Gender Equity Workshop

Participants

Tammie Borden

Tammie Borden
Tammie.borden@gilbertschools.net

Tammie is a graduate of Northern Arizona University with a Bachelor's degree in Health Education and a Master's degree in Elementary Education. She has taught at the Elementary level for 14 years and has been named Teacher of the Year for Burk Elementary. Tammie is an advocate for all students and believes every student can learn and grow through respect and understanding.

Stacy Callahan

Stacy Callahan
smcallahan@mpsaz.org

Stacy M. Callahan is a professional school counselor. She received her master's in counseling from West Virginia University. Over the past 10 years, she has provided a comprehensive school counseling program for students in Mesa, Arizona and Northern New Mexico in both an elementary and middle school setting. Her commitment and passion is to ensure that all students have the necessary support, to meet their social-emotional, academic, and career development needs to prepare them for college and career. Her work through individual counseling, groups, and school programming focuses on students feeling a sense of belonging in their school community, and embracing a growth mindset to empower them for success in future endeavors. She has served on several community organizations, most recently as a general board member for the Arizona School Counselor Association.

Tanecia Cornwall-Elysee
Tanecia.cornwallelysee@gilbertschools.net

Tanecia Cornwall-Elysee is a Special Education Resource Teacher at Gilbert Elementary School, in the Gilbert Public Schools Unified District. She has been in this position for seven years. She is a transplant from the east coastand has been living in Gilbert with her family for the past 14 years.

Lisa Dinella

Lisa Dinella
ldinella@monmouth.edu

Lisa M. Dinella, Ph.D. is a research scientist who investigates the relations between gender, academic achievement, and career development. Dr. Dinella studies children's toy play and media exposure. She studies how gendered experiences shape academic and career pursuits across the lifespan. She is the Principal Investigator of the Gender Development Laboratory at Monmouth University, where she is a Professor of Psychology and Director of the Gender Studies Program. Her school-based research endeavors led to her edited book Conducting Science-Based Psychology Research in Schools and co-edited book Gender Typing of Children's Toys. Dr. Dinella has addressed the White House, Washington D.C. on gender disparities in children's toys and media. She also works with global toy companies and children's media corporations, helping them apply cutting-edge research on gender and play.

Alane Eaton
aaeaton@mpsaz.org

Raised in Wisconsin and Minnesota, Arizona has been Alane's home for the last 32 years. Alane Eaton has taught general music and 2nd, 3rd, and 4th grades. Currently she is teaching Enrichment 2nd grade at Las Sendas Elementary in Mesa. When not working, I enjoy hiking, reading, music, and exploring new cultures.

Lisa Eliot

Lisa Eliot
lise.eliot@rosalindfranklin.edu

Lise Eliot is Professor of Neuroscience at the Chicago Medical School of Rosalind Franklin University. Her research centers on brain and gender development, especially the role of neuroplasticity in shaping neural circuitry and behavior. She received a B.A. in History & Science from Harvard, a Ph.D. in Cellular Physiology & Biophysics from Columbia, and completed post-doctoral research at Baylor College of Medicine. Dr. Eliot's research and scholarship has ranged from cellular neurophysiology to meta-analyses of brain sex difference and includes two highly-praised books, What's Going On in There? How the Brain and Mind Develop in the First Five Years of Life (Bantam), and Pink Brain, Blue Brain: How Small Differences Grow Into Troublesome Gaps - And What We Can Do About It (Houghton Mifflin Harcourt).

Richard Fabes

Richard Fabes
rfabes@asu.edu

Richard Fabes is a professor and school director in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. His research interests include children's adjustment to school, emotional development, peer relationships, temperament, and gender and adjustment. His teaching activities emphasize social-emotional development, peer relationships, and the translation of research for positive outcomes.

Lynette Garcia
Leslie.juel.hernandez@gmail.com

Lynette Garcia is a 6th grade teacher at Gilbert Elementary School. She have been employed by the Gilbert Unified School District for the last 19 years. Thirteen of those years she has been employed as a 6th grade teacher. She is originally from New York but have found Arizona to be my home for the last 30 years. About 18 years my family relocated from Gilbert to Queen Creek and love it.

Cheryl Greene

Cheryl Greene
cgreen@kyrene.org

Dr. Cheryl S. Greene has served in the role of principal for Kyrene de la Esperanza since 2004. During her tenure as principal, Esperanza has received Arizona Educational Foundation's A+ School of Excellence™ award on two separate occasions: May 2012 and May 2018. In the fall of 2017, Dr. Greene became the primary facilitator for Bolt, a facility dog from Canine Companions for Independence. Bolt, a highly trained service dog, works primarily with students with special needs. However, all the students and staff at Esperanza adore their new four-legged companion!

As an ongoing learner, Dr. Greene has earned multiple degrees: a Bachelor's of Science in Psychology, a Master's in Counseling, a Master's in Organizational Management, and a Doctorate in Education Administration. For the past 30+ years, she has worked extensively in the fields of education, prevention, and behavioral health. She has worked for the Kyrene School District for the past 23 years.

Throughout her varied professional roles, Dr. Greene has displayed her passion for equity, and a commitment to making a difference in the lives of children and their families. She believes all children have a right to a quality education and the opportunity to reach their highest potential.

Laura Hanish

Laura Hanish
laura.hanish@asu.edu

Laura Hanish is a Professor and Deputy Director in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. Her research focuses on how youth can develop harmonious peer relationships that are free from aggression, bullying, bias, and harassment. Key themes in her research agenda include peer relationships, gender and diversity, and school-related contexts and outcomes. Her translational work is focused on applying research to develop practical methods to build strong and positive relationships within schools.

Kerri Johnson

Kerri Johnson
kdjohnson@mpsaz.org

Kerri Johnson has been teaching elementary physical education for 16 years for Mesa Public Schools in Mesa, AZ. In addition to teaching, she has three years of administration experience as an elementary school Assistant Principal. Her teaching philosophy encompasses student centered learning and inclusive teaching in a positive, fun learning environment. She believes that student engagement is the foundation of learning in her classroom while building positive relationships with her students and teamwork principles with each classroom.

Carol Martin

Carol Martin
carol.martin@asu.edu

Carol Martin (Ph.D. U. Georgia) is Cowden Distinguished Professor of Child Development in SSFD at ASU. She has expertise related to gender development, gender segregation and integration, peer influence and relationships, and how gender relates to academic outcomes. She formulated (with Charles Halverson) a theory of gender development called Gender Schema Theory and has published many studies testing the ideas proposed in the theory. Her work has been funded by NICHD, National Science Foundation, Department of Education, and the T. Denny Sanford Foundation. Martin also has expertise in the translation of scientific findings related to peer relationships and classroom functioning to schools.

Cindy Miller

Cindy Miller
cindy.f.miller@asu.edu

Cindy Faith Miller is an Assistant Research Professor in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. She received her Ph.D. in School Psychology from New York University and is a Licensed Psychologist and a Nationally Certified School Psychologist. Her research seeks to understand the development of and the consequences associated with children's social (e.g., gender stereotypes) and academic (e.g., growth mindset) cognitions. Her work has involved developing and implementing school-based interventions to promote positive peer relationships, inclusive school communities, and academic success. She is currently working on an NSF-funded project designed to understand and promote engineering engagement in underrepresented children. Dr. Miller is also collaborating on the PROMISE Project, which is an initiative that seeks to develop and disseminate resources to support educators with creating schools that are inclusive, safe, and equitable.

Stacy Morris

Stacy Morris
slmorr12@asu.edu

Stacy is a postdoctoral research associate, working with Dr. Rick Fabes and Dr. Carol Martin at Arizona State University. Stacy received her Ph.D. in developmental psychology from Boston College in 2018. She researches adolescents who contribute to their communities (prosocial behavior) and how youth understand structural inequities in society (critical consciousness). She is interested in the role social identities (such as gender) play in youth opportunities and barriers to engaging in society.

Carrie Sampson

Carrie Sampson
csampso4@asu.edu

Dr. Carrie Sampson is an Assistant Professor of Educational Leadership at Arizona State University's Mary Lou Fulton Teachers College. Carrie earned her Ph.D. in Public Affairs and graduate certificate in Women's Studies from University of Nevada, Las Vegas, M.S. in Cultural Foundations of Education from Syracuse University, and a B.S. in Economics from University of Nevada, Reno. Her research focuses on educational equity related to leadership, governance, and community advocacy.

Katie Sciurba

Katie Sciurba
ksciurba@sdsu.edu

Katie Sciurba, Ph.D. is Assistant Professor of Literacy Education and Director of the Literacy Center at San Diego State University. Her research centers primarily on the intersections of students' identities and reading. She also examines representations of race, gender, and power in children's literature. Alongside her scholarly work, Dr. Sciurba publishes books and articles for children.

Jeff Shores

Jeff Shores
jeffrey.shores@tempeschools.org

Jeff has spent the last 16 years in Arizona's public education system; 6 as an Elementary school principal, 2 as an assistant principal at a middle school, and 8 as a teacher. Jeff earned his doctorate in educational leadership at Arizona State University in 2007. Prior to that he earned his master's from ASU and his undergraduate from Christopher Newport University in Newport News, VA.

Christia Spears Brown

Christia Spears Brown
christia.brown@uky.edu

Christia Spears Brown is a Professor of Developmental Psychology, and Director of Center for Equality and Social Justice, at the University of Kentucky. She earned her Ph.D. in Psychology at The University of Texas at Austin. Her research focuses on children's perceptions of gender and ethnic discrimination, the development of stereotypes and group identity, and the impact of discrimination and stereotypes on academic outcomes. She is the author of Discrimination in Childhood and Adolescence: An Intergroup Approach , and Parenting Beyond Pink and Blue: How to Raise Kids Free of Gender Stereotypes.

Amanda Vickery

Amanda Vickery
Amanda.Vickery@asu.edu

Amanda E. Vickery is an Assistant Professor of Teacher Preparation at the Mary Lou Fulton Teachers College at Arizona State University. She teaches undergraduate and graduate courses in elementary social studies methods. Her research focuses on how Black women teachers utilize experiential and community knowledge to reconceptualize the construct of citizenship. Her scholarship has been published in Theory and Research in Social Education, Urban Education, Journal of Social Studies Research, Gender and Education, The High School Journal, Social Studies Research and Practice, and The International Journal of Multicultural Education. Dr. Vickery is active in the social studies community serving on the Executive Board of the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS) as the Social Justice Chair and board liaison to the Scholars of Color Faculty Forum of CUFA. She is a former middle school social studies teacher.