Sylvia Perry is an Associate Professor at Northwestern University specializing in social, developmental, and health psychology. As Principal Investigator of the Social Cognition & Intergroup Processes (SCIP) Lab , her research examines: Racial bias awareness development Prejudice reduction strategies Intergroup contact dynamics Health disparities in medical education Her work spans interdisciplinary domains including: Social Psychology (prejudice, stereotyping, intergroup relations) Developmental Psychology (parental racial socialization, childhood bias formation) Health Psychology (medical trainee well-being, systemic health disparities) Recent publications highlight systemic approaches to racial bias, racial socialization in White families, and institutional influences on medical student outcomes. Current projects focus on normative influences in anti-racism efforts and educational environment impacts on healthcare professionals.
Feyisa Demie is an Honorary Professor at the School of Education at Durham University and Head of Research at Lambeth Local Authority. He is a Fellow of the British Academy of Social Sciences (FAcSS). With extensive experience working with local authorities, government departments, the London Challenge, individual schools, and school governors, Professor Demie has pioneered work on 'value added' analyses of school effectiveness and developed comprehensive data services for schools, including individual school profiles and contextual reports. Professor Demie's research focuses on critical issues in educational equity and school improvement. His primary areas of interest include: Recruitment and Retention of ethnic minority teachers/leaders Educational inequality and social justice Ethnicity and educational achievement Value added in education School exclusions Pupil mobility His recent publications (2022-2025) demonstrate consistent focus on educational equity, with particular attention to ethnic minority achievement, teacher workforce diversity, and school improvement strategies. The research spans multiple methodologies including national surveys, trend analyses, case studies, and literature reviews, contributing significantly to evidence-based educational policy and practice across England. Professor Demie's scientific recognition includes: Fellow of the British Academy of Social Sciences (FAcSS) As an education adviser, Professor Demie works with schools covering all phases of assessment, from foundation stage through to GCSE. He has developed school-focused training programs and organizes an annual national school improvement conference for headteachers, teachers, and policymakers to share best practices in schools. His research has been particularly influential in understanding the educational experiences of Black Caribbean heritage pupils, EAL students, and other disadvantaged groups in the English education system.
Da'Shay Templeton is an Assistant Professor in Educational Leadership at California Lutheran University's Graduate School of Education. Her research focuses on critical quantitative and qualitative analysis of racial and social stratification in education, particularly school discipline disparities affecting marginalized groups. She employs experimental designs and critical theories (Critical Race Theory, TribalCrit, DisCrit) to examine systemic inequities. Education: Ph.D. in Higher Education & Quantitative Methodology, Florida State University (2023) M.A. in English with Teaching Certificates, San Francisco State University (2015) B.A. in English, California State University Northridge (2012) Transfer coursework at College of the Canyons (2006-2010) Research Focus: Dr. Templeton investigates how psychological processes and public policies perpetuate educational inequities, focusing on school discipline, corporal punishment, and COVID-19 impacts. Her work centers on Black, Indigenous, disabled, and gender-expansive youth using mixed methods. Current projects include experimental studies on racial bias in discipline practices and theoretical development of Black Disability Racial Threat Theory. Publication Trends: Her recent articles (2022-2025) demonstrate strong emphasis on experimental research in educational discrimination, critical theoretical frameworks, and policy analysis. Dominant themes include school criminalization, trauma studies, physical education equity, and anti-racist interventions in higher education. Awards & Honors: Ford Dissertation Fellowship (2022) PEO International Scholar (2022) AERA Minority Dissertation Fellowship (2022) Scholars Strategy Network Fellow (2025) Multiple Florida State University leadership awards Advising & Grants: Dr. Templeton chairs 10 quantitative dissertations and has secured significant funding including Helping Hands' Social Justice Awards ($48K), AERA grants ($27.5K), and multiple California Lutheran University research grants. Her teaching emphasizes critical pedagogy, open educational resources, and apprenticeship models.
Amy Jane Griffiths is an Associate Professor in the Attallah College of Educational Studies at Chapman University, where she also serves as assistant director of the Licensed Professional Clinical Counselor (LPCC) program. She is a research affiliate at the Thompson Policy Institute on Disability and holds faculty appointments in the Ph.D. in Education program. Her work is centered on enhancing outcomes for underserved and neurodiverse youth through systemic and translational research. Dr. Griffiths earned her Ph.D. in Counseling, Clinical, and School Psychology from the University of California, Santa Barbara, complemented by a Master of Arts from the same institution and a Bachelor of Arts from Chapman University. She is a licensed clinical psychologist (PSY 24536) and a Nationally Certified School Psychologist (NCSP), bringing clinical expertise to her academic and research roles. Her research spans two primary domains: school-based interventions to improve psychological well-being and mental health for underserved youth, and career development and transition support for teens and young adults with disabilities, particularly autism. She investigates academic and behavioral interventions in alternative education settings, promotes parent and educator collaboration, and evaluates programs that prepare autistic youth for employment and entrepreneurship. She notably integrates machine learning and labor market data into her research to identify effective strategies for employment success. Her recent publications reflect a strong focus on autism and employment, collaboration in schools, STEM education for disabled youth, and trauma-informed, anti-racist practices. She frequently publishes in journals such as the Journal of Vocational Rehabilitation, Advances in Autism, and Frontiers in Education, and contributes to edited volumes on neurodiversity and entrepreneurship. Dr. Griffiths has received recognition through editorial selections, such as an 'Editor’s Choice' in the Journal of Vocational Rehabilitation, and her work is widely cited, demonstrating significant influence in the fields of special education, school psychology, and disability policy. She has led and contributed to numerous research reports and grant-funded projects, often in collaboration with institutions like the Thompson Policy Institute and The Help Group. She actively mentors and collaborates with colleagues and students, co-authoring extensively with researchers such as Rachel Torres, John Brady, and Angela Hurley-Hanson. Her work emphasizes interdisciplinary collaboration, family-school partnerships, and systemic change to support resilient futures for marginalized youth. Dr. Griffiths is involved in several research initiatives, including the Thompson Policy Institute Disability Summit, where she has authored multiple annual reports on autism in the workplace and transition planning. She also leads projects like the Autism Community Toolkit and evaluations of programs such as STEM3 Academy, focusing on expanding opportunities for youth with diverse needs.
Michele Jaquis is a Professor and Director of Interdisciplinary Studies at Otis College of Art and Design , where she has taught since 2000. She holds an MFA in Sculpture from Rhode Island School of Design and a College Teaching Certificate from Brown University . Her work spans sculpture, video, and social practice to examine identity, political relationships, and communication.
Ahrong Yang is an Assistant Professor at the Department of Culture and Learning within the Faculty of Social Sciences and Humanities at Aalborg University. He is affiliated with the L-ILD (IT and Learning Design) research lab and the SSH Children and Youth Research Network, focusing on improving children's wellbeing in Denmark. His research interests center on racism, child innocence, social exclusion, and intersectional analyses within educational contexts. He explores how discourses around race and identity manifest in Danish schools and media, particularly through digital platforms and video games. Yang's work often intersects with postcolonial theory and critical race studies. His publications span journal articles, book chapters, and editorial contributions, focusing on themes like discrimination, white innocence, and belonging in education. He actively organizes academic conferences and participates in workshops addressing social exclusion and intercultural communication. Yang has contributed to public debates on racism education for children and academic solidarity in global crises. His research lab, ILD-LAB, investigates IT applications in learning design to enhance educational equity.
Dr. Quinita Ogletree is a Clinical Assistant Professor in the Department of Teaching, Learning & Culture at Texas A&M University's College of Education and Human Development. She holds a Ph.D. in Curriculum and Instruction with a focus on Urban Education from Texas A&M University (2012), and prior degrees from Virginia Union University and the University of Houston. Her research emphasizes multicultural literacy, urban education, gifted and talented education, and early childhood education. Dr. Ogletree has taught courses such as Cultural Foundations of Education and Teaching in Urban Environments , reflecting her expertise in equity-oriented pedagogy. Her scholarship explores critical race theory applications, urban education typologies, and the intersection of race/class in teacher training. Notable works include analyzing virtual learning preferences among Black girls and examining equity paradoxes impacting faculty of color. Dr. Ogletree has presented at major conferences like the American Educational Research Association and National Association for the Education of Young Children. Though no formal awards are listed, her work demonstrates commitment to addressing systemic inequities in education. Course advising and grant details are unspecified in the provided materials.
Roberto L. Abreu is an Associate Professor in the Department of Psychology at the University of Florida, part of the College of Liberal Arts and Sciences. He holds a tenured position and leads the ¡Chévere! Lab, focusing on marginalized communities including LGBTQ+ individuals, BIPOC groups, and Latinx families. His work emphasizes social justice, systemic oppression, and resilience through mixed-methods research. Education: Ph.D. from University of Kentucky (2015), APA-accredited internship at Federal Medical Center-Lexington, M.Ed. from Florida International University (2012). Mentored by scholars specializing in culture, collectivism, and queer advocacy. Research focuses on four key areas: Latinx LGBTQ youth mental health and family dynamics Transgender youth and school inclusivity LGBTQ adults' experiences of violence and resilience Immigration impacts on Puerto Rican communities Publications highlight intersectionality, parental acceptance scales, and policy impacts (e.g., bans on gender-affirming care). Awards include APA's Distinguished Book Award (2023) and McKnight Mentorship recognition (2023). Active in leadership roles, including APA divisions and national LGBTQ+ advocacy organizations. Teaching emphasizes culturally mindful practices, anti-oppression frameworks, and active learning. Current lab projects explore Black transmasculine community support, LGBTQ+ activism impacts, and bi+/plurisexual disclosure dynamics.
Annie Hardison-Moody is a Professor and Interim Assistant Family and Consumer Sciences Program Leader at North Carolina State University's College of Agriculture and Life Sciences. She also serves as an Extension Specialist and Director of several initiatives including Faithful Families Thriving Communities. Her work bridges religion and public health, focusing on gender, food insecurity, and poverty. She holds a PhD in Religion from Emory University (2012), an MTS from Vanderbilt University, and a BA from UNC Chapel Hill. Her research includes co-PI roles on major grants such as NSF's FIRST project (food insecurity during COVID-19) and USDA-funded Voices into Action (longitudinal family food environment study). She has received awards including the 2023 Equity for Women Award and World Leisure Organization's Innovation Prize. Her teaching includes courses on Human Sexuality and Research Proposal Development. Key projects include Health Matters (CDC-funded physical activity initiatives in Edgecombe County) and Faithful Families, which earned recognition through the Obama White House's Let's Move initiative. She evaluates programs like Transplanting Traditions Community Farm's farmer training, emphasizing culturally relevant strategies for disadvantaged farmers. Grants: Over 10 major grants including USDA SNAP-Ed Steps to Health (up to $3M funding), NSF Rapid grants, and Russell Sage Foundation support. Labs/Teams: Director of Graduate Programs in Youth, Family, and Community Sciences; Co-Chair of AHS Department's Racial Justice Committee.
Prof. Dr. Susanne Spindler is a Professor of Social Work and Migration at the Faculty of Social Sciences and Cultural Studies , Hochschule Düsseldorf . She is a leading scholar in critical migration studies, racism critique, gender, and social inclusion. Her research focuses on marginalized migrant populations, particularly youth and single parents, and she actively contributes to policy debates on residence rights and anti-discrimination. Institution: Hochschule Düsseldorf School: Faculty of Social Sciences and Cultural Studies Department: Social Work and Migration Academic Rank: Professor Email: susanne.spindler@hs-duesseldorf.de Her educational background includes a doctorate from the University of Cologne on racism, masculinity, and criminalization. She previously served as Professor of Youth Work and Interculturality at Hochschule Darmstadt. Her research expertise spans racism and antiracism, intersectionality, gender and masculinity, qualitative social research, and migration-sensitive social work . She has led and co-led multiple funded research projects on topics such as tolerance status, migrant single parents, and resistance to social exclusion. Her recent publications (2020–2025) reflect a strong trend toward policy-oriented, empirically grounded, and critically reflective scholarship. Topics include the Chancen-Aufenthaltsrecht , municipal support for tolerated migrants, refugee youth, and the racialization of masculinity. Her work often involves participatory and ethnographic methods, and she collaborates with civil society organizations and policy institutions. Scientific and Public Engagement: Speaker, Working Group on Flight, Migration, Racism, and Antisemitism Critique (DGSA) Trusted Professor, Rosa-Luxemburg-Stiftung Member, Scientific Advisory Board of 'Irgendwie Hier!' Member, Kritnet – Critical Migration and Border Regime Research Network Contributor to public discourse via taz, policy briefs, and open letters She supervises research teams, teaches, and mentors students in social work and migration studies. Her work bridges academia, policy, and activism, advocating for humane, rights-based, and inclusive migration governance. Laboratories and Research Teams: Lead, 'Engagement against Social Exclusion' (2025–2026), funded by Deutsche Stiftung Engagement und Ehrenamt Lead, 'Migrant and Refugee Single Parents' (2023–2025), funded by Stiftung Alltagsheld:innen Co-PI, 'Participation Despite Tolerance?' (2021–2024), funded by Stiftung Mercator Collaborator with universities in Eichstätt-Ingolstadt, Fulda, and UConn
Jane Bolgatz is an Associate Professor of Social Studies Education in the Division of Curriculum and Teaching at Fordham University's Graduate School of Education. She holds office at 113 West 60th Street, Room 1003D, and can be reached at bolgatz@fordham.edu or 212-636-6473. Prior to joining Fordham, she taught social studies and language arts for seven years in secondary schools. Dr. Bolgatz earned her academic credentials from prestigious institutions: PhD from University of Iowa, MAT from Brown University, and BA from Columbia University. Her educational background has shaped her commitment to transformative social studies education. Her research focuses on how teachers, students, administrators and parents address issues of race and racism in educational settings, examining how elementary and secondary students develop historical thinking skills. She has recently expanded her research to study teacher education processes for individuals and institutions. Dr. Bolgatz is particularly interested in how educational stakeholders navigate difficult conversations about race and how institutions can foster equity and belonging. Analysis of Dr. Bolgatz's publications reveals a consistent focus on multicultural social studies education, critical race theory in classrooms, and historical thinking development. Her work demonstrates an evolution from classroom-based research with elementary students to broader institutional analysis of how schools address race and racism. The 2014 article analyzing world history textbooks highlighted persistent Eurocentrism in high school curricula, showing her commitment to global perspectives in education. Dr. Bolgatz provides consulting services to schools and organizations on strategic planning for anti-racist work, facilitating conversations about race and racism, addressing stereotype threat and microaggressions, implementing interdependent groupwork strategies, and developing anti-bias curriculum. As a white woman committed to social justice, she helps educational institutions navigate complex conversations about race. At Fordham, she teaches courses including Contemporary Social Studies, Historical and Philosophical Foundations of American Education, Social Studies Curriculum, Sociopolitical Dimensions of Education, and methods courses for teaching social studies to children and adolescents. Her teaching reflects her research interests in multicultural education and critical approaches to social studies.
Alexandra Panos is an Assistant Professor of Literacy Studies and Affiliate Faculty in Measurement and Research at the University of South Florida's College of Education. She earned her Ph.D. in Literacy, Language, and Culture Education with Qualitative Inquiry Methodology from Indiana University Bloomington and an M.A. in Urban and Multicultural Education from DePaul University Chicago, followed by teaching experience in Chicago's middle grades. Education: Ph.D. (Indiana University Bloomington), M.A. (DePaul University Chicago) Dr. Panos leads the Center for Climate Literacy as Director of Research and co-founded the open-access journal Climate Literacy in Education . Her work, supported by partnerships with USF Libraries, includes developing the Ecoliteracies for Climate Action in Florida portal. Her scholarship integrates place-based, community-engaged approaches, emphasizing ecological and geographic dimensions of literacy education through longitudinal collaborations and open-access dissemination. Her 15 most recent publications (2025–2021) focus on climate and ecojustice literacies, critical equity frameworks, and ethical methodologies in rural rustbelt contexts. Key themes include place-based pedagogy, spatial justice, climate denial critique, and narrative approaches to environmental education. Through roles like her directorship and editorial work, Dr. Panos fosters climate literacy partnerships and contributes to teacher training, particularly in digital and critical literacies. She actively explores reliability in climate-related digital sources and advocates for interdisciplinary climate education.
Breanya Hogue is an Assistant Professor in the Department of Curriculum and Instruction at Purdue University's College of Education. She specializes in literacy and language education, with a focus on pre-service teacher preparation and culturally proactive pedagogy in urban contexts. Education: Ph.D. in Literacy, Culture, & Language Education (2023) from Indiana University-Bloomington, M.Ed. in School Counseling (2011), and B.S.Ed. in Elementary Education (2009) from the University of Louisville. Her research explores literacy engagement through children’s literature, communities of practice , and out-of-school-time learning . Recent work examines anti-racist education, gender/racial stereotypes in textbooks, and Black joy as resistance in pedagogy. Key trends in her publications include critical race theory , self-study methodologies , and collaborative teacher development . She actively integrates social justice frameworks into literacy instruction. Scientific Awards: Associate Instructor Outstanding Teaching Award, Indiana University (2020) Harste Alternative Literacies Fellowship (2018, 2019) Seed Grant for Inclusive Excellence (2023) Scholarship of Engagement Fellow Instructionally, she teaches courses such as EDCI 32500: Literacy in the Early Childhood Classroom and EDCI 59100: Qualitative Inquiry & Instructional Coaching . She founded the Purdue Freedom Schools Program (Summer 2023) to advance literacy through culturally affirming practices.
Dr Hannah Jobling is a Senior Lecturer in Social Work at the University of York and Director of the Well-being, Health and Communities pathway within the White Rose Doctoral Training Partnership. As a core member of the Place, Social Justice and Well-being interdisciplinary cluster, she bridges social work practice with theoretical frameworks across sociology, health, and law. Education: BA (Hons) Social Work, MRes Social Work, PhD (all from University of York) Research Focus spans qualitative methodologies applied to marginalized populations, including: Mental health challenges among youth and service users Critical analysis of power dynamics in social work Policy translation into practice realities Historical evolution of social work frameworks Community-based interventions for vulnerable groups Anti-racist approaches in professional contexts Her recent publications highlight intersections between mental health systems , parenting with learning disabilities , and gendered experiences of violence , reflecting her commitment to socially just practices. Notably, she received the ESWRA Outstanding Publication Award (2015) for doctoral research contributions.
Fungisai Gwanzura Ottemöller serves as an Associate Professor at the Institute for Health, Environment and Equality (HEMIL) within the Faculty of Medicine at the University of Bergen. Her work focuses on refugee health and adaptation, particularly among children and youth, with significant contributions to understanding the intersection of migration, health promotion, and equity. Dr. Ottemöller's research interests center on refugee health and adaptation, salutogenesis (the study of factors that support human health and well-being), migration and health, mental health among immigrants, HIV-related issues, and anti-racist approaches to health promotion. She examines how refugees navigate health systems, build resilience, and adapt to new cultural environments, with particular attention to gender perspectives and intergenerational dynamics. Her publication record demonstrates a consistent focus on refugee health and adaptation, with increasing emphasis on salutogenic approaches and anti-racist scholarship in recent years. The trend shows movement from descriptive studies of refugee experiences toward more theoretical and critical examinations of health promotion frameworks, with publications increasingly addressing structural inequalities and calling for transformative approaches to health equity. Dr. Ottemöller leads the Refugee Resilience Project, a transdisciplinary initiative examining resilience factors among refugee children and youth in Norway, and the PIISTON network, which promotes refugee inclusion through knowledge consolidation and cross-sector collaboration. Her research methodology primarily employs qualitative and participatory approaches, often working directly with refugee communities. She frequently collaborates across disciplines including health promotion, social work, child welfare, cross-cultural psychology, development studies, anthropology, and geography, reflecting the complex nature of refugee health issues. Through the PIISTON network and Refugee Resilience Project, Dr. Ottemöller has established significant international collaborations with institutions in Africa, North America, and Europe, creating a robust platform for knowledge exchange and comparative research on refugee health and integration.
