Our Contributors Our Contributors Feminist Teacher, Volume 19, Number 1, 2008, pp. 83-85 (Article) Published by University of Illinois Press DOI: For additional information about this article [ This content has been declared free to read by the pubisher during the COVID-19 pandemic. ] https://doi.org/10.1353/ftr.0.0019 https://muse.jhu.edu/article/255829 https://doi.org/10.1353/ftr.0.0019 https://muse.jhu.edu/article/255829 f e m i n i s t t e a c h e r v o l u m e 1 9 n u m b e r 1 83 © 2 0 0 8 by t h e b o a r d o f t r u s t e e s o f t h e u n i v e r s i t y o f i l l i n o i s Our Contributors Jeong-Hye Hwang Choe is a graduate stu- dent in the department of chemistry at the University of Illinois at Chicago. Sara L. Crawley is an assistant profes- sor of sociology and affiliated faculty in women’s studies at the University of South Florida. She has published in such femi- nist journals as Gender & Society, Journal of Lesbian Studies, and Hypatia, and she recently co-authored the book Gendering Bodies with Lara J. Foley and Constance L. Shehan. Alesha Durfee is an assistant professor in the women and gender studies program at Arizona State University. Her research focuses on domestic violence, the social construction of victimization, and social policy. She has taught several courses in these areas, including “Women and Vio- lence” and “Gender, Religion and Global Violence.” Outside of academia, she has worked as a victim advocate in law enforce- ment and the criminal justice system. Julie Ellefson is a professor of chemistry at William Rainey Harper College in Palatine, Illinois. Abby L. Ferber is a professor of sociol- ogy, the director of women’s studies, and the director of the Matrix Center for the Advancement of Social Equity and Inclu- sion at the University of Colorado at Colo- rado Springs. She is the author of White Man Falling: Race, Gender, and White Supremacy; co-author of Hate Crime in America: What Do We Know? and Making a Difference: University Students of Color Speak Out; and co-editor (with Michael Kimmel) of Privilege: A Reader; and editor of Home-Grown Hate: Gender and Orga- nized Racism. She has co-edited two new volumes: The New Basics: Sex, Gender, and Sexuality (Oxford University Press, 2008) and The Matrix Reader: Examining the Dynamics of Privilege and Oppression (McGraw-Hill, 2008), both designed for classroom use. She is a member of the Smart-Girl Board of Directors and chairs the Program Committee. Patricia Gately is a professor of English at Truman State University, where she has taught interdisciplinary courses on the Bloomsbury group. Kristina R. Knoll is a doctoral candidate in the Women Studies Department at the University of Washington, Seattle. Her dissertation, “Locating Feminist Disability Studies,” reflects on some of the current conceptualizations in feminist disability studies arenas, as well as future goals, by incorporating interviews with more than ten scholars whose work spans both femi- nist and disability studies topics. Addi- tional areas of inquiry for Knoll include sexual violence; psychopathology and stigma; bridging activism and theory; stu- dent mentoring and advising; and medical and psychological ethics and the ethics of care. Jennifer E. Lewis is an associate profes- sor in the Department of Chemistry at the University of South Florida. Her research interests focus on current trends in the teaching and learning of chemistry at the undergraduate level, including the evalu- ation of curricular reform implementations with an eye toward both effectiveness and equity. Her research publications have appeared in Chemistry Education: Research and Practice, The Journal of Chemical Education, and The Journal of Research in Science Teaching. Kathryn E. Linder is a graduate student in feminist pedagogy at the Ohio State Uni- versity. Maralee Mayberry is currently the chair- person of the Department of Sociology at the University of South Florida. She has written and taught extensively in the areas of sociology of education, feminist science studies, and feminist pedagogy. A long- time advocate of interdisciplinary curricu- lum and innovative teaching approaches, Mayberry and her colleague Ellen Cronan Rose compiled an anthology, Meeting the Challenge: Feminist Pedagogy in Action (Routledge 1999), to illustrate how feminist pedagogy can be implemented in a variety of disciplinary settings. Her involvement in feminist science studies originated with a National Science Foundation grant to develop curricular programs linking the natural sciences to the social sciences and humanities. This work is reflected in a series of journal articles (appearing in Transformations; Journal of Women and Minorities in Science and Engineering; Journal of Research on Science Teaching; and the National Women’s Studies Associa- tion Journal) and culminated in a co-edited book, Feminist Science Studies: A New Generation (Routledge 2001). Mayberry is currently involved in a funded research project in four Pinellas County School Dis- trict high schools. The purpose of the study is to identify the relationship between Gay- Straight Alliance activities and school pat- terns of action and inaction that either sup- port or inhibit organization level change of importance to sexually-marginalized youth. Catherine Hurt Middlecamp is a distin- guished faculty associate at the University of Wisconsin-Madison, where she holds a joint appointment in chemistry and in inte- grated liberal studies. She is the editor- in-chief for Chemistry in Context, a project of the American Chemical Society. Her chemistry courses are organized around real-world topics such as air quality, ozone depletion, and global climate change, and her current work is on bringing the sus- tainable use of resources into the chemis- try curriculum. Marlynne Nishimura teaches in the Col- lege of Education and for the Department of Chemistry at the University of Illinois at Chicago. Dana Perry is a professor of chemistry at Harold Washington College in Chicago. Karen Rosenberg is a doctoral candidate in women studies at the University of Washington in Seattle. Prior to entering graduate school she worked as a legal advocate for a feminist anti-domestic violence agency. Her research interests include feminist pedagogy, feminist social movements, and legal mobilization by social movement actors. 84 co nt r i b u to r s f e m i n i s t t e a c h e r v o l u m e 1 9 n u m b e r 1 85 Sally Sayles-Hannon is the A-Plus Project coordinator at Texas Women’s University. Georgann Cope Watson works as an administrative assistant, a teaching assistant, a part time instructor, and a researcher at Brock University. She is cur- rently a graduate student in Educational Studies. Residing in that undefined space between staff and faculty gives her a unique perspective on educational orga- nizations as cites of struggle for feminist pedagogies. Her research interests include feminist pedagogy in various contexts including adult education, online educa- tion and outdoor education. Stacy Wenzel is a co-director of the Prairie Group at the University of Illinois at Chi- cago. Rhonda L. Williams received her EdD degree from Kansas State University in 2003. She is currently an assistant profes- sor in counseling and human services. As a school counseling practitioner of twenty years, Dr. Williams has received state and national school counseling awards. She has served on the Smart-Girl board and has been instrumental in the implementa- tion and development of the Smart-Girl program in Colorado Springs. Currently, Dr. Williams is involved in expanding the Smart-Girl curriculum and training of pro- gram guides and coaches. Donald J. Wink is a professor of chemistry and a member of the Learning Sciences Program faculty at the University of Illinois at Chicago.