Girls' Studies Professors and Supervisors | ApplySharif

جست‌وجوی استاد و پژوهشگر

استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشی‌تان را پیدا کنید و با او ارتباط بگیرید.

نمایش ۱-۱۵ از ۲٬۱۰۸ استاد راهنما

اطلاعات این پروفایل‌ها از صفحات عمومی دانشگاه‌ها جمع‌آوری شده و ممکن است به‌روز نباشد.

Verdiana Grace Masanjaمشاهده پروفایل

استاد

Agnes Scott CollegeUnited States

Verdiana Grace Masanja is a Tanzanian mathematician and the first woman from Tanzania to earn a Doktor-Ingenieur (Doctor of Engineering) in mathematics. She holds the rank of Full Professor of Applied and Computational Mathematics at the Nelson Mandela African Institute of Science and Technology (NM-AIST). Born in 1954, she pursued her education at the University of Dar es Salaam (BSc and MSc in Mathematics) and earned her doctoral degree from the Technical University of Berlin. Her research focuses on fluid mechanics, optimal control theory, and mathematics education advocacy. She has been a leading advocate for girls' and women's participation in STEM, serving in prominent roles such as Vice-President for Eastern Africa on the African Mathematical Union's executive committee and chairperson of the Tanzania Education Network. Education: BSc (Mathematics & Physics, UDSM, 1976); MSc (Mathematics, UDSM, 1981); Doktor-Ingenieur (Technical University of Berlin, 1986). Research interests include applied mathematics with a focus on education equity. Her recent work combines optimal control methods with biological systems modeling, as seen in studies on disease dynamics and nanofluid behavior. Awards: 2011 UDSM Golden Outstanding Award for contributions to mathematics education. Leadership roles include coordinating initiatives like Female Education in Mathematics in Africa and serving on commissions such as the Commission on Women in Mathematics in Africa.

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Amber Westمشاهده پروفایل

مدرس

University of California, Los AngelesUnited States

Dr. Amber West is a Lecturer in the Writing Programs at UCLA, part of the Humanities Division within UCLA College. She holds a B.A. in Literature & Creative Writing from UC Santa Cruz, an M.F.A. in Creative Writing from NYU, and a Ph.D. in English from the University of Connecticut. Her research interests span poetry and poetics, puppet theater, race and gender studies, performance studies, intersectionality, and service learning. West's scholarly work appears in journals like Journal of Research on Women & Gender and Puppetry International , alongside contributions to edited volumes such as Episodes from a History of Undoing and The Routledge Companion to Puppetry & Material Performance . Her creative works include poetry collections published by Finishing Line Press and The Word Works. She co-founded Alphabet Arts, a bi-coastal artist collective, and created/directed the Puppets & Poets festival in NYC (2011-2015). With nearly two decades of experience, she has taught writing, trained educators, and fundraised for programs in underserved communities, including roles with AmeriCorps VISTA, Brooklyn Public Library, and Girls Write Now.

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Paula-Irene Villa Braslavskyمشاهده پروفایل

استاد

Ludwig Maximilian University of MunichGermany

Prof. Paula-Irene Villa Braslavsky holds the Chair of Sociology/Gender Studies at Ludwig Maximilian University of Munich (LMU), Faculty of Social Sciences. She is on sabbatical during Summer Semester 2025 but continues research supervision and colloquia. Her research focuses on intersections of racism, sexism, and neoliberalism, with notable works like The Future of Difference and Top Girls . She co-edits the journal Gender Salon and leads projects on gender studies, queer theory, and postfeminism. Her academic contributions span monographs, anthologies, and journal articles addressing global social movements, anti-genderism, and body politics. Key themes include critical analysis of contemporary gender regimes, decolonial theory, and the sociocultural implications of neoliberalism. Her work frequently bridges theory and activism, emphasizing intersectional approaches to systemic oppression. Publications include edited volumes on #MeToo, fat studies, and the sociological analysis of bodies, reflecting her commitment to interdisciplinary research. She maintains an active academic presence through her website LMU Gender Studies and Academia.edu .

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Tamsin Bradleyمشاهده پروفایل

استاد

University of PortsmouthUnited Kingdom

Professor Tamsin Bradley is a leading academic in International Development Studies at the University of Portsmouth, affiliated with the School of Area Studies, Sociology, History, Politics and Literature. Her research focuses on ending violence against women and girls, social inclusion, and harmful cultural practices. She holds a PhD from SOAS, University of London, and has held roles at institutions like the University of East Anglia and London Metropolitan University before joining Portsmouth in 2011. She was promoted to Professor in 2017. Her work is supported by grants from the British Academy, ESRC, and AHRC. Bradley is also a Fellow of the Royal Anthropological Institute. She currently supervises two PhD students on ESRC-funded projects and collaborates with organizations like Plan International and Stop Domestic Abuse. Her research integrates applied social anthropology with policy-relevant outcomes, addressing issues such as FGM, breast ironing, and gender-based violence in South Asia and Africa. Education: Bachelor's in Politics and Study of Religion (SOAS, 1996) MA in Social Anthropology of Development (SOAS, 1997) PGCE (University of Cambridge) PhD (SOAS, 2006) Research Focus: Ending violence against women and girls, harmful cultural practices, gender and social inclusion in South Asia/Africa, humanitarianism in conflict zones. Key Grants: £300k from British Academy (2018) for the 'Art Heritage, Resilience and Humanitarianism in South Sudan' project. External Roles: Council member of British Association of South Asian Studies (2014–2016), Editorial Board member of African Identities . Media Availability: Actively engages with media on gender-based violence and development topics. Bradley’s work bridges academic research and practical solutions, emphasizing community-led approaches. Her recent publications highlight intersections between culture, conflict, and gendered violence, with a focus on marginalized communities in South Sudan, Sudan, and South Asia.

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Hiromi Tsuchiya Dollaseمشاهده پروفایل

دانشیار

Vassar CollegeUnited States

Hiromi Tsuchiya Dollase is an Associate Professor of Chinese and Japanese at Vassar College since 2003. Her research focuses on Japanese women’s literature, girls’ magazine culture, and manga, with a particular interest in integrating popular media into language education. She teaches courses such as 'Japanese Popular Culture and Literature' and 'The Gothic and the Supernatural in Japanese Literature.' Dr. Dollase holds a PhD in comparative literature (Japanese and American) from Purdue University (2003), an MA from Illinois State University, and a BA/MA from Baika Women’s College. She authored *Age of Shojo: The Emergence, Evolution and Power of Japanese Girls’ Magazine Fiction* (2019) and has contributed to numerous edited volumes and refereed journals. Her work spans topics like child abuse depictions in manga, sex education in historical fiction, and queer reinterpretations of classic narratives. She co-edited *Women’s Voices in Manga* (2024) and *Manga!: Visual Pop-Culture in ARTS Education* (2020). Her research bridges literary analysis with cultural studies, emphasizing the intersection of gender, media, and education. Dr. Dollase has been featured in media discussions about Japanese literary icons like Nobuko Yoshiya. She actively contributes to interdisciplinary programs in Asian Studies, Media Studies, and Women’s, Feminist, and Queer Studies at Vassar.

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Rachel Leowمشاهده پروفایل

دانشیار

University of CambridgeUnited Kingdom

Rachel Leow is an Associate Professor in Modern East Asian History and Fellow of Murray Edwards College at the University of Cambridge. She holds a PhD and MPhil from St Catharine’s College, Cambridge, and a BA from Warwick University. Her research critiques rigid nationalisms in East Asia, focusing on transregional cultural and intellectual histories. Her book Taming Babel: Language in the Making of Malaysia (2016) won the 2018 Harry J. Benda Prize for Southeast Asian studies. Current projects include an anti-diasporic history of Chinese migration and early 20th-century Asian thought-worlds. Leow emphasizes public engagement, contributing to blogs, literary reviews, and collaborative manifestos. She teaches World History courses, including Part IA’s Outline 11 and specialized modules on East/Southeast Asia. She supervises postgraduate students exploring transnational East Asian history from 1850 to the present. Professional affiliations include the Royal Historical Society, Center for History and Economics, and editorial roles at The Historical Journal and Global Intellectual History . Awards include the Harry J. Benda Prize and RHS Fellowship. Her digital work includes a visualization of Afro-Asian Cold War networks and a short film on diasporic identity.

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Ricardo Sabatesمشاهده پروفایل

استاد

University of CambridgeUnited Kingdom

Ricardo Sabates is a Professor of Education and International Development at the University of Cambridge, affiliated with the Faculty of Education and the Research for Equitable Access and Learning (REAL) Centre . He is a Fellow at Hughes Hall and serves as Deputy Director of Research at the Faculty of Education. His career spans institutions including the University of Sussex, Institute of Education London, and Hughes Hall, Cambridge. PhD in Development (University of Wisconsin-Madison, USA) MSc in Economics (University of Wisconsin-Madison, USA) BA Honours (ITAM, Mexico) Ricardo is a development economist with expertise in educational inequalities , particularly in low-income countries. His work focuses on quantitative methods , maternal education impacts , and equity in educational access and learning . He collaborates with international agencies such as the OECD , UNICEF , UNESCO UIS , DFID , and the World Bank . His recent research trends include large-scale educational reform in Ethiopia , community-school participation in India , disability and learning outcomes , and teacher effectiveness in Africa . Projects often involve experimental/quasi-experimental designs and policy evaluation in Ethiopia, Ghana, India, Pakistan, Rwanda, and Tanzania. Ricardo also supervises postgraduate doctoral and masters students and contributes to core research training courses at Cambridge. He is actively involved in multiproject collaborations funded by the DFID-ESRC , MasterCard Foundation , and CAMFED , addressing topics like girls' secondary education , teacher effectiveness , and equity in educational interventions .

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Aisha Durhamمشاهده پروفایل

استاد

University of South FloridaUnited States

Aisha Durham is a Professor of Communication at the University of South Florida's College of Arts and Sciences, with affiliations in Humanities & Cultural Studies and Women's & Gender Studies. She holds a Ph.D. from the University of Illinois at Urbana-Champaign (2007) and has held academic positions at Texas A&M University and the University of Georgia. Her research focuses on Black feminist thought, autoethnography, and media/cultural studies. She is the award-winning author of Home with Hip Hop Feminism: Performances in Communication and Culture and a co-editor of Home Girls Make Some Noise! Key research areas include Hip Hop Feminism, intersectionality, and qualitative methodologies. Durham has received prestigious awards such as the NCA Marsha Houston Award and the Ellis-Bochner Award for autoethnography. She contributes to public scholarship through podcasts, media analyses, and international talks for outlets like CNN and NPR. Her work emphasizes democratizing knowledge and addressing systemic inequities in academia and culture. Professional activities include editorial board roles, advisory positions (e.g., Smithsonian Anthology of Hip-Hop and Rap), and keynote speaking at institutions worldwide. Her recent publications explore pedagogical resistance, hiphop literacies, and Black feminist mentorship frameworks.

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Magnus Dahlstedtمشاهده پروفایل

استاد

Linköping UniversitySweden

Magnus Dahlstedt is Professor of Social Work at Linköping University's Department of Culture and Society (IKOS) since 2019, previously holding the same position at ISV (Institution for Social and Welfare Studies) from 2015-2019. He has been responsible for the research environment and doctoral education in Social Work at Linköping University from 2016 to 2023. His academic journey began with a PhD in Ethnicity from Linköping University in 2005, followed by becoming a docent (associate professor) in 2009 and a biträdande professor (associate professor) in 2014 before achieving full professorship in 2015. Dahlstedt's research centers on citizenship formation in contemporary society shaped by welfare policy transformations and international migration. His work examines how citizenship is concretely formed in segregated urban environments, focusing particularly on the gap between formal rights and substantive living conditions. He investigates social pedagogical efforts across public policy, education, and the non-profit sector, with special attention to vulnerable groups including young people with foreign backgrounds in urban peripheries. His methodological approach is interdisciplinary, grounded in critical power analysis, discourse analysis, and ideological critique, often involving cross-disciplinary research collaborations. His recent publications reveal consistent thematic focus on migration, social inclusion, and urban segregation, with particular emphasis on how sports can serve as tools for social purposes in marginalized communities. The research shows increasing attention to longitudinal studies of migrants' trajectories and the role of different educational contexts (high school, folk high schools, study associations) in integration processes. Dahlstedt's work demonstrates strong policy relevance, with findings frequently presented in government agency reports and informing public debate on segregation and inclusion. Researcher at Center for Community Strategies Research (2018-2021) Member of Mimerrådet, National Program for Folk Education Research (since 2014) Department Head at Remeso, Linköping University (2012-2015) Dahlstedt actively contributes to public discourse through media appearances, public lectures, and alternative writing projects including the anthology 'Brandtal' (2023) and 'Hårdare kan ingen vara' (2023), while preparing 'En professors dagbok' for publication in fall 2024. His research is funded by multiple agencies including Vetenskapsrådet, Norrköping Research and Development Fund, and the Swedish Crime Prevention Council.

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Katy D. Heathمشاهده پروفایل

استاد

University of Illinois Urbana-ChampaignUnited States

Katy D. Heath is a Professor of Plant Biology and Affiliate Professor in Microbiology at the University of Illinois Urbana-Champaign (UIUC). She leads the Plant Biology department and is affiliated with the Carl R. Woese Institute for Genomic Biology. Her research focuses on the evolution of mutualisms, particularly plant-microbe interactions such as legume-rhizobium symbiosis, emphasizing genetic and ecological factors influencing symbiotic stability and adaptation. She investigates how environmental pressures (e.g., global change) shape mutualistic relationships and microbial community dynamics. Education: B.S. (2000) and Ph.D. (2007) from the University of Illinois and University of Minnesota, respectively, followed by postdoctoral work at the University of Toronto (2007–2009). Research Interests: Symbiosis evolution, microbial genetics, plasmid transmission dynamics, and the impacts of agricultural practices on rhizobia populations. She studies diverse systems, including Medicago-Sinorhizobium, soybean-Bradyrhizobium, and invasive legume-rhizobium interactions. Recent publications (2020–2025) highlight studies on endophyte impacts on soybean yield, rhizobia diversity under conventional farming, and genomic analyses of symbiotic coevolution. Her work integrates molecular biology, quantitative genetics, and ecology. Grants & Collaborations: Lead PI on a $12.5M NSF Biology Integration Institute (Genomics and Eco-evolution of Multi-scale Symbiosis). Her team includes collaborations with institutions like Indiana University and the University of Chicago. Labs & Teams: Heath Lab focuses on symbiosis research, with active projects on microbiome dynamics, plasmid-host coevolution, and community outreach (e.g., Boys and Girls Club collaborations). Recent lab highlights include student graduations (e.g., Ivan Sosa Marquez, Chase) and awards like the John R. Laughnan Award in Plant Biology.

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Maisha T. Winnمشاهده پروفایل

استاد

Stanford UniversityUnited States

Maisha T. Winn serves as the Excellence in Learning Graduate School of Education Professor at Stanford University and is Faculty Director of the Stanford Accelerator for Learning's Equity in Learning Initiative. She leads the Futuring for Equity Lab as Principal Investigator and holds significant leadership positions including President-Elect of the American Educational Research Association and membership in the National Academy of Education. Dr. Winn's research examines how non-dominant youth and communities develop literate trajectories across historical and contemporary settings. As an ethnographer by training, she investigates how communities depicted as under-resourced create their own educational practices, processes, and institutions. Her scholarship bridges historical analysis with contemporary educational practice to build more just, collaborative, and equitable futures in education. Her work spans restorative justice in education, Black literacy studies, and transformative justice approaches, with particular attention to the school-to-prison pipeline, independent Black institutions, and futures-oriented educational frameworks. Dr. Winn analyzes how historical educational models can inform contemporary practices that center community knowledge and cultural identity. Andrew W. Mellon Fellow at CASBS (2022-23) American Educational Research Association Fellow Member of the National Academy of Education Dr. Winn advises doctoral students including Christina Hewko and Misbah Naseer, and leads research initiatives focused on educational equity. Her Futuring for Equity Lab develops frameworks for understanding how marginalized communities have historically created educational spaces that affirm their identities and knowledge systems, with direct implications for contemporary educational practice and policy. Her research team collaborates with community organizations and schools to translate scholarly insights into practical applications that promote educational justice, particularly in areas of school discipline reform and literacy education for marginalized youth.

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Isabella Jacksonمشاهده پروفایل

استادیار

Trinity College DublinIreland

Dr. Isabella Jackson is an Assistant Professor in Chinese History at Trinity College Dublin's Department of History. She specializes in modern Chinese history, with a focus on colonial Shanghai, treaty ports, and the intersections of imperialism and identity. Her research includes the CHINACHILD project, investigating the sociolegal status of enslaved girls and evolving conceptions of childhood in 20th-century China. She is also a co-editor of Treaty Ports in Modern China and author of Shaping Modern Shanghai , analyzing colonial governance and transnational networks. Her teaching includes courses on Republican China, global childhood history, and imperialism. She contributes to Trinity's Asian Studies programs, supervising PhD students researching topics like medical objects in late Qing China and Irish identities in Chinese maritime history. Dr. Jackson's work bridges urban history, colonial studies, and gender analysis, often exploring how global and local dynamics shaped modern China. Her research highlights include examining Sikh policemen in Shanghai's International Settlement, treaty port governance via the Shanghai Municipal Council, and the socio-political dimensions of foreign presence in China. She frequently publishes in journals like Modern Asian Studies and collaborates internationally on projects linking urban development, legal frameworks, and cultural identity.

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Sarah Harperمشاهده پروفایل

استاد

University of OxfordUnited Kingdom

Sarah Harper is the Clore Professor of Gerontology at the University of Oxford and Director of the Oxford Institute of Population Ageing. She was appointed a CBE in 2018 for services to Demography and serves as Chair of HelpAge International. Professor Harper has held numerous influential positions including serving on the Prime Minister's Council for Science and Technology and as Director of the Royal Institution of Great Britain. Her educational background includes an MA from Cambridge and a DPhil from Oxford. Prior to her academic career, she trained with the BBC as a News and Current Affairs Reporter and Producer. She subsequently held academic positions at the University of London and the University of Chicago before returning to Oxford to found the Oxford Institute of Population Ageing. Professor Harper's research focuses on demographic change, particularly the implications of falling fertility and increasing life expectancy. Her work examines life course factors in healthy ageing, social and economic drivers of health and well-being, with emphasis on life transitions. She has conducted significant research on eldercare in China, fertility patterns in sub-Saharan Africa (revealing that ideal family size remains high despite girls' education), and demographic changes in Vietnam and Myanmar affecting agricultural production and food security. Her publication record demonstrates consistent focus on global demographic trends, with recent work increasingly addressing the intersection of population change with environmental challenges. She has authored influential books including 'How Population Change Will Transform Our World' (Oxford University Press, 2016) and is working on a new book for Cambridge University Press on Population and Environmental Change. Scientific Awards and Honors CBE (Commander of the Order of the British Empire) in 2018 for services to Demography Royal Society for Public Health: Arts and Health Research Award (2011) Fellow of the Academy of Medical Sciences Fellow of the Royal Anthropology Institute Professor Harper has supervised numerous PhD students across diverse topics from biodiversity conservation in Southeast Asia to intergenerational solidarity in Turkey. Her advisory work extends globally, having served on the Scientific Advisory Board of Natural England, the Royal Society's Working Group on Population and Environment, and as an advisor to governments including the UK, Malaysia, Singapore, and the European Commission. She has received research funding from organizations including the US National Institutes of Health, which supported the founding of the Oxford Institute of Population Ageing. As Director of the Oxford Institute of Population Ageing, Professor Harper leads a multidisciplinary team examining demographic trends and their societal implications. The Institute serves as a hub for international collaboration on ageing research, working with organizations including Population Europe and the International Association of Research Universities. She also serves as founding editor of the Journal of Population Ageing and editor of the Handbook of Ageing and Public Policy.

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Casey Boyleمشاهده پروفایل

دانشیار

University of Texas at AustinUnited States

Casey Boyle serves as Associate Professor in the Department of Rhetoric and Writing at the University of Texas at Austin's College of Liberal Arts, where he also directs the Digital Writing & Research Lab. His academic profile demonstrates significant contributions to digital rhetoric, accessibility studies, and posthuman theory through both research and teaching. Boyle's research interests span Rhetorical Theory, Digital Rhetoric, Accessibility, Aesthetics, Digital Humanities, Media Studies, AI & Reading/Writing, Techno-poetics/ethics, and Posthumanism . His work explores how digital technologies reshape rhetorical practices, with particular attention to accessibility as both ethical imperative and theoretical framework. His book Rhetoric as a Posthuman Practice examines information as embodied material practice, arguing that digital rhetoric concerns how bodies become informed through practice that includes not only traditional communication but also how information technologies organize those bodies. Analysis of Boyle's recent publications reveals consistent engagement with posthuman and material approaches to rhetoric, with increasing focus on accessibility, digital environments, and the intersection of rhetoric with environmental concerns. His work demonstrates interdisciplinary reach across philosophy, media studies, and digital humanities, with recurring themes of embodiment, materiality, and the ethics of digital communication. Through his teaching, Boyle offers courses such as RHE 330C (Access Designed), RHE 391 (Rhetoric and Aesthetics), and RHE 325M (Advanced Writing), with course descriptions emphasizing experiential learning and practical application of accessibility principles. His Racing to Empathy project (with Terrance Green) develops immersive digital environments to address implicit bias against Black girls in primary education, while A Version to Access (with Nathaniel Rivers) explores accessibility ontologically through the concept of nonequal design.

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Steve S. Leeمشاهده پروفایل

استاد

University of California, Los AngelesUnited States

Steve S. Lee is a Professor and Area Chair of Clinical Psychology at the University of California, Los Angeles (UCLA), conducting research on developmental psychopathology with emphasis on ADHD and disruptive behavior disorders through longitudinal methodologies to identify risk factors and causal mechanisms. Education: Ph.D. in Psychology from the University of California, Berkeley His research investigates how trait negative emotionality, family dynamics, peer interactions, and neuropsychological factors contribute to child behavior problems, with specialized focus on sex differences in conduct disorder outcomes and long-term developmental trajectories of psychopathology. Analysis of his 2016-2020 publications reveals consistent exploration of parenting influences (negative parenting, maternal health), environmental factors (childhood maltreatment, digital media exposure), and demographic variables (gender-specific comorbidity patterns) affecting externalizing behaviors, utilizing longitudinal and meta-analytic approaches across diverse developmental stages. Information regarding student advising and research grants was not provided in the source material. Dr. Lee directs the Lee Lab at UCLA, which maintains an active research program in developmental psychopathology as evidenced by ongoing publications in high-impact journals including JAMA and Developmental Psychobiology.

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فقط ۷۵۰ نتیجه اول نمایش داده می‌شود. برای رسیدن به نتایج دقیق‌تر، جست‌وجو را با فیلترها محدودتر کنید.