Sydney Curtis, Editor-in-Chief
Sydney is a doctoral student in Higher Education at Loyola University Chicago (LUC). She is also the Center Administrator in the Chicago Center for Teaching at the University of Chicago. She previously worked in the LUC Center for Tutoring and Academic Excellence and Student Diversity and Multicultural Affairs Office, where she instructed courses using contemplative pedagogy and implemented multicultural programming for underrepresented students. Her research interests include Spirituality and Organizational Theory in Higher Education, Black Feminism in Leadership, and Liberatory pedagogies. Sydney earned a bachelor's degree in Athletic Training from Texas State University in 2016.
Dianey Leal, Managing Editor
Dianey Reyna Leal is a graduate assistant and a dual major doctoral student in Higher, Adult, and Lifelong Education (HALE) and the Chicano/Latino Studies (CLS) program at Michigan State University. Her research focuses on college choice and access among underrepresented and underserved student populations. Dianey earned a B.A. in political science and English writing and rhetoric from Saint Edward's University and holds an M.A. in Public Service and Administration from The Bush School of Government and Public Service at Texas A&M University. In her spare time, Dianey enjoys watching movies, eating at Olive Garden, and spending time with loved ones.
Tonia Guida, Associate Editor
Tonia Guida is a doctoral candidate in Social Science Comparative Education with a concentration in Race and Ethnicity at UCLA and she also holds a master’s degree in Higher Education Administration from The University of Texas at Austin. Her dissertation examines the racial ideologies of white undergraduate women on a historically white campus and her research agenda more broadly entails critical whiteness studies, racial ideologies, and developing more racially and socially just campus environments. Her most recent scholarship has been featured in the The Review of Higher Ed, Journal of Student Affairs Research and Practice, and Community College Review. She also participated and worked in outreach and mentorship programs like EAOP and the Ronald E. McNair Scholars Program for over 7 years. When she is not pursuing her academic and professional endeavors, she enjoys hiking and kickboxing.
Stephen Santa-Ramirez, Associate Editor
Stephen Santa-Ramirez is a Ph.D. Candidate, Research Associate and Teaching Assistant at Arizona State University (ASU). He is in the Educational Policy and Evaluation program, while also jointly pursuing a graduate certificate in Socio-economic Justice in the School of Social Transformation at ASU. Stephen's experience in higher education and student affairs include working in Multicultural Affairs, Residential Life and Housing Services, and Migrant Student Services. Stephen has also worked for the Philadelphia Freedom Schools, in addition to teaching undergraduate courses at different institutions on leadership and social justice issues, and master's-level courses in ASU's Higher and Postsecondary Education program.
Stephen's research agenda centers on campus racial climate, Latina/o/x first-generation student experiences and support systems, undocu/DACAmented students, and higher education law and policy. Stephen's work and scholarship is guided by his identity of being a scholar-practitioner-activist. His approach to scholarship centers on ensuring liberation for historically marginalized communities. Stephen believes that scholars can better influence others by building one-on-one and group relationships, and share research findings with people who may not necessarily have easy access to publications. One way he fulfills this goal is by actively participating in institutional organizations with a salient focus on the advancement of minoritized students, being involved on directorates through national and international student affairs and academic-based higher education organizations, and beginning dialogues around his professional practice and research with colleagues at conferences and different virtual spaces.
Ali Watts, Associate Editor
Ali is a third-year doctoral student and research assistant with the Center for the Study of Higher Education at Penn State University. In addition to her coursework in higher education, Ali is also pursuing a doctoral minor in Social Thought, with a focus on critical theory, feminist pedagogy, and historiography. Her research interests center racial equity, critical whiteness studies, and qualitative research ethics. Ali holds a bachelor's degree from Colgate University, and master's degrees in literature (University of Georgia) and higher education administration (Boston University). In her free time, Ali enjoys reading, travelling internationally, and debating the merits of the final season of Game of Thrones.
Christen Priddie, Editorial Assistant
Christen Priddie is a third year doctoral student in the Higher Education program at Indiana University Bloomington. She is originally from Long Beach, California and obtained her B.A. in Psychology from San Diego State University and her M.S. in General Psychology from Virginia State University. Her passion for working in higher education stemmed from her peer advisor experiences at SDSU and her involvement in STEM intervention programs for Black undergraduate students at VSU. She currently serves as a Research Project Associate for the National Survey of Student Engagement. Her research interests include examining how diversity, equity, and inclusion show up in undergraduate and graduate STEM contexts, Black student experiences in STEM, and Black womxn experiences as graduate students and faculty.
Chelsea Lyles, Editorial Assistant
Chelsea H. Lyles is a PhD candidate in higher education at Virginia Tech, where she serves as a graduate research assistant in engineering education, studying graduate student funding in STEM fields with Dr. David Knight. Her prior roles at Virginia Tech include graduate assistant for assessment and professional development in student affairs and manager of academic affairs and business operations for the Program in Real Estate. Her research interests include issues of equity in higher education administration and finance, academic labor, and graduate education. She has published in the Journal of Education Finance, Journal of College Student Retention, and Teachers College Record, and is a co-author on a forthcoming book chapter on capital budgets in higher education and student affairs. She currently serves on the Directorate Board for the ACPA Coalition for Women's Identities, and holds a MBA from Lynchburg College and a BA in Spanish from Mars Hill College. She loves the outdoors, and she is currently learning how to paddleboard and wakeboard.
Esteban Alcala, Editorial Assistant
I am an incoming second year M.Ed. candidate in the Postsecondary Administration and Student Affairs (PASA) program at the University of Southern California. I am from San Diego/Tijuna where I received by B.A. in Psychology from UC San Diego. I currently serve as a Graduate Advisor to the Undergraduate Student Government at USC and as a Career Guidance and Counseling Assistant at Los Angeles Harbor College. My research interest include access to higher educations, Hispanic Serving Institutions, Men of Color, Latinx Greek Letter Organizations, undocumented students, and to promote racial equity policies and practices. In my spare time, I love to spend time with loved ones, try new food and places, and drink coffee.
Shelley Maddox, Editorial Assistant
Shelley is a second-year doctoral student in Cultural & Educational Policy Studies at Loyola University Chicago. A feminist, mother, lover and philosopher, her work in Philosophy of Education lies at the intersections of educational, feminist and political theories and asks questions about the family as the site wherein children simultaneously learn about love, power and domination. Her research interests broadly seek to transform understandings of power within adult-child relationships, explore the legitimacy of authority in struggles for freedom and expand paradigms of possibility toward wholeness and abundance in a variety of contexts. Shelley holds a BS in Political Science and a Graduate Certificate in Women’s and Gender Studies from Middle Tennessee State University as well as a Master’s in Philosophy of Education from the University of Washington. In her free time, she pursues yoga, backpacking, astrology and the perfect espresso.
Angeline Dean, Editorial Assistant
Angeline Dean has just completed her second year as a doctoral student in the Urban Education program at Rowan University. She obtained her MS in Community & Economic Development from Thomas Edison State University, where she is provided mentorship and given the opportunities to work alongside on community projects. Angeline runs her own nonprofit (My Eternal Family), is an author (Not Just a Slave), and has served as a consultant in Ferguson, Missouri during the death of Michael Brown. Here she trained students, community, and faith-based leaders in raising their awareness through civic education. Angeline is an activist /organizer examining colonial plantation frameworks, both economic and pedagogical, their existence in today's systems, and how their intentional and predatory nature foster new methods of enslavement. Her plantation model outlines components of the "slave creation" process. Her goal is to train others, heal communities of color, and dismantle Whiteness coupled with the hegemonic structures that exacerbate historical trauma while hiding behind words such as diversity, justice, and equity.
Sharada Krishnamurthy, Editorial Assistant
Sharada Krishnamurthy is a doctoral student in the Language, Literacy and Sociocultural Education Department at Rowan University. Prior to becoming a full-time doctoral student, Sharada worked as the Rowan University Writing Center Director and taught college composition and tutoring writing. Her research interests include equitable access, support and retention structures in higher education for students from language-minoritized backgrounds. She is also interested in examining language ideologies and policies in postcolonial educational contexts.
Felicia Crockett, Editorial Assistant
Felicia is a second-year Ph.D. student in Education with a specialization in Higher and Postsecondary Education at Rowan University in the Center for Access, Success, and Equity (CASE). Currently, Felicia serves as a Ph.D. research fellow for CASE in the College of Education. She has her B.S. in Biology from Ramapo College of New Jersey, and her M.A. in Higher Education from Rowan University. Her research interest includes access, equity, and sustainability issues in higher education, particularly focused on underrepresented student populations and educational opportunity programs. In her spare time, Felicia enjoys watching tv/videos, traveling, listening to music, trying new things, and spending quality time with her family and friends.
Travis Smith, Editorial Assistant
Travis. C. Smith is a Ph.D candidate of Educational Leadership in Higher Education program at Clemson University. As a critical scholar, he chooses to focus on inquiry, practice, and pedagogy that help disrupt oppressive systems in order to support racially minoritized students. His research agenda is centered in Black student involvement, Historically Black Colleges and Universities (HBCUs), Black education, and graduate Students of Color. Some of his previous work utilizes a variety of methodological qualitative approaches such as phenomenology, photo-elicitation, photovoice, and critical participatory action research. Travis’ work can be found in the Journal of Student Affairs in Africa, The Bulletin, and The Journal of Student Affairs. His next goal is to graduate and obtain a tenure track faculty position. Outside of academe, Travis enjoys golfing, grilling, ad spending time with family and friends.
Angela Hoffman, Editorial Assistant
Angela Hoffman is a third-year doctoral student in the Higher Education Leadership program at Colorado State University. As a foster-scholar her research interests explore the complex realities of students with experience in foster care, including intersections of identities and experiences, and manifestations of power and privilege in the context of the child welfare system and higher education. Angela has a B.S. in Psychology from Michigan Technological University and M.Ed. in Education Leadership and Policy from the University of Utah. She has a decade of experience supporting student success in higher education and has experience in admissions, course instruction, critical incident case management, housing, and orientation. Angela works at ACPA - College Student Educators International as the Director of Professional Development coordinating professional development opportunities for student affairs and student services professionals. For fun, Angela enjoys reading, learning, crafting, and adventuring with her dog Powder.
Kriti Gopal, Editorial Assistant
Kriti Gopal was born and raised in Mumbai, India. She came to the United States in 2009 to pursue her undergraduate degree in corporate communication with a minor in public relations at the University of Central Missouri (UCM) located in Warrensburg, Missouri. As a first-generation international student, she was faced with adverse challenges in adjusting to the U.S. education system. Her intentional connections and associations through campus involvement allowed her to work in a variety of administrative office and departments across campus at UCM. These experiences eventually led to her interest in Student Affairs. Kriti is multilingual and can fluently speak three South Asian languages - Tamil, Hindi and Marathi. She is currently a first year doctoral student in the Educational Leadership (with a focus on higher education) program at Central Michigan University located in Mount Pleasant, Michigan. She holds a graduate assistantship within the Office of Community Engagement on campus. Her research interests include understanding international student experiences through persistence, retention, adjustment issues, intersectional identities and experiential learning through collegial experiences.
Dr. Blanca Torres-Olave, Journal Advisor
Dr. Blanca Torres-Olave is an assistant professor at Loyola University Chicago, where she teaches in the Higher Education and International Higher Education programs. Her domestic research is focused on the reorganization of academic labor in the knowledge economy, including its impact on collaboration/competition networks, and the growth of precarious and contingent employment in scientific work. Her international research agenda is concerned with the complex relationships that university students and faculty, especially those that engage in different forms or mobility, establish with the spaces they inhabit. Her work seeks to explore how university actors belong simultaneously to multiple social worlds and play multiple social roles at the local, national, and global levels. In addition to serving as faculty advisor for JCSHESA, Blanca is Chair for the Council of International Higher Education (CIHE) and ex-officio member of the Association for the Study of Higher Education Board of Members.
Advisory Council (2014-2017)
Dian is a Ph.D candidate in Higher Education at Loyola University Chicago. Previously he was the Assistant Director of Orientation and New Student Programs and the Coordinator of The One Project--a first year experience program for LGBTQA students--at the University of Maryland College Park. He received his B.S. in Secondary English Education at Florida State University and his M.A. in Educational Policy and Leadership Studies with a concentration in Higher Education at the University of Maryland College Park. His research interests include diversity, equity, and justice in graduate education.
Jenny Betz, GLSEN, Twitter
Jenny Betz is the Senior Education Manager at the Gay, Lesbian & Straight Education Network (GLSEN) where she develops resources and professional development for K-12 educators across the US to make schools safer and more respectful for all students, regardless of sexual orientation and gender identity and expression. Before joining GLSEN, Jenny worked for the Anti-Defamation League, L.A. Gay & Lesbian Center and Ally Action, providing anti-bias training, educational programming and community events designed to give schools and communities the tools to create bias-free environments. Jenny is also a Board Member of the International Bullying Prevention Association. A native of the San Francisco Bay Area, she earned her Bachelor's Degree in English from St. Mary's College and her Master's Degree in Gender/Cultural Studies from Simmons College.
Raja Gopal Bhattar, University of California Los Angeles, Twitter
Raja Bhattar is a community organizer, social justice educator, speaker and author. He currently serves as the director of the LGBT Campus Resource Center at UCLA and has previously worked at the University of Vermont, Champlain College, Semester at Sea, and the University of Redlands in various positions focusing on diversity and social justice initiatives. He holds a Master's degree in Higher Education and Student Affairs Administration from the University of Vermont (Burlington, VT) and completed his Bachelors in Psychology and Spanish Literature at Boston University (Boston, MA). Raja is a regular presenter and national leader on LGBT policy and advocacy. He has been featured in India Abroad, the Advocate, Huffington Post, and other publications.
Laura M. Bohorquez, United We Dream Network
Laura was born in Mexico City, moved to the U.S. at the age of 4, and was raised in Brewster, Washington, a small rural agricultural town in Washington State. Growing up Bohorquez joined her parents in immigrant rights rallies and in the packing sheds where she and her community worked. Laura is a recent first generation graduate from Loyola University Chicago's School of Education. At Loyola she served as the graduate assistant for the Department of Student Diversity and Multicultural Affairs where she piloted the Safe Space and Ally Training Initiative for Undocumented Students. Prior to graduate school, Laura co-created the Raza Latina Studies Minor at WWU and graduated as the "Outstanding Graduate from the American Cultural Studies Department. Laura's commitment towards the educational equity, respect, and dignity for immigrant communities continues to fuel her trajectory to change the policy and practices that influence the lives of immigrant communities.
Erik Glenn, Chicago Black Gay Men's Caucus, Twitter
With over eight years in the HIV/AIDS field, Erik has dedicated his career to the cause, supporting his friends, family, and community members affected by the HIV epidemic. Today, he works as Program Manager for the Chicago Black Gay Men's Caucus where he leads the agency' s three-tier strategy of HIV Prevention, Community & Leadership Development, and Advocacy. Erik is a recent graduate of University of Chicago's School of Social Service Administration.
Ramona Gupta, Columbia College Chicago, Twitter
Ramona Gupta is the Coordinator of Asian American Cultural Affairs at Columbia College Chicago, where she serves as advisor to the Asian Student Organization, Muslim Student Association, and One Tribe. She is also the advisor for the One Tribe Scholars program, a student social justice leadership initiative focused on multiculturalism and inclusion. A community educator and activist, she previously worked and volunteered with a number of nonprofits focused on education and/or the Asian Pacific American community in Chicago. Ramona received bachelor's degrees in Political Science and Sociology from the University of Illinois and a master's degree in Public Service Management from DePaul University. She currently serves on the core organizing team of the South Asian Progressive Action Collective (SAPAC), a volunteer-run collective that strives to raise a South Asian voice for justice and equality. She welcomes ALL opportunities to connect and work toward justice together.
Dr. Bridget Turner Kelly, Loyola University Chicago
Dr. Bridget Turner Kelly is Associate Professor of Higher Education at Loyola University Chicago. Dr. Kelly's scholarship is focused on marginalized populations in higher education; more specifically, she studies the experiences of students of color on predominantly White campuses, women and faculty of color at research universities, and how all students can become multiculturally competent educators. She has authored articles in peer-refereed journals of high national reputation and also presented numerous refereed papers at national conferences. She was a 2013 Diamond Honoree for College Student Educators International (ACPA), awarded the NASPA IV-East Outstanding Contribution to Student Affairs through Teaching in 2011, recognized as an Emerging Scholar by the ACPA in 2005, and received the Peggy R. Williams Emerging Professional Award in 2004 from the Office on Women in Higher Education, a division of the American Council on Education.
Dr. Chris Linder, University of Georgia, Twitter
Dr. Linder's research and teaching interests include creating and maintaining inclusive campus environments. Her previous work has explored race in graduate and undergraduate classrooms and the intersections of race and gender in activist spaces on campuses. Currently, she is engaged in a research project exploring undergraduate women's attempts to navigate multiple contradictory messages about gender through an intersectional lens.
Dr. Christa Porter, Michigan State University, Twitter
Dr. Christa J. Porter is a Fixed Term Assistant Professor in Higher, Adult, and Lifelong Education (HALE) and Coordinator of the Student Affairs Administration Masters program at Michigan State University. Her research interests consist of the socialization processes, achievement, and identity development of Blacks throughout the educational pipeline, with a particular focus on Black undergraduate women. Dr. Porter received her Ph.D. in Counseling and Student Personnel Services and an Interdisciplinary Qualitative Research Studies Certificate at the University of Georgia.
Kamaria Porter, University of Michigan, Twitter
Kamaria B. Porter is a doctoral student in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. After graduating from the University of Notre Dame with B.A. in History with a concentration of US Labor History, she worked as a community organizer with the Industrial Areas Foundation. Focusing on increasing affordable housing and health care access, she recruited and trained leaders from religious institutions to build local campaigns, organize public assemblies, and launch non-partisan electoral efforts. At Loyola University Chicago, she became active in sexual assault prevention and support programs as a survivor advocate. Kamaria's research interests include sexual health and violence prevention, diversity experiences, and moral development. As an avid film and television watcher, she wants to interrogate ways media supports and challenges systems of oppression to promote dialogue and action.
Ernie Sanders, Community Activist and Alumnus, Twitter
Ernest Sanders is the Founder and Managing Partner for COMEUNITY Based Solutions. Sanders is a business professional of more than 30 years and has worked on national causes to reduce recidivism, enhance middle school education and social services, and promote digital excellence in lower income populations. Sanders received his Bachelors Degree from Loyola University of Chicago, majoring in Political Science. He is a community activist and strategist, and also candidate for a Masters Degree at DePaul University's School for New Learning Professional Integrated Studies with a focus on Comprehensive Community and Economic Development. Sanders also attended Harvard University's Divinity School and earned a certification in Faith Based Community and Economic Development. He also serves on board several boards and volunteers with multiple non-profit organizations. In each, he infuses concepts of community and economic development into curriculum, programs, etc., thus creating best practices.
Sarah Smith, University of Maryland College Park, Twitter
From the southernmost part of Chicagoland, Sarah completed her undergraduate career at Vanderbilt Univ. where she spent her time in LGBTQI Life and Campus Recreation. Sarah is a Master's student at the University of Maryland - College Park in the Student Affairs program. Her interests are in learning/education, (women's) sports, and social justice.
Dr. David Stovall, University of Illinois Chicago
David Stovall, Ph.D. is Associate Professor of Educational Policy Studies and African-American Studies at the University of Illinois at Chicago. Currently his research interests include Critical Race Theory (CRT), school/community relationships, youth culture and community organizing. He is also a volunteer social studies teacher at the Greater Lawndale High School for Social Justice, where he was a member of the design team.