Elaine Chun is an Associate Professor in the Department of English Language and Literature at the McCausland College of Arts and Sciences, University of South Carolina. She holds a Ph.D. in Linguistics from the University of Texas at Austin (2007) and an A.B. in Linguistics from Stanford University (1995). Education: Ph.D. in Linguistics, University of Texas at Austin (2007); A.B. in Linguistics, Stanford University (1995). Research Interests Dr. Chun specializes in sociolinguistics and linguistic anthropology, with a focus on language, race, gender, and sexuality. Her work examines how language practices traverse racial and national boundaries, particularly in contexts like Asian American YouTube commentary, K-pop fandom, and U.S. public spaces. She investigates ideologies of race and gender, collaborative interpretation in social media, and anti-racist strategies. Publication Trends Her recent publications emphasize language in digital media, racial ideologies, and sociocultural identity. Topics include racism in public discourse, transnational social media analysis, racial parody, and the intersection of language with race and gender. Her work spans journals like American Speech , Language in Society , and Discourse & Society .
Jennifer Jones is an Associate Professor of Sociology at Northwestern University in the Department of Sociology. Her research focuses on racial formation, immigration, political sociology, and Afro-Latinx communities. Jones explores how race is socially constructed through migration, multiracial identity dynamics, and intergroup solidarity. She is the author of The Browning of the New South (2019), analyzing race relations in the U.S. South post-Mexican immigration. Her work has been funded by the National Science Foundation, Russell Sage Foundation, and the Institute for Citizens and Scholars. Education: BA from Pomona College; PhD from UC Berkeley. Prior positions include faculty roles at University of Notre Dame and University of Illinois Chicago, alongside a postdoctoral fellowship at Ohio State University. Courses taught include Sociology of Immigration and Immigration and Society . Her research on immigrant-serving institutions in the South examines how racial ideologies shape institutional practices. She collaborates with scholars like Hana Brown on projects linking social movements to racial dynamics. Jones’ articles appear in top journals like American Journal of Sociology and Ethnic and Racial Studies . Her grants include NSF and Russell Sage Foundation awards. While no specific labs are named, her work emphasizes interdisciplinary collaboration. Professional activities include advising graduate students and mentoring junior scholars.
Zhenchao Qian is a Professor of Sociology and Research Associate at the Population Studies and Training Center (PSTC) at Brown University. His research focuses on social demography, stratification, and family dynamics, particularly examining marriage patterns, immigrant integration in the U.S., and social change in China. He holds a Ph.D. from the University of Pennsylvania and previously served as faculty at Ohio State University and Arizona State University, including a term as department chair at Ohio State. His work analyzes 'who marries whom' and the societal implications of marital and cohabitation choices, exploring how factors like education, race, and nativity influence union formation. He also investigates racial identity among interracial couples' children and family transformations in urban China. Qian has received grants from NIH, Russell Sage Foundation, and other institutions, totaling over $4.5 million in funding. Awards include AAAS Fellowship and membership in the Sociological Research Association. Qian’s research emphasizes the intersection of demographic trends and social inequality, with recent studies addressing immigrant wealth disparities, marital assimilation patterns, and the consequences of economic restructuring on family structures. His current projects include analyzing union history impacts on midlife health and training demography scholars through NIH-funded programs.
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.
Christopher N. Matthews is a historical archaeologist and Professor of Anthropology at Montclair State University, where he serves as Chairperson of the Department of Anthropology within the College of Humanities and Social Sciences. His research focuses on the archaeology and history of marginalized and racialized communities in North America, particularly in the mid-Atlantic region, with an emphasis on community-engaged research and teaching. He has authored and edited influential works such as *The Archaeology of American Capitalism* and *The Archaeology of Race in the Northeast*. Current projects include investigations into historic African American communities in New Jersey, settler/slaveowner sites, and Native American ceremonial landscapes in Sussex County. Education: B.A., George Washington University; M.A., M.Phil., and Ph.D., Columbia University Teaching: Courses on the anthropology of race, Native North Americans, historical archaeology, and public archaeology Research Interests: Intersection of race, labor, and heritage; material culture of marginalized groups; community collaboration in archaeological practice Matthews’ work challenges traditional narratives by centering the voices of historically excluded communities. His recent book, *A Struggle for Heritage*, examines how conflicting histories perpetuate social inequalities. He actively collaborates with the Center for Heritage and Archaeological Studies and advocates for inclusive preservation practices.
Rachel Jean-Baptiste is the Michelle Mercer and Bruce Golden Family Professor of Feminist and Gender Studies and Professor of History and African and African American Studies at Stanford University. She serves as Faculty Director of the Feminist, Gender, and Sexuality Studies Program (2023–present) and holds a Ph.D. and M.A. from Stanford University, alongside an A.B. from Bryn Mawr College. Ph.D., Stanford University M.A., Stanford University A.B., Bryn Mawr College Her research explores the histories of marriage and family law, citizenship, urbanization, and race within 19th–21st century West and Equatorial Africa and the French-speaking Atlantic World. Key themes include gender and sexuality, colonialism, and the social and legal status of métis populations. Jean-Baptiste’s recent scholarship focuses on multiracial identity formation, paternity disputes, and citizenship in colonial/postcolonial French Africa. Her 2023 book Multiracial Identities in Colonial French Africa and 2025 article on métis belonging exemplify this work, intersecting with broader topics like urbanization, legal anthropology, and the Atlantic World. 2024 David H. Pinkney Prize for Multiracial Identities in Colonial French Africa She advises doctoral students and serves on professional boards, including the African Studies Association and the Coordinating Council for Women in History (2021–2024). Her editorial work on Gender & History underscores her engagement with interdisciplinary scholarship.
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 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.
Deborah Rivas-Drake is the Stephanie J. Rowley Collegiate Professor in the Marsal Family School of Education and a Professor of Psychology in the College of Literature, Science, and the Arts at the University of Michigan. Her research focuses on how educational, familial, and community contexts shape adolescents’ racial and ethnic identity, socioemotional well-being, and civic engagement. She co-directs the Contexts of Academic + Socioemotional Adjustment (CASA) Lab, emphasizing practices that disrupt racism and xenophobia. Her work is funded by NSF, Spencer Foundation, and W.T. Grant Foundation. She has authored/co-authored influential books like Below the Surface: Talking with Teens about Race, Ethnicity, and Identity , which won major awards. She holds leadership roles in SRCD and SRA committees, advocating for equity in education and youth development. Her research highlights the role of ethnic-racial socialization, discrimination, and intergroup contact in youth outcomes. She collaborates with educators and policymakers to translate research into practical tools for schools and families. Key contributions include frameworks for equity-focused social-emotional learning (SEL), strategies for undocumented families, and interventions to foster civic responsibility. Her grants include initiatives like the 'INVITE: Inclusive and Innovative Intelligent Technologies for Education' project and measures of equity-based SEL practices. Rivas-Drake’s awards reflect her impact on developmental science and policy. She bridges academia with community engagement, advising school districts and organizations like CASEL and Sesame Workshop. Her work underscores intersectionality, emphasizing how race, class, and immigration status interact to shape youth experiences. The CASA Lab’s interdisciplinary approach addresses systemic inequities through rigorous research and actionable solutions.
Margaret Shih is the Neil H. Jacoby Chair in Management and a professor of management and organizations at UCLA Anderson School of Management. On July 1, 2025, she was appointed the school's interim dean. She has been a faculty member at UCLA Anderson since 2008 and previously served on the faculty at the University of Michigan for eight years and worked at the RAND Corporation. Her educational background includes a Ph.D. and M.A. in Social Psychology from Harvard University and a B.A. in Psychology with honors from Stanford University. Professor Shih's research focuses on the effects of diversity in organizations, particularly examining social identity and the psychological effects of stereotypes, prejudice, discrimination, and stigma in organizational contexts. Her work spans organizational behavior, social psychology, and diversity studies, with significant contributions to understanding how identity affects workplace dynamics, leadership, and decision-making. She has recently published research on the influence of political polarization on perceptions of threats to democracy. Her scholarly work demonstrates consistent exploration of how individuals navigate multiple identities in organizational settings, with particular attention to colorblind diversity policies, stereotype activation mechanisms, and strategies for reducing stigma in workplaces. Her research has evolved from foundational work on stereotype boost effects to more complex examinations of multiracial identity and organizational inclusion strategies. 2017 La Force Award for Leadership 2017 Niedorf Decade Teaching Award 2011 Fulbright Award 2006 Literature, Sciences and Arts Class of 1934 Memorial Teaching Award, University of Michigan 2006 Literature, Sciences and Arts Award for Educational Excellence, University of Michigan 2005 Outstanding Scholar Honor, National Science Council, Taiwan 2003 Martin E.P. Seligman Award for Outstanding Dissertation Research in Positive Psychology 1998-1999 Certificate of Distinction in Teaching, Derek Bok Center for Teaching and Learning, Harvard University Professor Shih has received substantial research funding from prestigious organizations including the National Science Foundation, National Institute of Mental Health, Social Sciences and Humanities Research Council of Canada, John Templeton Foundation, and the Robert Wood Johnson Foundation. Her administrative roles have included serving as Management and Organizations department chair, deputy dean of academic affairs (where she recruited five new ladder faculty and updated Anderson bylaws), and faculty special advisor in the UCLA Office of Equity, Diversity and Inclusion. She serves on the executive committee for the International Society for Self and Identity and is a consulting editor for the Journal of Personality and Social Psychology and Personality and Social Psychology Bulletin. Her laboratory work and research teams focus on understanding how systems contribute to different types of inequities and how bureaucratic obstacles impede equity, diversity, and inclusion initiatives. She has been instrumental in developing frameworks for identity management strategies in organizational contexts and examining how political polarization affects workplace dynamics.
Krystale Littlejohn is an Associate Professor in the Department of Sociology at the University of Oregon’s College of Arts and Sciences. Her research focuses on race, gender, and reproduction, examining how cultural categories shape intimate relationships and health outcomes. She employs mixed methods across disciplines such as reproductive justice, health and medicine, social cognition, and intersectionality. B.A. in Sociology and Spanish Language and Culture, Occidental College (2007) Ph.D. in Sociology, Stanford University (2013) Her work interrogates the social underpinnings of reproductive processes, including projects on contraceptive use, abortion access, and the embodiment of biomedical technologies. She has secured grants from the Society of Family Planning, American Association of University Women, and NIH, including a K01 award for research on risk tolerance in contraceptive use among couples. Recent publications explore themes like mental and emotional health in reproductive care (2025), gendered heterosexuality and mixed feelings about sex (2024), and disparities in contraceptive dissatisfaction by race and education (2012). These works span subfields including reproductive justice, intersectionality, and social cognition. ASA Minority Fellowship Program American Association of University Women Fellowship Society of Family Planning Funding NIH K01 Award Professor Littlejohn mentors graduate and undergraduate researchers, though specific advisees are not listed. She also provides productivity consulting and performance coaching to academics, reflecting her commitment to interdisciplinary collaboration and public health advocacy.
Dr. Vivian Kong is a Senior Lecturer in the Department of History (Historical Studies) at the University of Bristol's Faculty of Arts, where she is also Co-Director of the Hong Kong History Centre. She specializes in the history of Hong Kong, particularly focusing on its global connections and multi-ethnic urban setting during the colonial period. Her research interests span Hong Kong history, British Empire studies, diaspora studies, multiracial societies, colonialism, urban history, Britishness, identity formation, civil society, and cosmopolitanism. Dr. Kong has published extensively in top historical journals including the Journal of British Studies, the Historical Journal, and the Journal of Imperial and Commonwealth History. Her publications reveal a consistent focus on the complexities of identity in colonial Hong Kong, with particular attention to racial dynamics, civil society formations, and transnational connections. Her work demonstrates how Hong Kong served as a crucial site for understanding the diversity of the British Empire and the negotiations of Britishness across racial lines. Scientific Awards: AHA-Copyright Agency Travel and Publication Bursaries 2017, Australian Historical Association Chiang Ching-kuo Foundation for International Scholarly Exchange Doctoral Fellowships Dr. John D Young Memorial Scholarship As a supervisor, Dr. Kong mentors students working on topics including nationality and citizenship of British subjects of Chinese descent (c.1880-1960), working class migrants' experience in Hong Kong (c.1900-41), Chinese and Eurasian elite networks in colonial Hong Kong, and youth management in post-WW2 Hong Kong. She is also actively involved with the Hong Kong History Centre, which supports rigorous academic research, explores new aspects of Hong Kong history, and builds archive collections for future research.
Dr. Laurie “Lali” McCubbin is a Professor and Chair at the University of Kentucky’s Department of Educational, School and Counseling Psychology. She is also the Executive Director of the Resilience, Adaptation and Well-Being Project and an Indigenous/multiracial scholar (Native Hawaiian Kanaka ‘Oiwi/Japanese/European American). Her research focuses on resilience among BIPOC communities, cultural identity development, decolonization in psychology training, and historical trauma’s impact on well-being. She previously served as Chair for the APA’s Children, Youth, and Families committee and President of the Council of Counseling Psychology Training Programs (CCPTP). Education: Master’s from Boston College, PhD from University of Wisconsin-Madison. She oversees the Kauai Longitudinal Study (since 1955), examining resilience across generations in multiracial populations, and co-leads projects on acculturative stress, trauma, and family dynamics. Editorial roles include Associate Editor for Training and Education in Professional Psychology and editorial board member for several psychology journals. Her lab includes doctoral students researching resilience in immigrant communities, Indigenous veterans, and international students. Collaborations involve projects on racial identity, historical trauma, and mental health accessibility. She maintains ties to Hawaii through her heritage and research, particularly in Native Hawaiian resilience frameworks.
Fay Yarbrough is the Senior Associate Dean of Faculty and Graduate Programs and William Gaines Twyman Professor of History at Rice University's School of Humanities. She specializes in 19th-century Native populations of the U.S. Southeast and Indian Territory, focusing on Indigenous-African diaspora interactions. Her research examines tribal sovereignty, race formation, and gender through legal frameworks and colonial dynamics. Education: PhD (Emory University), MA (Emory University), BA (Rice University). Teaches courses on Civil War history, Native history, African American history, and gender studies. Key works include Race and the Cherokee Nation (2008), Choctaw Confederates (2021), and co-edited Gender and Sexuality in the Indigenous Americas (2011). Explores topics like Cherokee marriage laws, Choctaw Civil War participation, and colonial gender manipulation. Affiliated with Rice's Center for the Study of Women, Gender & Sexuality and Center for African & African American Studies. Active in promoting interdisciplinary research on race, Indigenous sovereignty, and gender in historical contexts.
Dr. Ismail White is a Professor of Politics and Public Affairs at Princeton University, specializing in American politics with a focus on Black political behavior, public opinion, and racial inequality. He holds a B.A. from Southern University and a Ph.D. from the University of Michigan. Education: B.A., Political Science, Southern University Ph.D., Political Science, University of Michigan His research explores how racial group norms shape Black political unity, voter turnout mechanisms, and the impact of racial cues in campaigns. He has authored seminal works like Steadfast Democrats , analyzing the persistence of Black party loyalty, and conducted field experiments on racial priming effects. Dr. White’s work spans interdisciplinary themes, including survey methodology, voting rights, and policy implications of racial identity. Awards from APSA, MPSA, and NCBPS recognize his contributions. He currently serves on the American National Election Study board and directs survey research at the Joint Center for Political and Economic Studies. Scientific Awards: American Political Science Association Midwest Political Science Association National Conference of Black Political Scientists
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