Professional Advisory Council
Professional Advisory Council Chair and BCNY Fellow
Joseph Derrick Nelson, Ph.D. (he, him, his) is an Associate Professor of Educational Studies at Swarthmore College. Notably, he is Chair of the Black Studies Program, Affiliated Faculty with the Gender and Sexuality Studies Program, and Senior Research Fellow with the Center for the Study of Boys’ and Girls’ Lives at the University of Pennsylvania. Trained as a sociologist of education, his research examines race, boyhood, and education within learning environments that largely serve Black students from neighborhoods with concentrated poverty.
His forthcoming book is entitled, (Re)Imagining Black Boyhood: Portraits of Academic Success during the Middle School Years (Harvard Education Press), and he recently co-edited the Routledge Handbook on Boyhood in the United States, with over thirty contributors. In public media, his research has been featured in the Washington Post, The Atlantic, and National Public Radio. In the United States and abroad, he has presented his research at The White House Summit for Children’s Media and Toys, the Ideas Festival of the Aspen Institute, and the International Boys’ School Coalition. Last year (2020), he was named a Co-Editor of the historic journal, Men and Masculinities. In the high-poverty neighborhood where he grew up in Milwaukee, Wisconsin, he taught first-grade in a single-sex class of Black boys.
Professional Advisory Council Members
Bianca J. Baldridge, Ph.D. (she, her, hers) is an Associate Professor of Education at the Harvard Graduate School of Education with expertise in community-based education and critical youth work practice. Baldridge’s research explores the sociopolitical context of community-based youth work and critically examines the confluence of race, class, and gender and their impact on educational reforms that shape community-based spaces engaging Black youth in the US. In addition, she explores the organizational and pedagogical practices employed by youth workers amid educational reforms and restructuring.
She is author of Reclaiming Community: Race and the Uncertain Future of Youth Work (Stanford University Press). This book examines how racialized market-based reforms undermine Black community-based organizations’ efforts to support comprehensive youth development opportunities. Reclaiming Community received the 2019 American Educational Studies Association Critic’s Choice Book Award.
David L. Bell, MD, MPH (he, him, his) is a professor in the Department of Pediatrics (College of Physicians & Surgeons) and in the Heilbrunn Department of Population and Family Health (Mailman School of Public Health) at Columbia University Medical Center. Since 1999, Dr. Bell has been medical director of the Young Men’s Clinic delivering primary care to adolescent and young adult males and advocating for the right of young men to have access to high quality and respectful services which includes attention to their sexual and reproductive health.
He is currently the President of the Society of Adolescent Health and Medicine. He serves on Mayor de Blasio’s Sexual Health Education Task Force. He is on the boards of the Partnership for Male Youth and Promundo Global.
Judy Y. Chu, Ed.D. (she, her, hers) is a Lecturer in Human Biology and Affiliate of the Clayman Institute for Gender Research at Stanford University. She teaches a course on Boys’ Psychosocial Development. Her research highlights boys’ relational strengths and examines the impact of boys’ gender socialization during early childhood and adolescence. She developed curricula for The Representation Project’s film, The Mask You Live In, and currently serves as Chair of Movember Foundation’s Global Men’s Health Advisory Committee and co-Chair of the Board of Directors for Promundo-US.
She is the author of When Boys Become Boys: Development, Relationships, and Masculinity (NYU Press, 2014) and co-editor of Adolescent Boys: Exploring Diverse Cultures of Boyhood (NYU Press, 2004)
Saed Deryck Hill, Ph.D. (he, him, his) is an Assistant Director of Prevention and Masculine Engagement at the Center for Awareness, Response, and Education (CARE) at Northwestern University and a counseling psychologist. Saed’s work focuses on leading collaborative efforts at Northwestern in masculine engagement programming and education around healthy masculinity which includes serving as the advisor for the Masculinity, Allyship, Reflection, Solidarity (MARS) peer education group as well as the management, implementation, and curriculum development of the NU Men Healthy Masculinity program each quarter. Saed also serves as a confidential survivor advocate and support for students impacted by sexual violence, relationship violence, and stalking.
Prior to joining Northwestern in August of 2018, Saed worked for Planned Parenthood Great Plains (PPGP) as the Senior Education and Outreach Coordinator in charge of delivering comprehensive and sex explorative sexual health programming to K-12 and college students across Kansas, Arkansas, Oklahoma, and mid-Missouri. Saed is originally from Queens, NY and spends much of his free time psychoanalyzing reality TV shows as well as listening to Aaliyah on Spotify.
Freeden Blume Oeur Ph.D. (he, him, his) is an associate professor of sociology and education at Tufts University. His scholarship examines issues around gender and masculinity, feminism, childhood, and African American intellectual history and politics.
He is the author of Black Boys Apart: Racial Uplift and Respectability in All-Male Public Schools (2018) and, with Edward Morris, co-editor of Unmasking Masculinities: Men and Society (2017).
Michael V. Singh, Ph.D. (he, him, his) is an Assistant Professor in the Department of Chicana/o Studies at UC Davis. He received his Ph.D. in Education from UC Berkeley and was later a UC President’s Postdoctoral Fellow in the Department of Chicana/o Studies at UC Santa Barbara. Dr. Singh’s scholarship explores the intersectional politics of race and neoliberalism in urban education, specifically with a focus on Latino men and boys.
His research has been published in journals such as the American Educational Research Journal, International Journal of Qualitative Studies in Education, and Race Ethnicity and Education. Dr. Singh’s work provides a timely addition to the growing research on boys and young men of color and calls for intersectional and justice-centered approaches to Latino male education.
Adriana Villavicencio, Ph.D. (she, her, hers) is an Assistant Professor at the University of California, Irvine. Her research is focused on K-12 educational policy and school practice that deepen or disrupt inequities for minoritized communities of students and families. For nearly a decade, she conducted research at the Research Alliance for New York City Schools at NYU—a Research-Practice Partnership with the NYC Department of Education (DOE).
Dr. Villavicencio’s work includes mixed-method studies on turnaround middle schools, small high schools in NYC, schools serving newly arrived immigrant English Learners, and a racial justice program embedded in culturally diverse elementary schools.
She is author of Am I My Brother’s Keeper: Educational Opportunities and Outcomes for Black and Brown Boys, published by Harvard Education Press. This book examines how districts and schools can embed racial equity into sustainable policies and practices in contrast to initiatives that come and go. It also provides a set of concrete approaches and recommendations, so that other districts and schools can take up similar efforts with even more robust results.
Prior to becoming a researcher, she taught high school English in Oakland, California and Brooklyn, New York. She also worked on the development of a new school in Bangalore, India. Dr. Villavicencio earned her Ph.D. in education leadership and policy from the NYU Steinhardt School of Culture, Education, and Human Development.
José Luis Vilson, Ph.D. Candidate (he, him, his) is a veteran educator, writer, speaker, and activist in New York City, NY. He has spoken about education, math, and race for a number of organizations and publications, including the New York Times, The Guardian, TED, El Diario / La Prensa and The Atlantic. He’s a National Board Certified teacher, a Math for America Master Teacher, and the executive director of EduColor, an organization dedicated to race and social justice issues in education. He is currently a doctoral student studying sociology and education at Teachers College, Columbia University. He is now on the board of directors for the National Board of Professional Teaching Standards and PowerMyLearning.
He is the author of This Is Not A Test: A New Narrative on Race, Class, and Education.