State University of New York at BuffaloUnited States
Daniela Goya-Tocchetto is an Assistant Professor of Organization and Human Resources at the School of Management, University at Buffalo. Her research focuses on inequality perceptions, meritocracy beliefs, social class/racial biases, and moral/political decision-making. She holds a PhD from Duke University's Fuqua School of Business and multiple advanced degrees from the Federal University of Rio Grande do Sul and the London School of Economics. Her work bridges social psychology and organizational behavior, addressing topics like system justification theory, partisan polarization, and interventions to reduce antidemocratic attitudes. Recent studies include analyzing income inequality perceptions and the Andrew Carnegie effect on wealth allocation. She has been recognized with the NTR-IACM Early Career Scholars Program (2022–24) and a Best Paper award at the 2022 Academy of Management Meeting. Professionally, she advises CLOO Behavioral Insights Unit on organizational behavior projects in Brazil and Portugal. Her research is published in journals like Science , Nature Communications , and Journal of Experimental Social Psychology .
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.
L. Taylor Phillips is an Associate Professor in the Department of Management & Organizations at the Leonard N. Stern School of Business, New York University, where she has been a faculty member since 2016. She holds a Ph.D. in Business Administration and a B.A. in Psychology and Human Biology, both from Stanford University. Ph.D., Business Administration, Stanford University B.A., Psychology and Human Biology, Stanford University Her research centers on the psychology of privilege, inequality, and diversity, with a focus on how advantaged groups perceive and respond to inequity. She investigates how privilege shapes beliefs and behaviors, particularly in organizational contexts, and how to engage privileged individuals in diversity and inclusion efforts. Her work integrates social psychology with organizational behavior, using experimental, longitudinal, and field methods to study hierarchy, power, race, gender, and social class. Her recent publications explore themes such as allyship effectiveness, discrimination recognition, denial of class privilege, and group-based hierarchies. These works appear in premier journals including the Journal of Personality and Social Psychology , Academy of Management Annals , and Organizational Behavior and Human Decision Processes , reflecting interdisciplinary impact across management, psychology, and sociology. Notable scientific awards and recognitions include: Early Career Award, International Society for Justice Research (2023) Rising Star Early Career Award, Association for Psychological Science (2021) Best Undergraduate Professors, Poets & Quants (2020) DARE Doctoral Fellowship, Stanford University (2014) NSF Graduate Research Fellowship (2011) Dr. Phillips advises on organizational DEI strategy and is a SPARQ Faculty Affiliate at Stanford University, applying research to real-world challenges. She has taught courses in Management and Organizations and Research Methods, mentoring future scholars and practitioners. Her work is supported by prestigious fellowships and appointments, including affiliations with the Clayman Institute for Gender Research and the Society for Personality & Social Psychology. She leads a research program that combines theoretical rigor with practical relevance, aiming to transform how organizations understand and manage social hierarchies. Her lab employs diverse methodologies, including physiological and cognitive tools, to uncover the mechanisms underlying privilege and inclusion.
Michael Sauder is a Professor and Department Chair in the Department of Sociology at the University of Iowa. His research focuses on the sociology of organizations, culture, inequality, and social and political organization. He holds a PhD from Northwestern University. His work explores the unintended consequences of accountability measures, particularly through his 2016 co-authored book Engines of Anxiety: Educational Rankings, Reputation, and Accountability , which received multiple awards including the Shelton Prize and Clifford Geertz Prize. Current research investigates the sociological dimensions of luck and its role in shaping inequality. Key contributions include studies on rankings' impact on institutions, organizational metrics, and public health initiatives. He serves as editor of Contemporary Sociology and has held visiting fellowships at institutions like Harvard University and the Obermann Center for Advanced Study. Awards: Shelton Prize, Clifford Geertz Prize, ASA Section Awards Professional Roles: Chair-Elect of ASA's Organizations, Occupations, and Work Section Key Projects: Sociology of luck, evaluation systems, and health policy implementation His interdisciplinary approach bridges organizational theory, culture studies, and policy analysis, with practical applications in healthcare and education reform.
Shelley J. Correll is the Michelle Mercer and Bruce Golden Family Professor of Women’s Leadership, Professor of Sociology, and Professor (by courtesy) of Organizational Behavior at Stanford University. She directs the Stanford VMware Women’s Leadership Innovation Lab and previously led the Clayman Institute for Gender Research. Her work focuses on gender inequality in workplaces, organizational culture, and interventions to reduce bias. She holds a PhD from Stanford University (2001), an MA from Stanford (1996), and a BS from Texas A&M (1989). Education: PhD in Sociology, Stanford University, 2001 MA in Sociology, Stanford University, 1996 BS in Psychology, Texas A&M University, 1989 Research Interests: Dr. Correll investigates how gender stereotypes and organizational practices limit women’s advancement, particularly in technical fields. Her work on the “motherhood penalty” reveals systemic biases against mothers in evaluations and pay. She designs evidence-based “small wins” interventions to promote equity in workplaces. Her findings have influenced policy and management practices globally. Awards: 2008 Distinguished Article Award (ASA) 2009 Rosabeth Moss Kanter Award 2016 SWS Feminist Lecturer Award 2017 SWS Mentor Award 2019 President’s Award for Excellence Through Diversity Leadership Roles: Co-Director of the LGBTQ Executive Leadership Program and the Program for Women Leaders in Major League Baseball at Stanford GSB. Former Barbara D. Finberg Director of the Clayman Institute. Active in executive education, including first LGBTQ-focused programs at a top business school. Key Contributions: Her research has been featured in Harvard Business Review , New York Times , and Wall Street Journal . She co-authored influential studies on gender bias in performance evaluations, product markets, and tech recruitment.
Eunji Kim is an Assistant Professor of Political Science at Columbia University’s Faculty of Arts and Sciences, specializing in political communication and media effects. Her research examines how entertainment media, social media, and information ecosystems shape political attitudes and societal trends. Education: Joint Ph.D. in Political Science and Communication, M.A. in Statistics (University of Pennsylvania), B.A. (Harvard University) Kim’s work spans media studies, political psychology, and computational social science, with recent projects analyzing reality TV’s influence on meritocracy beliefs, social media dynamics during the Gaza conflict, and censorship trends via school library book catalogs. Funded by the Russell Sage Foundation and Facebook, her research has been recognized with multiple awards, including the APSA Best Dissertation in Political Psychology and ICA Kaid-Sanders Best Political Communication Article Awards.
Mariah Kornbluh is an Assistant Professor in the Department of Psychology at the University of Oregon, affiliated with the College of Arts and Sciences. Her research focuses on critical consciousness development among marginalized youth, exploring how awareness of systemic inequities and agency to challenge them influence educational attainment, wellness, and sociopolitical development. She employs youth-led participatory action research (YPAR) to bridge the gap between academic inquiry and community-driven policy reform. Research Interests: Dr. Kornbluh investigates how marginalized adolescents navigate structural constraints through critical consciousness and YPAR. Her work emphasizes anti-racist developmental science, civic media literacy, and the role of adult allies in fostering youth agency. She also examines how community-based research can disrupt deficit narratives in education and promote health equity. Scientific Awards: William T Grant Scholar Program (2023-2028) Early Career Award, Society for Community Research and Action (2023) Jacobs Foundation Junior Research Member (2019) APA Division 27 Research Scholar (2019) Teaching and Mentoring: Dr. Kornbluh teaches courses on developmental psychology, community psychology, and equity-focused research methods. She mentors graduate students through hands-on involvement in YPAR projects and publishes collaboratively with them. Her lab, the Oregon YPAR Lab, engages undergraduates, graduate students, and community partners in high-impact research teams. Grants and Projects: She has secured grants from the William T Grant Foundation and Spencer Foundation to study civics education policy integration, YPAR’s impact on school decision-making, and civic media literacy in digital spaces. Her work often involves partnerships with institutions like UC Berkeley and San Jose State University.
Penny A Edgell is a Professor in the Department of Sociology at the University of Minnesota (Twin Cities) and affiliated with the Life Course Center. Her work focuses on religious, nonreligious, and spiritual dynamics in contemporary American society, with emphasis on gender roles, cultural sociology, and social controversy frameworks. She contributes to the UN Sustainable Development Goals through research on social structures and religious/ethical systems. Key research themes: Religious Studies, Nonreligion, Spirituality, Gender Role Analysis, Cultural Sociology Active in NSF-funded projects and cross-institutional collaborations (Clark University, Wabash College, Louisville Institute) Recent publications cover: Religion and gender equality attitudes Evolution of Critical Race Theory in public discourse Nonreligious wellbeing models 21st-century religious reconfiguration Scientific awards include: Institute for Advanced Study Faculty Fellowship (2010) Active grants examine American religion, public knowledge frameworks, and affective cultural structures. She participates in national workshops on religious boundaries, social interaction, and bioethical debates.
Sara E. Burke is an Associate Professor of Psychology at Syracuse University's College of Arts & Sciences. Her research focuses on intergroup bias, particularly examining stereotypes, prejudice, and stigma affecting underrepresented groups such as biracial and bisexual individuals. She emphasizes graduate student-led projects to diversify psychological research approaches. Burke teaches courses on stigma, statistics, and research methods, emphasizing rigorous evidence evaluation. She holds a Ph.D. in Social Psychology from Yale University (2016) and a B.A. in Psychology and English from the University of Michigan (2011). Education: Ph.D., Social Psychology, Yale University (2016) B.A., Psychology & English, University of Michigan (2011) Her research highlights novel insights into bias by studying groups often overlooked in traditional studies. For example, her work reveals how dismissive reactions to group definitions (e.g., biracial identities) contribute to prejudice. She directs the Intergroup Bias Lab at Syracuse University, fostering collaborative research with graduate students. Recent publications explore topics like class-based prejudice, anti-bisexual bias, and the intersection of legal frameworks with prejudice reduction. Awards include the 2024 James K. Duah-Agyeman Award for Outstanding Faculty and 2023 Excellence in Graduate Education Recognition. Teaching focuses on statistical literacy and critical analysis in social psychology.
Matthew O. Hunt is a Professor at the Department of Sociology and Anthropology within the College of Social Sciences and Humanities at Northeastern University . His academic career spans over two decades with research focusing on intersections of race/ethnicity, social psychology, and inequality in the United States. PhD in Sociology from Indiana University (1998) His research investigates: Racial identity structures among White and Black Americans Determinants of racial attitudes toward reparations and affirmative action Parental racialized perceptions of school safety and choice Public beliefs about socioeconomic disparities Workplace racial dynamics and policy knowledge gaps Recent publications analyze racial disparities in reproductive health, legislative understanding of poverty, and racial threat mechanisms. He serves as co-editor for the Annals of the American Association of Political and Social Science volume on stratification beliefs. Contact: m.hunt@northeastern.edu
Dr. Isaac S. D. Sassoon is a rabbi, scholar, and founding member of the Academic Torah Institute, operator of TheTorah.com. Holding a PhD in literature from the University of Lisbon, he bridges traditional Torah scholarship with academic methodologies. His work focuses on critical analysis of Jewish texts while maintaining traditional fidelity. His research explores Biblical criticism , source analysis of Torah texts , and Jewish law development , with particular interest in women's roles, liturgical traditions, and ethical interpretations of biblical narratives. His methodology combines traditional rabbinic exegesis with modern academic approaches to resolve textual tensions. Sassoon's scholarly contributions demonstrate consistent engagement with contemporary debates in Jewish studies, particularly regarding the intersection of traditional belief and academic biblical scholarship. His recent work emphasizes how critical approaches can strengthen rather than undermine traditional Jewish faith. Among his notable achievements are the publications The Status of Women in Jewish Tradition (Cambridge University Press, 2011) and An Adventure in Torah: A Fresh Look Through a Traditional Lens (KTAV, 2023), alongside co-editing the Siddur 'Alats Libbi (2023). PhD in Literature, University of Lisbon Semicha from Chief Rabbinate of Israel Studies under Rabbi Solomon Sassoon and Hacham Yosef Doury Training at Gateshead Yeshivah
Erin A. Cech is an Associate Professor in the Department of Sociology and Associate Professor by courtesy in the Department of Mechanical Engineering at the University of Michigan. She joined the University of Michigan in 2016 after serving as a Postdoctoral Fellow at the Clayman Institute for Gender Research at Stanford University and faculty at Rice University. Cech earned her Ph.D. in Sociology from the University of California, San Diego, and undergraduate degrees in both Electrical Engineering and Sociology from Montana State University. Her research focuses on cultural mechanisms of inequality reproduction in STEM fields, particularly examining how inequality is perpetuated through seemingly innocuous cultural beliefs and practices. Cech investigates three primary research avenues: inequality in STEM professions (particularly regarding women, LGBTQ, and racially minoritized individuals), cultural definitions of 'good work' and 'good workers' that anchor inequality, and cultural understandings of inequality that uphold unequal social structures. She employs mixed methods approaches in her research, combining both quantitative and qualitative methodologies. Cech's work has been widely recognized, including receiving the Henry Russel Award in 2021, the University of Michigan's highest honor for early to mid-career faculty. Her research has been funded by multiple National Science Foundation grants, including the first NSF grant ever awarded to study LGBTQ inclusion in STEM. Her publications span top sociology and interdisciplinary journals, with recent work examining intersectional privilege, engineering ableism, and meritocratic blindness in workplace contexts. Henry Russel Award (2021) Financial Times' Best Business Books of 2021 for The Trouble with Passion Cech has authored two influential books: The Trouble with Passion: How Searching for Fulfilment at Work Fosters Inequality (2021) and Misconceiving Merit: Paradoxes of Excellence and Devotion in Academic Science and Engineering (2022, co-authored with Mary Blair-Loy). Her research has been cited in major media outlets including The New York Times, The Washington Post, The Guardian, and Science. She has written op-eds for The Atlantic, Harvard Business Review, and The Conversation, and is an in-demand international keynote speaker.
Joseph J. Merry is an Associate Professor of Sociology at Furman University. He joined the university in 2015 after earning his Ph.D. and M.A. from The Ohio State University (2015 and 2012, respectively) and a B.A. from John Carroll University (2010). His research focuses on three core areas: the sociology of education, sibling effects on long-term social outcomes, and inequality beliefs. He teaches courses on education, social class, research methods, and quantitative analysis. Merry collaborates with institutes like the Shi Institute for Sustainable Communities and advises student research fellows. Merry’s research on education examines schools' societal roles, including private tutoring and seasonal learning patterns. His work on sibling effects explores relationships, trust, and political beliefs. His inequality research investigates public attitudes toward economic disparities and meritocracy. Notable publications include studies on sibling dynamics and divorce likelihood, summer learning loss replication challenges, and early childhood socioeconomic impacts. He has received awards such as the 2016 Research Paper Award (Asia and Asian America Section, ASA) and the Stevenson Graduate Student Paper Award. His work spans international collaborations, including studies in Finland and the Czech Republic. Merry actively engages with Furman’s academic community through interdisciplinary projects and student mentorship.
Dr. Jonathan Mijs is an Associate Professor of Sociology at Boston University . He holds a Ph.D. from Harvard University (2017) and is a scholar of social inequality, focusing on belief systems about meritocracy and inequality. His work spans qualitative fieldwork, computational sociology, longitudinal data analysis, and experiments. Education: Ph.D., Harvard University (2017) His research explores how people form and change beliefs about inequality. Key areas include meritocracy, racial discrimination, income inequality, residential segregation, and public opinion. His recent work examines the role of segregation in distorting inequality perception and the impact of information campaigns on belief systems. Dr. Mijs has published 35+ articles in journals like Social Forces and Annual Review of Sociology , with recent articles focusing on inequality equilibrium, cultural psychology, and policy implications. His scientific awards include: Morton Deutsch Award (International Society for Justice Research) Alan C. Kerckhoff Award (International Sociological Association) Early Career Award from Royal Netherlands Academy of Arts and Sciences He has secured over $2M in external funding from the Volkswagen Foundation , European Commission , and Dutch Research Council , including a Marie Skłodowska-Curie Individual Fellowship and a Dutch Research Council Veni Grant . At BU, he teaches courses on social inequality, meritocracy, and sociological methods.
Jennifer Radoff is an Asst Research Professor at the University of Maryland, focusing on interdisciplinary education research. Her work bridges engineering, science, and societal impacts, emphasizing ethics, pedagogical strategies, and equity in STEM education. She explores how cultural practices, affective learning, and socio-technical systems shape student reasoning and professional development. Her research interests include macro-ethical reasoning in engineering education, the role of empathy in computational thinking, and the influence of corporate and institutional contexts on academic environments. She investigates how educators can challenge technocratic and meritocratic systems through deliberate pedagogical practices. Recent work highlights collaborations with undergraduate students to analyze cultural practices in STS programs, while earlier studies examine meta-affective learning and the dynamics of scientific engagement over time. Her articles consistently address equity considerations, team dynamics, and responsive teaching methods in high-stakes educational environments. Jennifer has published extensively on sociopolitical dimensions of STEM education, including the centrality of relationships in fostering inclusive learning spaces. Her work often employs qualitative methods to uncover hidden structures influencing educational outcomes, with a focus on transforming academic cultures through evidence-based practices.
