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Pedro NavaView profile

Associate Professor

• Urban and rural schooling inequality
• Critical pedagogy and critical race theory
• Immigration and education
• +2 more

Dr. Pedro Nava is an Associate Professor and Director of Educational Leadership in the School of Education and Counseling Psychology at Santa Clara University. His scholarship centers on educational equity for Chicanx/Latinx and immigrant communities, combining critical race theory, participatory action research, and community-engaged methodologies. Education Ph.D. in Urban Schooling – University of California, Los Angeles, 2012 Ed.M. in Administration, Planning, and Social Policy – Harvard University, 2003 B.A. – California State University, Fresno, 1996 Research Interests Dr. Nava’s research interrogates systemic inequalities in urban and rural schooling, emphasizing critical pedagogy and critical race theory . He investigates how immigration status intersects with educational opportunity, and he collaborates with families and communities to co-construct transformative practices through participatory action research . His work also explores family-school-community engagement , leveraging community cultural wealth frameworks to amplify migrant and undocumented voices in educational policy and practice. Publication Trajectory Across more than two decades, Dr. Nava’s publications trace the evolution of critical scholarship in education. Early works examine institutional barriers for Chicano students, while recent studies integrate quantitative ethnography and testimonio methodologies to illuminate intersectional experiences of Latinx youth, undocumented graduate students, and farmworker families. Scientific & Community Awards No formal awards are enumerated in the provided text. Advising & Grants While specific grants and advisees are not listed, Dr. Nava’s leadership role as Director of Educational Leadership implies extensive mentoring of master’s and doctoral students, as well as oversight of grant-funded initiatives that advance equity-focused leadership preparation. Labs, Teams & Centers Dr. Nava directs the Educational Leadership programs within the School of Education and Counseling Psychology, fostering interdisciplinary collaboration and community-engaged research teams that partner with local schools, nonprofits, and migrant organizations.

Sue CatonView profile

Senior Lecturer

• Health Inequalities
• Intellectual Disabilities
• Digital Inclusion
• +3 more

Dr Sue Caton is a Senior Lecturer in the Department of Social Care and Social Work at Manchester Metropolitan University, within the Faculty of Health and Education. Her research focuses on social and health inequalities affecting people with intellectual disabilities, particularly digital inclusion, mental health medication decision-making, and pandemic impacts. She leads projects such as Digital Lifeline (NIHR-funded), Medications and My Mental Health (NIHR RfPB), and co-leads Our Digital Health (NIHR RfSC), emphasizing co-produced methodologies. Research Projects: Digital Lifeline: Evaluating tablet impact on social connections post-pandemic. Medications and My Mental Health: Empowering informed medication decisions for people with learning disabilities. Our Digital Health: Assessing digital health participation barriers. Key Expertise: Qualitative research, health inequalities, inclusive research design, and participatory methodologies. Her work addresses pandemic-related challenges faced by marginalized groups, including access to healthcare and social support. She has supervised four completed PhD students and currently mentors four PhD candidates exploring topics such as digital inclusion, animal-assisted interventions, and familial perspectives in parenting support. Dr Caton has led evaluations for initiatives like the Shared Lives 16+ project and the Us Too project on domestic abuse, demonstrating expertise in policy-informed research. Her contributions include over 50 peer-reviewed articles, focusing on digital participation, mental health, and pandemic resilience among people with intellectual disabilities. Awards: No specific scientific awards mentioned, though her work is funded by prestigious bodies like NIHR and UKRI. Labs/Teams: Collaborates with interdisciplinary teams including Dudley Voices for Choice, Liverpool John Moores University, and the Universities of Dundee, Warwick, and Birmingham City.

Hyun Kyoung RoView profile

Associate Professor

• Gender and Racial Equity in STEM Education
• Higher Education
• Learning Experiences and Outcomes among Marginalized Students
• +7 more

Dr. Hyun Kyoung Ro is an Associate Professor in the Department of Counseling and Higher Education at the University of North Texas, affiliated with the College of Education. She previously served as a faculty member at Bowling Green State University and worked as a Research Designer and Analyst at Carnegie Mellon University’s Office of Institutional Research and Analysis. Ph.D. in Higher Education, The Pennsylvania State University (minor in Educational Psychology—Applied Measurement) M.A. and B.A., Korea University Her research centers on gender and racial equity in STEM education , learning experiences of marginalized students , and critical quantitative research and assessment . She employs rigorous methodologies to examine systemic inequities and institutional practices affecting underrepresented populations in higher education. Dr. Ro's recent publications span top-tier journals such as Journal of Engineering Education , The Review of Higher Education , and Research in Higher Education , reflecting a strong focus on equity, policy, and assessment in STEM and higher education contexts. Her work consistently emphasizes intersectionality, data justice, and institutional reform. She has received significant external funding, including: National Science Foundation ADVANCE Adaptation Track grant for gender equity on campus AccessLex Institute/Association for Institutional Research grant on law school access and enrollment among women of color Collectively, these grants total $1.1 million, supporting her leadership in advancing equity through research and institutional change. While no formal list of advisees or awards is provided, her role as a leading author and grant recipient highlights her active mentorship and scholarly leadership. Dr. Ro has not indicated any lab or research team affiliations in the provided text, but her research profile suggests collaboration with institutional research units and equity-focused initiatives.

Qimin LiuView profile

Assistant Professor

• Psychological Sciences
• Quantitative Methods
• Clinical Science
• +4 more

Qimin Liu is an Assistant Professor at Boston University, serving as Lab Director of the Quantitative Psychopathology Laboratory. He holds a PhD in Psychological Sciences from Vanderbilt University with specializations in Clinical Science and Quantitative Methods. His research focuses on emotional disturbances across development, statistical methodology development, and health equity with an emphasis on intersectional marginalization. He has expertise in analyzing intensive longitudinal data and has published extensively on topics like irritability, suicidality, and mental health disparities among sexual and gender minority populations. Dr. Liu’s work frequently integrates advanced statistical techniques such as latent variable modeling, network analysis, and machine learning. His recent studies explore the temporal dynamics of affect, the impact of stigma on mental health, and the role of childhood adversity in psychiatric outcomes. Notable contributions include developing methods for analyzing zero-inflated longitudinal data and creating algorithms for digital phenotyping of mood disorders through mobile device usage patterns. His scholarship emphasizes bridging clinical phenomena with rigorous quantitative approaches, addressing gaps in understanding how social determinants and individual differences shape mental health trajectories. He has collaborated on large-scale datasets like the Collaborative Psychiatric Epidemiological Surveys and contributed to interdisciplinary research on public health outcomes among aging sexual minority men. Dr. Liu’s methodological innovations include the DACF framework for ceiling/floor effect data and the lamme package for log-analytic multiplicative effects modeling. He actively publishes in high-impact journals such as Psychological Methods and Journal of Abnormal Psychology , focusing on both empirical findings and statistical best practices.

Pammla PetruckaView profile

Professor

• Women’s Health
• Global Health
• Menstrual Hygiene
• +3 more

Dr. Pammla Petrucka is a Professor at the University of Saskatchewan's College of Nursing and affiliated with the School of Public Health. A USask graduate with degrees in Nursing (BScN, MN, PhD), she focuses on marginalized populations' health through innovative methodologies like qualitative and mixed methods. Her research emphasizes Women’s Health, Global Health, Menstrual Hygiene Equity, and One Health initiatives. Current projects include improving healthcare accessibility in developing regions and addressing menstrual hygiene disparities. She teaches courses on leadership in nursing, rural nursing practices, and evidence-based health care. Dr. Petrucka’s work has been nationally and internationally funded, supporting collaborative research teams across disciplines. She has authored numerous peer-reviewed publications addressing global health challenges and cultural barriers to healthcare access. Her honors and fellowships reflect recognition for advancing nursing science and public health equity. Grants & Funding: Successfully secured funding at local, provincial, national, and international levels for research projects. Advising: Mentors a large cohort of graduate and undergraduate students in nursing and public health. Labs/Teams: Leads interdisciplinary groups focused on global health equity and maternal-child health interventions. Her sabbatical (July 2024–June 2025) will likely expand her work on One Health innovations and menstrual hygiene advocacy.

Daniel J. LizotteView profile

Associate Professor

• Machine Learning
• Biostatistics
• Health
• +4 more

Dan Lizotte is an Associate Professor jointly appointed to the Department of Computer Science in the Faculty of Science and the Department of Epidemiology and Biostatistics in the Schulich School of Medicine & Dentistry at Western University. Additional affiliations include the Schulich Interfaculty Program in Public Health and a cross-appointment to the Department of Statistics and Actuarial Sciences. Based in Middlesex College, London, Ontario, his contact email is dlizotte@uwo.ca. His research centers on machine learning and biostatistics for health decision support, with emphasis on sequential decision-making in chronic disease management where evolving patient health status and preferences inform adaptive interventions. Core contributions involve adapting reinforcement learning frameworks to model dynamic health decisions in public health and primary care settings, addressing methodological challenges in personalized medicine and risk prediction. Analysis of his publication record reveals consistent focus on healthcare applications of machine learning, particularly in chronic disease risk modeling using electronic medical records, intersectionality frameworks in public health AI, and Bayesian methods for dose personalization. His work bridges reinforcement learning with clinical decision support systems, advancing dynamic treatment regimes and statistical methodologies for evolving patient data. No scientific awards were mentioned in the provided text. The text does not specify any advisees, grant funding, or educational background details. Lizotte leads a research laboratory focused on machine learning applications in health, as evidenced by the dedicated lab site referenced in his contact information. His team likely explores intersections of statistical methodology, AI ethics, and clinical implementation for personalized health interventions.

Laia BecaresView profile

Professor

• Social Epidemiology
• Health Inequalities
• Racism and Health
• +3 more

Laia Becares is a Professor of Social Science and Health at King's College London, part of the School of Global Affairs and the Department of Global Health & Social Medicine. She previously held roles at the University of Sussex (2018-2022) and the University of Manchester (2010-2018), where she maintains an Honorary position. She serves as an Editor of Sociology of Health and Illness and on the Academic Reference Group of the NHS Race and Health Observatory. Her work is funded by organizations such as the Nuffield Foundation and the Health Foundation. Laia holds a PhD in Social Epidemiology from University College London (UCL) and a Master's in Public Health from Boston University School of Public Health. Her research employs an interdisciplinary approach, collaborating with sociologists, psychiatrists, geographers, and demographers to understand how discrimination and marginalization perpetuate social and health inequities. Key areas include racism, homophobia/heterosexism, LGBTQ+ inequalities, and the impact of systemic oppression across life stages. She co-developed the Queerantine Study on pandemic impacts on LGBTQ+ communities and leads the ESRC Centre for Society and Mental Health, fostering student mentorship in health inequality topics. Her scientific awards include ESRC/MRC Postdoctoral Research Fellowship (2010-2012), Hallsworth Research Fellowship (2012-2016), and ESRC Future Research Leader Fellowship (2012-2015). Recent work focuses on ethnic healthcare disparities in multimorbidity and longitudinal studies of racism's effects on health outcomes. Ongoing projects include LGBTQ+ policymaking networks and the GHSM Anti Racism Steering Group, addressing structural inequities in academia and healthcare. Laia’s grants include Nuffield Foundation funding for ethnic inequalities in later life and Health Foundation support for healthcare equity studies. She advocates for integrating lived experiences into research design, particularly through the Evidence for Equality National Survey (EVENS). Her lab affiliations include Queer@King’s and the ESRC Centre for Society and Mental Health, emphasizing collaborative, community-driven approaches.

Clotilde CoronView profile

Professor

• Gender Equality
• Quantification in Human Resources Management
• Organizational Behavior
• +3 more

Summary Clotilde Coron is a Full Professor of Management Sciences at the Faculté Jean Monnet, Université Paris-Saclay. She previously held an Associate Professor position at IAE Paris (2017–2022). Her research focuses on gender equality, gender stereotypes, and the role of quantification in HR management. She earned a PhD in Management Sciences (Université Paris-Est, 2015) and a HDR (Université de Poitiers, 2021). She is also a graduate of ENSAE (2012) and Sciences Po (2013). Academic Roles: Full Professor, Université Paris-Saclay Vice-President for Equality, Diversity, and Inclusion (since 2024) Elected member of the Research Committee (since 2024) Co-responsible for the M1 Master in Management (since 2023) Research Interests: Dr. Coron’s work critically examines gender equality policies, the societal impact of gender stereotypes, and the ethical implications of algorithmic HR practices. She emphasizes the need for organizations to adopt intersectional frameworks to address systemic inequalities. Grants and Projects: ANR funding for lesbian workplace inclusion (2024–2025) Research on gender in health innovation (2023–2024) Studies on chatGPT in education and LGBTQ+ mental health (2023–2024) Awards: EFMD-FNEGE Best Research Book Award (2023, 2019) FNEGE Label for multiple academic contributions Teaching: She teaches advanced courses in quantitative methods, HR analytics, and gender studies at undergraduate and graduate levels. Recent courses include Data Analysis Tools (M1), Quantitative Methods (M2), and distance-learning modules on HR management.

• Health Policy
• Medical Sociology
• Disease Advocacy
• +3 more

Rachel Best is an Associate Professor and Director of Graduate Studies in the Department of Sociology at the University of Michigan. Her research focuses on the intersections of politics, culture, inequality, and health, with a particular emphasis on disease advocacy, disability discrimination, and the sociological implications of medical policy. She directs the Sociology graduate program and leads computational studies on disease stigma, advocacy strategies, and ADA litigation outcomes. Her work bridges medical sociology, legal studies, and public health, addressing how societal structures shape health outcomes and policy responses. Her research interests include analyzing how disease campaigns influence health policy, the political consequences of overestimating individual health control, and the role of stigma in disability rights litigation. Notable projects use computational methods to trace policy advocacy impacts and explore visibility dynamics in disability cases. Recent publications (2022–2025) highlight her focus on disease stigma’s societal effects, legal interpretations of invisible disabilities, and the evolving nature of advocacy in health policy. Her earlier works, such as Common Enemies: Disease Campaigns in America , critique single-disease advocacy frameworks and their unintended policy consequences. Rachel Best advises on graduate studies and collaborates with interdisciplinary teams. Her research has been supported by grants focusing on sociological methods in health policy analysis. She is affiliated with the University of Michigan’s Sociology Department and the LSA College, contributing to discussions on inequality and institutional sociology.

Guofang LiView profile

Professor

• Early bilingual development
• Family literacy
• Early literacy instruction
• +2 more

Guofang Li is a Professor in the Department of Language and Literacy Education at the Faculty of Education, affiliated with the Centre for Early Childhood Education & Research (CECER). Her work centers on bilingual development and literacy education within multicultural contexts, particularly focusing on Chinese-Canadian communities. Her research interests include: Early bilingual development Family literacy practices Early literacy instruction methodologies Early education for minority learners Teacher education for multilingual classrooms Analysis of her 2021-2025 publications reveals a concentrated focus on Chinese-Canadian children's bilingual development, examining home literacy environments, digital technology impacts, and pandemic-related disruptions. She consistently advocates for equity-focused approaches in superdiverse educational settings, emphasizing translanguaging practices and critical perspectives on linguistic justice. Scientific Awards: No awards explicitly mentioned in source materials Advising and Grants: No specific student names or grant information provided in source materials Labs and Teams: Centre for Early Childhood Education & Research (CECER): An interdisciplinary hub facilitating collaborative research between academics, educators, and community partners focused on advancing evidence-based early childhood education practices through longitudinal studies and community-engaged projects.

Allison GodwinView profile

Professor

• Engineering Education
• Diversity and Inclusion in STEM
• Identity Development in Engineering
• +2 more

Allison Godwin is a Professor in the Department of Chemical Engineering at Cornell University, joining the faculty in 2023. She holds a B.S. (2011) and Ph.D. (2014) in Chemical Engineering and Science Education from Clemson University. At Purdue University, she was a tenured member of the School of Engineering Education and held a joint appointment in the Davidson School of Chemical Engineering (2020). Research Interests: Engineering identity development, particularly for underrepresented groups Inclusive pedagogies to reduce equity gaps in STEM Engineering workforce diversity and retention strategies Mixed-methods research on belonging and motivation Scientific Awards: 2023 American Institute of Chemical Engineers Award for Excellence in Engineering Education Research 2022 AERA Division I Outstanding Research Publication Award 2021 CEE William H. Corcoran Award 2017-Present NSF CAREER Award 2016 NARST Outstanding Doctoral Dissertation Award Leadership Roles: Past Chair of ASEE Educational Research Methods Division (2021-2023) Associate Editor for Chemical Engineering Education (2020-Present) Co-led Purdue’s Faculty Learning Community for inclusive teaching

Anthony Lising AntonioView profile

Associate Professor

• Higher Education
• Race and Ethnicity
• Sociology
• +5 more

Anthony Lising Antonio is an Associate Professor at the Stanford Graduate School of Education and Associate Director of the Stanford Institute for Higher Education Research . He serves as the founding faculty director of LifeWorks , an undergraduate integrative learning program. His work focuses on postsecondary access, racial diversity in education, student development, and social stratification. PhD, University of California, Los Angeles (1998) MA, University of California, Los Angeles (1994) MS, Stanford University (1992) BS, University of California, Berkeley (1988) Dr. Antonio's research spans stratification in higher education, racial and ethnic minority student development, and the impact of diversity on institutions. Recent work explores college admissions essays, synthetic text analysis, engineering equity, and social network applications in educational research. His 2024-25 courses include Diversity and Equity Issues in Higher Education and Holistic College Student Development. His publications address critical themes like racialization in STEM, gender dynamics in undergraduate applications, intersectionality in student status, and college access program partnerships. Articles frequently employ social network analysis, critical race theory, and interdisciplinary methodologies to examine educational equity and institutional change. Principal investigator for educational RCTs Co-author on large language model demography studies Contributor to affirmative action policy debates Dr. Antonio advises doctoral students in education and sociology, with affiliations to the Center for Comparative Study in Race and Ethnicity and the Asian American Studies program. He resides in EAST House, a Stanford residential fellowship focused on equity and societal issues.

Anette Eva FasangView profile

Professor

• Life Course Stratification
• Social Demography
• Family Sociology
• +9 more

Prof. Dr. Anette Eva Fasang is a Full Professor of Microsociology at Humboldt University of Berlin, where she also serves as Director of the Department of Social Sciences and Academic Director of the Berlin Graduate School of Social Sciences (BGSS). She leads major research initiatives on life course stratification, social demography, and inequality, and has held leadership roles at the WZB Berlin Social Science Center. Her work bridges sociology, demography, and quantitative methodology, with a strong focus on comparative welfare state analysis. Ph.D. in Sociology, Jacobs University Bremen (2005–2009) B.A. and M.A. in Sociology, Ludwig-Maximilians-University Munich (1999–2004) Her research centers on life course dynamics, particularly how family formation, employment, and welfare regimes interact to shape social inequality across the lifespan. She employs advanced quantitative methods, especially sequence analysis, to study intergenerational transmission, gender disparities, and the long-term consequences of early-life trajectories. Her work spans comparative European and U.S. contexts and increasingly includes global perspectives, such as in Egypt and Senegal. The recent publications reflect a consistent focus on life course trajectories, social stratification, and methodological innovation. Key themes include the intersection of work and family, wealth and earnings accumulation, gender and racial inequality, and the impact of structural factors like welfare regimes and labor markets. Methodologically, her work advances sequence analysis and decomposition techniques for longitudinal data. Scientific Awards: Elected Fellow of the European Academy of Sociology (2024) Rosabeth Moss Kanter Award for Excellence in Work-Family Research (2023) Honorary Doctorate from the University of Turku (2022) Rosabeth Moss Kanter Award (2018) Prof. Fasang has supervised numerous doctoral students, many of whom have won top dissertation prizes. She leads significant research grants from the German Research Foundation (DFG), including the Cluster of Excellence SCRIPTS and the DYNAMICS research training group. Her advisory roles include the German Family Demographic Panel (FReDA) and scientific boards in Germany and Finland. She is actively involved in research teams and collaborative projects, such as the KOMPAKK study on household risks during the pandemic and the EQUALLIVES project on young adult life courses. Her work is deeply embedded in interdisciplinary networks across Europe and North America.

• Sociology of Race and Ethnicity
• Demography
• Gender and Sexuality Studies
• +4 more

Aliya Saperstein is a Professor of Sociology and the Benjamin Scott Crocker Professor in Human Biology at Stanford University. She holds a Ph.D. in Sociology and Demography from the University of California, Berkeley (2008) and a B.A. in Sociology from the University of Washington. Her research focuses on the social processes through which racial and gender categories are constructed, how these classifications create and sustain inequality, and how methodological choices in survey research affect findings on stratification and health disparities. Stanford University faculty since 2011 Visiting Scholar, Sciences Po and Russell Sage Foundation Expert committee member for National Academies of Sciences consensus studies on race/ethnicity (2024) and gender measurement (2022) Her work has been recognized with multiple awards including the Population Association of America Early Achievement Award (2016) , Oliver Cromwell Cox Best Article Award (2014) , and IPUMS Research Award (2013) . She leads the Lab for Social Research at Stanford, which trains undergraduate researchers and collaborates with interdisciplinary teams. Research trends in her publications reveal a progression from foundational work on racial fluidity (2012-2014) to contemporary analyses of genetic ancestry testing's sociological implications. Her recent projects examine how direct-to-consumer genetic testing affects racial self-identification patterns and challenges traditional survey methodologies, particularly in multiracial populations and gender categorization. Scientific contributions include: Transforming sex/gender questions in the 2018 General Social Survey Key findings on how genetic ancestry testing increases multiracial identification Experimental evidence showing ancestry question order affects racial reporting Theoretical advancements in racial formation theory

Jessica GlazierView profile

Assistant Professor

• Social Psychology
• Developmental Psychology
• Gender Studies
• +5 more

Jessica Glazier is an Assistant Professor in the Frances L. Hiatt School of Psychology at Clark University, Worcester, MA. She completed her Ph.D. and M.S. in Psychological Science at the University of Washington (2022 and 2019, respectively) and a B.A. in Psychology & Music from Albion College (2015). Her research focuses on challenging societal norms about social categories like gender, race, and sexual orientation, emphasizing inclusivity for marginalized groups such as transgender, multiracial, and asexual individuals. She employs methods from social, developmental, cognitive psychology, and interdisciplinary approaches like feminist and LGBT studies. Research Interests Exploring how social categorization affects perceptions and experiences of individuals who defy traditional norms Examining consequences of gender/racial essentialism on prejudice and discrimination Investigating gender development in youth, including transgender and cisgender children Addressing statistical methodology limitations in psychological science Recent Research Trends Her 2024 work highlights challenges in LGBTIQ+ research inclusivity and examines gender attitudes across diverse children. Recent projects (2023–2024) emphasize statistical frameworks for meaningful inference, intersectionality in harassment perceptions, and the role of adult beliefs in shaping children’s identity autonomy. Earlier studies (2019–2022) established foundational insights into gender categorization mechanisms and transgender children’s developmental similarities to cisgender peers. Teaching & Mentoring Teaches Advanced Social Psychology (PHD) and Statistics (undergraduate), prioritizing student learning through dedicated skill-building sessions. Mentored research assistants (e.g., Liza Moore, Martina Khurana) and supervised Elizabeth Abel’s honors project on race and gender essentialism. Actively supports early-career researchers via peer mentoring programs. Labs & Collaborations Conducts research within Clark University’s Frances L. Hiatt School of Psychology lab environments, collaborating with institutions like Northeastern University and international teams on child development and social categorization projects.