Reviewers

The NAVIGATE Project case studies were peer reviewed by an interdisciplinary group of researchers and scholars renowned for their expertise in equity in science. 

Suzette Caleo

Associate Professor, Department of Public Administration, E.J. Ourso College of Business, Louisiana State University

Suzette Caleo.

Dr. Caleo has been a member of the faculty at LSU since 2012, where she teaches courses in organizational behavior, research methods, human resource management, and diversity, equity, and inclusion. In her research, she examines the conditions under which men and women are evaluated differently in the workplace, using these conditions to shed light on the psychological processes underlying gender bias in organizations. Her work also focuses on using theory and empirical evidence to consider why certain diversity interventions succeed and others backfire. Her PhD in Social and Organizational Psychology is from New York University. 

Selected Publications

  • Heilman, M. E., & Caleo, S. (2018). Combatting gender discrimination: A lack of fit framework. Group Processes and Intergroup Relations, 21, 725-744.
  • Caleo, S. (2016). Are organizational justice rules gendered? Reactions to men’s and women’s justice violations. Journal of Applied Psychology, 101, 1422-1435.

Rebecca M. Chory

Professor of Management, College of Business, Frostburg State University

Rebecca Chory.

Dr. Chory’s research focuses on organizational justice in workplace relationships, particularly workplace romances and male-female workplace friendships, and on antisocial organizational behavior. She also researches fairness and ethics in the classroom and students’ responses, as well as women’s leadership and management history. She has twice been a Fulbright Scholar to Budapest, Hungary, where this fall her teaching and research will focus on workplace relationships with implications for women’s leadership. She is the co-founder and head program planner of the George Gerbner Conference on Communication, Conflict, and Aggression. Her PhD in Organizational and Mass Communication is from Michigan State University.

Selected Publications

  • Chory, R. M., & Hoke, H. G. (2020). Coworkers’ perceptions of, and communication with, workplace romance participants: Proposing and testing a model. International Journal of Business Communication, https://doi.org/10.1177/2329488420908321.
  • Chory, R. M., & Hoke, H. G. G. (2019). Young love at work: Perceived effects of workplace romance among millennial generation organizational members. The Journal of Psychology, 153(6), 575-598. https://doi.org/10.1080/00223980.2019.1581722

Jessica Cundiff

Assistant Professor, Psychological Science, Missouri University of Science & Technology

Jessica Cundiff.

Dr. Cundiff is a social psychologist with expertise in the psychology of gender, stereotyping, and discrimination. Her research focuses on the psychological processes that contribute to social inequality, with an emphasis on subtle forms of bias that are often unintentional and seemingly minor, yet consequential. Most recently her work has focused on understanding gender gaps in STEM participation and developing strategies for increasing diversity and inclusion in STEM fields. In addition to conducting research, Dr. Cundiff teaches graduate and undergraduate courses in social psychology, social influence, general psychology, and psychology of gender. Her PhD in Social Psychology and Women’s Studies is from Penn State University.

Selected Publications

  • Cundiff, J. L. (2018). Subtle barriers and bias in STEM: How stereotypes constrain women’s STEM participation and career progress. In J. T. Nadler & M. R. Lowery (Eds.), The War on Women in the United States: Beliefs, Tactics and the Best Defenses (Chapter 7). Praeger.
  • Cundiff, J. L., Danube, C. L., Zawadzki, M. J., & Shields, S. A. (2018). Testing an intervention for recognizing and reporting subtle gender bias in promotion and tenure decisions. Journal of Higher Education, 89(5), 611-636. https://doi.org/10.1080/00221546.2018.1437665

Susannah Gal

Professor of Biology, School of Science, Engineering, and Technology, Penn State Harrisburg

Susannah Gal.

Dr. Gal’s research involves the study of plant proteases using molecular and biochemical tools, evaluation of molecular tools for DNA computing, development of methods for measuring DNA binding activity, and evaluation of changes in DNA binding in cancer cells. She uses case studies in her teaching, and is co-author of a case study designed to break down stereotypes about scientists and engineers. She has held positions in academic, government, and industrial laboratories in the US, France, Portugal, and Switzerland, and has served as an NSF program officer in the Division of Molecular and Cellular Biosciences and the Division of Graduate Education. This summer she will be taking up the position of Dean of the Faculty of Pure and Applied Sciences at the University of the Bahamas. Her PhD in Biochemistry is from The Johns Hopkins University.

Selected Publications

  • Gal, S. (2020). Using student insights for ideas on video creation for chemistry classes. Journal of Chemical Education, 97(9), 3102-3105. https://doi.org/10.1021/acs.jchemed.0c00593
  • Gal, S., & Klein, J. W. (2000). A case for college molecular biology classes: A Right to Her Genes. Biochemistry and Molecular Biology Education, 28, 267-271. https://doi.org/10.1016/S1470-8175(00)00026-6

Kimberly A. Griffin

Professor and Associate Dean of Graduate Studies and Faculty Affairs, College of Education, University of Maryland

Kimberly A. Griffin.

Dr. Griffin’s research areas include diversity and equity in graduate education and the professoriate, diversity within the Black higher education community, and mentoring and career development. These interests have led her to conduct work on a variety of topics, including career development of PhD completers in science, Black professors and their engagement in student interaction, the experiences of Black immigrant college students, diversity recruitment in graduate education, and campus racial climate. She is the Editor of the Journal of Diversity in Higher Education. Her PhD in Higher Education and Organizational Change is from the University of California, Los Angeles.

Selected Publications

  • Griffin, K. A. (2020).  Looking beyond the pipeline: Institutional barriers, strategies, and benefits to increasing the representation of women and men of color in the professoriate. In L. Perna (Ed.), Higher Education: Handbook of Theory and Research (vol. 35). Springer.
  • Griffin, K. A., Gibbs, K. D., Jr., & English, S. (2020). Being one of few: Examining Black biomedical PhDs’ training experiences and career development through a campus racial climate lens. In P. Felder, M. Barker, & M. Gasman (Eds.), SANKOFA: Exploring the Racial and Cultural Implications for Doctoral Education from the African American Perspective (pp. 111-138)SUNY Press. 

Diane F. Halpern

Dean Emerita of Social Sciences, Minerva Schools, Keck Graduate Institute, and Professor of Psychology Emerita, Claremont McKenna College

Diane F. Halpern.

Dr. Halpern is an internationally recognized expert in several fields within the psychological sciences, including critical thinking, the learning sciences, and gender studies with expertise in the area of work and family interactions. A past-president of the American Psychological Association and  the Society for Teaching of Psychology, she has won numerous awards for her teaching and research, including an Honorary Award in 2016 from the Federation for Behavioral and Brain Sciences for “scientists who have made important and lasting contributions to the sciences of mind, brain, and behavior” and the 2013 Association for Psychological Science James McKeen Cattell Fellow Award for a lifetime of outstanding contributions to applied psychological research. Her PhD in Psychology is from the University of Cincinnati.

Selected Publications

  • Halpern, D. F., & Cheung, F. M. (2008). Women at the Top: Powerful Leaders Tell Us How to Combine Work and Family. Wiley-Blackwell.
  • Halpern, D. F., & Murphy, S. E. (Eds.). (2005). From Work-Family Balance to Work-Family Interaction: Changing the Metaphor. Lawrence Erlbaum Associates.

Michelle Haynes-Baratz

Associate Professor, Psychology Department, University of Massachusetts Lowell

Michelle Haynes-Baratz.

Dr. Haynes-Baratz is an Associate Professor of Psychology at UML and a Faculty Associate at the Center for Women & Work. For two decades, her research has focused on workplace diversity issues, with a particular interest in obstacles women and people of color experience in the work domain and strategies for overcoming them. She is a Co-PI and the Social Science Research Director for the UML NSF ADVANCE Institutional Transformation Project, Making WAVES, a $3.5 million grant whose goal is to disrupt interpersonal and institutional microaggressions that undermine the productivity and well-being of women STEM faculty. She regularly publishes her work in top academic journals and her research has been cited in popular press outlets including The Atlantic, Huffington Post, and Harvard Business Review. Her PhD in Organizational Psychology is from New York University.

Selected Publications

  • Haynes-Baratz, M. C., Bond, M. A., Allen, C. T., Li, Y. L., & Metinyurt, T. (2021). Challenging gendered microaggressions in the academy: A social–ecological analysis of bystander action among faculty. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000315
  • Heilman, M. E., & Haynes, M. C. (2005). No credit where credit is due: Attributional rationalization of women’s success in male-female teams. Journal of Applied Psychology90(5), 905-916. https://doi.org/10.1037/0021-9010.90.5.905

Shaista E. Khilji

Professor, Human & Organizational Learning, Graduate School of Education and Human Development, George Washington University, Washington, DC

Shaista Khilji.

Dr. Shaista Khilji is the Founding Editor-in-Chief of the South Asian Journal of Business Studies, and Professor of Human and Organizational Learning & International Affairs at the George Washington University, where she teaches graduate level courses on leadership, change, and diversity and inclusion.  Her research focuses on issues related to macro talent development, diversity and inclusion, humanizing organizations/leadership, and individual experiences with inequality.  She has published articles in a variety of Tier 1 scholarly journals, including the International Journal of Human Resource ManagementJournal of World BusinessHuman Resource Management Review, and the Journal of Product Innovation Management.  Her PhD in International Management is from Cambridge University.

Selected Publications

Pat Marsteller

Professor Emerita, Department of Biology, Emory University

Pat Marsteller.

Dr. Marsteller’s career has been devoted to developing ways to attract and support under-represented students in STEM fields, including creating case-based courses that have proven fundamental to attracting students to the sciences. She served as director of the former Emory College Center for Science Education from 1997-2016, where she was influential in developing and promoting student research and mentoring programs. She has also been a leader in creating communities and programs for faculty development. In retirement, she is continuing her work with BioQUEST and AAAS, and will be leading several national efforts focused on diversity, inclusion, equity, and social justice in faculty development and in STEM, including her work with BioQUEST/Qubes on integrating open pedagogy, open education resources, and social justice into biology and math curricula. Her PhD in Zoology is from the University of Florida.

Selected Publications

  • Gibbs, K. D., Jr., & Marsteller, P. (2016). Broadening participation in the life sciences: Current landscape and future directions. CBE—Life Sciences Education, 15(3), https://doi.org/10.1187/cbe.16-06-0198.
  • Marsteller, P. A., de Pillis, L., Findley, A., Joplin, K., Pelesko, J., et al. (2010). Towards integration: From quantitative biology to mathbio-biomath? CBE—Life Sciences Education, 9(3): 165-171. https://doi.org/10.1187/cbe.10-03-0053

Martha E. Reeves

Director, Markets and Management Studies Program, and Professor of the Practice of Sociology, Duke University

Martha Reeves.

Dr. Reeves is the author of several books on the mechanisms of gender discrimination at work, including Women in Business, which combines theory, empirical research, and practical case studies to provide students with a comprehensive resource that demonstrates theories on gender alongside their operation in everyday workplace situations. Her research on reward management, virtual teams, and appraisal systems has been published in numerous journals including Gender and Management, Leadership Quarterly, and Academy of Management Perspectives. At Duke, she directs an undergraduate program for students interested in markets, management, business strategy, marketing, and financial management in organizations. Her PhD in Human Resources Management and Industrial Relations is from the University of Keele in the UK.

Selected Publications

  • Reeves, M. (2010). Women in Business: Theory and Cases. Routledge.
  • Reeves, M. E. (2000). Suppressed, Forced Out and Fired: How Successful Women Lose Their Jobs. Greenwood Press. 

Roberta M. Rincon

Associate Director of Research, Society of Women Engineers

Roberta Rincon.

Dr. Rincon oversees the Society of Women Engineers’ research activities on gender equity issues that girls and women in engineering encounter in their education and in their careers. In her role as Associate Director of Research at SWE, she applies her expertise to influence cultural and policy changes in academic, industry, and public policy spheres to help inform STEM diversity efforts. Before joining SWE, she conducted research and policy analysis in higher education in Texas in the areas of student success and campus planning. Her PhD in Educational Policy and Planning is from the University of Texas at Austin.

Selected Publications

  • Rincon, R., Knaphus-Soran, E., & Schaefer, A. (2020). Diversifying STEM: Increasing women’s persistence on the transfer pathway in engineering and computer science. Society of Women Engineers. https://research.swe.org/wp-content/uploads/2020/03/20-SWE-016-Research-Diversifying-STEM_3_23_2020-FINAL.pdf
  • Rincon, R., & Yates, N. (2017). Women of color in the engineering workplace: Early career aspirations, challenges, and success strategies. Society of Women Engineers/National Society of Black Engineers. https://alltogether.swe.org/wp-content/uploads/2018/02/Women-of-Color-in-the-Engineering-Workplace.pdf

Monique Ross

Assistant Professor, School of Computing and Information Sciences and STEM Transformation Institute, Florida International University

Monique Ross.

Dr. Ross’ research focuses on broadening participation in engineering through the exploration of race, gender, and identity in the engineering workplace, and on discipline-based education research using rigorous research methods to answer questions related to engagement, persistence, and learning among women and minorities in computer science. She currently is the Principal Investigator on three National Science Foundation grants including a prestigious NSF CAREER Award to explore the pathways and experiences of Black and Hispanic women in computer science. Prior to joining the professoriate, she worked for 11 years as a software engineer at the Raytheon Systems Company. Her PhD in Engineering Education is from Purdue University.

Selected Publications

  • Ross, M. S., Huff, J. L. & Godwin, A. (2021). Resilient engineering identity development critical to prolonged engagement of Black women in engineering. Journal of Engineering Education, 110(1), 92-113. https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20374
  • Reid, K. W., Ross, M., and Yates, N. (2019). Paving the way: Engagement strategies for improving the success of underrepresented minority engineering students. Institutional Engagement Strategies for Success in Engineering, 2, 1-50. https://diversityrecognition.asee.org/wp-content/uploads/sites/22/2019/03/Paving-the-Way-NSBE-White-Paper-Reid-Ross-Yates-Resource.pdf

Tracey H. Sigler

Associate Professor of Management, Baker School of Business, The Citadel, Charleston, South Carolina

Tracey Sigler.

An Associate Professor of Management in the Baker School of Business, at The Citadel Dr. Tracey Sigler teaches in the areas of organizational behavior, leadership assessment and development, teamwork, and organizational change in both undergraduate and graduate programs. She has also taught at Northern Kentucky University, where she was a department chair for Management, and at Western Washington University. Her research focuses on developing leaders, teaching leadership, service-learning, and women in leadership. She serves as an Associate Editor for the Management Teaching Review journal. Her PhD in Organizational Behavior is from the University of North Carolina at Chapel Hill.

Selected Publications

  • Rhee, K. S., & Sigler, T. H. (2015). Untangling the relationship between gender and leadership. Gender in Management: An International Journal, 38(3), 303-312.
  • Rhee, K. S., & Sigler, T. H. (2010). Developing enlightened leaders for industry and community. Journal of Management Education, 14(1), 163-181.

Barbara Leigh Smith

Senior Scholar and Director, Enduring Legacies Native Cases Initiative / Emeritus Provost, The Evergreen State College

Barbara Leigh Smith.

Dr. Smith has been a leading researcher, promoter, and practitioner of student-centered learning communities since the 1970s. A founding director of the Washington Center for Improving the Quality of Undergraduate Education at Evergreen State, she co-directed the National Learning Communities Project from 2000-2004. In 2006, she helped found the Enduring Legacies Native Cases Initiative with the goal of developing and disseminating culturally relevant curriculum and teaching resources in the form of case studies on key issues in Indian Country. The initiative has a special role in providing relevant curriculum for Indian students that supports their success in secondary and postsecondary education. Dr. Smith’s PhD in Political Science is from the University of Oregon.

Selected Publications

  • Smith, B. L., MacGregor, J., Matthews, R., & Gabelnick, F. (2004). Learning Communities: Reforming Undergraduate Education. Jossey-Bass.
  • Smith, B. L., Moon Stumpff, L., & Cole, R. (2012). Engaging students from underrepresented populations: The Enduring Legacies Native Cases Project. Journal of College Science Teaching, 41(4), 60-68. 

Fiona Wilson

Professor of Organizational Behavior, Adam Smith Business School, University of Glasgow

Fiona Wilson.

Professor Wilson’s expertise is in the areas of organizational behavior and human resource management, with a particular focus on equality, disadvantage, and gender relations at work. Her research has been published in Administrative Science Quarterly, Organization Studies, British Journal of Management, Human Relations, among other journals. In 2009, she was guest editor of a special edition of Journal of Business Ethics – Mind the Gap? She is an Elected Fellow of the British Academy of Management and an Associate Fellow of the British Psychological Society. Her PhD in Business is from the University of Manchester Business School.

Selected Publications

  • Wilson, F. (2015). Romantic relationships at work: Why love can hurt. International Journal of Management Reviews, 17(1), 1-19. https://doi.org/10.1111/ijmr.12034
  • Wilson, F., & Thompson, P. (2001). Sexual harassment as an exercise of power. Gender, Work and Organization, 8(1), 61-83. https://doi.org/10.1111/1468-0432.00122