory and visual word recognition) Bachelor of Information Technology (Software Engineering), Western Sydney University Research Interests: His work emphasizes HIV/AIDS epidemiology, LGBTQ+ health equity, chemsex behaviors, and mental health disparities. He investigates biomedical interventions like PrEP, the impact of public health crises (e.g., COVID-19, mpox), and access barriers for underrepresented groups such as Arab-Australian gay men. Articles Trends: Recent publications highlight LGBTQ+ data equity, mpox vaccination uptake, and pandemic-driven behavioral changes. Key themes include HIV prevention strategies, mental health during crises, and intersectional health disparities. Awards: Dean’s Award for Outstanding PhD Thesis (2020) Kirby Institute Postgraduate Student Prize (2020) Early Career Scientific Researcher Award (ASHM) Advising & Grants: He supervises higher-degree researchers and leads grants including NHMRC Partnership Projects and NSW Health initiatives. His team analyzes PrEP adherence, blood donation policies, and mpox surveillance. Labs/Teams: Leads the LGBTQ+ Population Health Research Group, collaborating on global health projects like the EPIC-NSW PrEP trial and TraX mpox surveillance.

Rachel FigardView profile

Assistant Professor

• Engineering Education
• Disability Studies
• Equity and Inclusion in STEM
• +3 more

Dr. Rachel Figard is an Assistant Professor in the Engineering Education Transformations Institute (EETI) and the School of Environmental, Civil, Agricultural, and Mechanical Engineering at the University of Georgia. Her research focuses on systemic inequities in engineering education, particularly the experiences of disabled students and the implementation of anti-ableism practices. She explores topics like universal design for learning (UDL), disability policies, and intersectional identities in STEM. Institution Affiliations: University of Georgia Roles: Assistant Professor in EETI & ECAM School Her research interests include: Disability equity in engineering education Inclusive curriculum design Policy reform for accessibility Intersectionality of gender and disability Recent publications emphasize analyzing disability-related institutional policies, virtual learning accessibility post-pandemic, and the lived experiences of disabled students. She advocates for proactive design practices that go beyond compliance to foster inclusivity. No scientific awards or grants are explicitly listed in the provided text. She is actively involved in faculty development workshops and curriculum transformation initiatives to address systemic inequities in engineering programs.

Rhana Gittens WheelerView profile

Assistant Professor

• Critical Rhetoric
• Critical Cultural Studies
• Public Memory
• +4 more

Rhana Gittens Wheeler serves as Assistant Professor of Communication Studies at Oglethorpe University, concurrently holding leadership roles as Director of the Rich Foundation Urban Leadership Program and Program Coordinator for African American Studies. Her scholarly work centers on critical rhetoric and cultural studies, examining intersections of identity, public memory, spatial dynamics, and media representation in American urban contexts. Her academic credentials include: B.S. in Journalism from the University of Florida M.B.A. from the University of Florida Ph.D. in Communication from Georgia State University Dr. Wheeler's research interrogates how marginalized communities, particularly African Americans, navigate and reshape public spheres through aesthetic and rhetorical practices. She investigates cultural gentrification, media representation, and resistance strategies in urban environments, with significant focus on Atlanta's evolving social landscapes. Her work bridges theoretical frameworks with community engagement, emphasizing the role of space and place in identity formation. Her publication trajectory reveals consistent exploration of race, gender, and spatial politics through critical rhetorical lenses. Recent works analyze Black public sphere reconstruction, Afrofuturist aesthetics in political discourse, and rhetorical responses to systemic oppression, demonstrating interdisciplinary reach across communication, urban studies, and African American scholarship. Recognition for her contributions includes: Strategic Initiative Grant from Oglethorpe University (2023) Provost’s Dissertation Fellowship from Georgia State University (2020) Award for Outstanding Achievement in Graduate Studies (2019) National Communication Association Doctoral Honors Seminar participation (2017) Multiple departmental graduate assistantships (2016-2020) Through the Rich Foundation Urban Leadership Program and African American Studies coordination, Dr. Wheeler mentors students in community leadership and critical discourse analysis. Her grant portfolio demonstrates institutional support for research on urban development and cultural representation, reflecting her dual commitment to scholarly inquiry and practical community engagement.

Susan L. GabelView profile

Professor

• Inclusive Education
• Critical Disability Studies in Education
• Feminist Theory
• +7 more

Susan L. Gabel is a Professor of Inclusive Education in the College of Education at Wayne State University. She holds a Ph.D. from Michigan State University and an M.Ed. from Wayne State University, and her scholarly work centers on critical disability studies, inclusive pedagogy, and feminist theory. She teaches graduate courses in special education, inclusive curriculum, and doctoral seminars in curriculum and instruction. Her educational background includes: Ph.D., Michigan State University M.Ed., Wayne State University Dr. Gabel's research critically examines how educational institutions produce disability through ableist structures, shifting focus from disabled individuals to systemic exclusion. She employs feminist poststructuralism and new materialism, particularly affect theory, to explore the emotional and material consequences of ableism. Her recent work reflects on inclusion activism and the paradoxes within inclusive education. She has directed the NEH Summer Institute on 'Disability and Identity in History, Literature & Media' (2019–2022), highlighting her leadership in interdisciplinary scholarship. Her recent publications reveal a strong trend in critical discourse analysis, affect theory, and inclusive pedagogy, with a focus on belonging, identity, and systemic barriers in education. These works span journals in education, disability studies, and feminist philosophy, demonstrating interdisciplinary reach and depth. Her scientific awards include: Senior Research Fellow, University of Auckland (2018) Distinguished Research Scholar, University of Auckland (2018) Senior Scholar Award, Second City Conference on DSE (2012) Faculty Research Award, National-Louis University (2005) US Rehabilitation Services Administration Scholar (2002–03) Irving K. Zola Emerging Scholar Honorable Mention (1998) Dr. Gabel has secured significant grants, including from the National Endowment for the Humanities and the US Department of Postsecondary Education. She advises emerging scholars and has co-authored with graduate students and colleagues, indicating active mentorship. She is also engaged in community outreach, serving as President of Families First, supporting adults with developmental disabilities. Her work bridges academic research, policy activism, and community-based inclusion efforts. She has presented keynotes globally, including at the University of Auckland, University of Waikato, and National Disability Leadership Summit in Sydney, establishing her as an international voice in disability studies and inclusive education.