- Ebony McGee
EBONY MCGEE, associate professor of diversity and STEM education at Vanderbilt University’s Peabody College, investigates what it means to be racially marginalized in the context of learning and achieving in STEM. In particular, she studies the racialized experiences and racial stereotypes affecting underrepresented groups of color. McGee’s research also focuses on the effect of racialized experiences and bias on STEM education and career by exploring the costs of academic achievement and problematizing success. McGee investigates how marginalization undercuts success in STEM through psychological stress, interrupted STEM career trajectories, impostor phenomenon, and other debilitating issues. With funding from five National Science Foundation (NSF) grants, McGee cofounded the Explorations in Diversifying Engineering Faculty Initiative (EDEFI; pronounced “edify”). (Visit EDEFI’s website at blackengineeringphd.org.) Recent publications include: McGee, E. O., & Bentley, L. C. (2017). The equity ethic: Black and Latino college students reengineering their STEM careers toward justice. American Journal of Education, 124(1), 1–36; and
McGee, E. O., & Bentley, L. C. (2017). The troubled success of Black women in STEM. Cognition and Instruction, 35(4), 265–289.
- Derek Griffith
DEREK M. GRIFFITH is the Founder and Director of the Center for Research on Men’s Health at Vanderbilt University. The Center for Research on Men’s Health is one of the first university-wide centers in the U.S. that focuses on men’s health. Dr. Griffith specializes in examining and promoting African American men’s health, and he also studies how racism affects population health and public health institutions. At Vanderbilt, he is an associate professor of medicine, health and society and has secondary appointments in the departments of American Studies, Health Policy, Medicine, and Sociology. Dr. Griffith is a social scientist, trained in clinical-community psychology and public health, specializing in understanding and addressing social determinants of racial, ethnic, and gender disparities in health through an intersectional lens. Dr. Griffith’s research has been funded by the American Cancer Society, the Aetna Foundation, and several institutes within the National Institutes of Health. Recent publications include: Griffith, D. M., Shelton, R. C., & Kegler, M. C. (2017). Advancing the science of qualitative research to promote health equity. Health Education & Behavior, 44(5), 673–676; and Griffith, D. M., & Cornish, E. K. (2018). “What defines a man?”: Perspectives of African American men on the components and consequences of manhood. Psychology of Men & Masculinity, 19(1), 78–88.
- Stacey Houston II
George Mason University
STACEY HOUSTON, II, is an assistant professor whose research uses sociological theories to link education, justice system involvement, and health disparities. His most recent research efforts involve a series of projects on life course outcomes for youth as a function of justice system presence, or what he calls justice system toxic reach. These projects investigate the role that residential and educational proximity to justice facilities plays in contributing to health inequity. In other words, this line of work investigates the ways in which justice system presence is a systematic environmental health hazard. Dr. Houston utilizes a wide-range of quantitative methods with large, longitudinal data-sets, though he also has formal qualitative research training. He has expertise in quasi-experimental research designs and has several years of experience with program evaluation. Recent publications include:
McKane, R. G., Satcher, L. A., Houston, S. L., & Hess, D. J. (2018). Race, space, and waste: An intersectional approach to environmental justice in New York City. Environmental Sociology.
Houston, S. L. (2017). Drinking and learning while Black: The effect of family problem drinking on children’s later educational attainment. In N. Finigan-Carr (Ed.), Linking health and education for African American students’ success (pp. 27–44). New York, NY: Routledge.