PhD Jobs Brochure 2016-17

University of Michigan Interdisciplinary PhD in Social Work and Social Science Doctoral CV Publication 2016-2017

University of Michigan Interdisciplinary PhD in Social Work and Social Science 2016-2017 Doctoral CV Publication

Table of Contents Vincent Fusaro, Social Work and Political Science CV ....................................................................... 5 Research Statement ................................................................................................................................ 11 Teaching Statement ............................................................................................................................ 13 Elise Hernandez, Social Work and Developmental Psychology CV ................................................ 15 Research Statement ................................................................................................................................ 21 Teaching Statement ............................................................................................................................ 23

Elizabeth Koomson, Social Work and Anthropology CV ................................................................. 25 Research Statement ................................................................................................................................ 33

John Mathias, Social Work and Anthropology CV .......................................................................... 37 Research Statement ................................................................................................................................ 48 Teaching Statement ............................................................................................................................ 52 Ann Nguyen, Social Work and Personality Psychology CV ........................................................... 54 Research Statement ................................................................................................................................ 63

Vincent A. Fusaro Home Address (Correspondence)

Office Address

University of Michigan School of Social Work 1080 South University Avenue Ann Arbor, MI 48109

2694 Deake Avenue Ann Arbor, MI 48108 Cell: (617) 686-2596 E-mail: vafusaro@umich.edu

Education University of Michigan

Ann Arbor, Michigan

Doctoral Candidate, Social Work & Political Science Degree expected 2017 Concentrations in social service systems, American politics, and research methods Dissertation working title: The Spirit of ’96: Race and the Implementation of Temporary Assistance for Needy Families Dissertation committee: H. Luke Shaefer (co-chair, Social Work), Vincent L. Hutchings (co-chair, Political Science), Sandra K. Danziger (Social Work), Charles R. Shipan (Political Science) Boston University

Boston, Massachusetts

Master of Social Work, 2005 Concentration: Macro practice University of Rhode Island

Kingston, Rhode Island

Bachelor of Arts, 2002 Summa Cum Laude Major: Political Science

Research Interests Design and implementation of anti-poverty policy in the United States, poverty and low-wage work, durable inequalities, role of racial attitudes in policy, social workers as policy advocates

Teaching Interests History and theory of social welfare policy, poverty and economic inequality, policy design and implementation, program and policy evaluation, methods of social research

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Publications Peer Reviewed Publications Fusaro, V. & Shaefer, H.L. (In press). How should we define low-wage work? An analysis using the Current Population Survey. Monthly Labor Review.

Fusaro, V. (2015) Who’s left out: Characteristics of households in economic need not receiving public support. Journal of Sociology & Social Welfare, 42(3), 65-85.

Fusaro, V., Bassuk, E., Grandin, M., Guilderson, L., & Hayes, M. (2012). Homeless families: United States. In Smith, S. et al. (eds.), International Encyclopedia of Housing and Home (pp. 8-14).

Oxford, U.K.: Elsevier.

Evaluation Reports Fusaro, V. (2009). Strengthening At Risk and Homeless Young Mothers and Children: Year 2, 2008-2009.

Newton, MA: The National Center on Family Homelessness. http://www.familyhomelessness.org/media/188.pdf.

Fusaro, V. (2008). Strengthening At Risk and Homeless Young Mothers and Children: Year 1, 2007-2008.

Newton, MA: The National Center on Family Homelessness. http://www.familyhomelessness.org/media/186.pdf.

Manuscripts Under Review Fusaro, V. & Lein, L. Helping fathers, helping children? Low-income non-custodial fathers and American social welfare programs. Journal of Poverty.

Manuscripts in Progress Fusaro, V. States and the End of Cash Assistance: Race, Politics & Policy Structure Under Temporary Assistance for Needy Families. Target journal Policy Studies Journal.

Fusaro, V. Beyond cash assistance: Determinants of state use of Temporary Assistance for Needy Families funds. Target journal State Politics and Policy Quarterly.

Fusaro, V., Wilson, R., & Shaefer, H.L. Without a net: Neoliberalism, the end of welfare, & the well-being of low-income households. Target journal American Sociological Review.

Fusaro, V. Political parties and party polarization: Implications for policy advocacy. Target journal Social Work.

Conference Presentations

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Fusaro, V. Beyond cash assistance: Race and state TANF spending priorities. January 2016 oral presentation at the Society for Social Work & Research Annual Conference, Washington, DC. Fusaro, V. State TANF funding priorities & material hardship: Evidence from the Current Population Survey. November 2015 poster presentation at the Association for Public Policy Analysis & Management Fall Research Conference, Miami, FL. Fusaro, V. Party polarization in the United States: Implications for advocacy practice & social work education. October 2015 oral presentation at the Council on Social Work Education Annual Program Meeting, Denver, CO. Fusaro, V. Frayed safety net: Households in economic need and non-participation in income support programs. January 2015 poster presentation at the Society for Social Work & Research Annual Conference, New Orleans, LA. Fusaro, V. Institutional control & welfare policy change in the American states. April 2014 oral presentation at the Midwest Political Science Association Annual Conference, Chicago, IL. Fusaro, V. & Tillotson, A. Symbolic stringency in American welfare policy: State implementation of TANF EBT restrictions. January 2014 poster presentation at the Society for Social Work & Research Annual Conference, San Antonio, TX. Fusaro, V. & Tillotson, A. Symbolic stringency in American welfare policy: Patterns of rapid diffusion following the passage of the middle class tax relief and job creation act. April 2013 oral presentation at the Midwest Political Science Association Annual Conference, Chicago, IL. Fusaro, V. & Lein, L. Low-income non-residential fathers and public support programs. January 2013 oral presentation at the Society for Social Work & Research Annual Conference, San Diego, CA. Desovich, T., Patton, S. & Fusaro, V. POP2 (Power of Positive Prevention project): How to sell social norms to your community. July 2007 oral presentation at the National Conference on the Social Norm Approach, Cambridge, MA.

Additional Research Experience University of Michigan School of Social Work, 2013-2014 Research Assistant for H. Luke Shaefer University of Michigan School of Social Work, 2011-2012 Research Assistant for Laura Lein Boston University, 2003-2005 Research Assistant for Maryann Amodeo and Scott Miyake Geron

Additional Research Methods Training

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Inter-university Consortium for Social & Political Research (ICPSR) Summer Program in Quantitative Methods of Social Research 2011, 2015 (coursework in advanced linear regression, maximum likelihood estimation, rational choice modeling, and Bayesian methods) American Evaluation Association/Centers for Disease Control Summer Evaluation Institute 2007, 2009

Awards and Honors Gerald R. Ford Fellowship 2015-2017 University of Michigan Department of Political Science Robert L. Schneider Dissertation Award 2016 Influencing Social Policy Joint Doctoral Program Grant 2016 (for distinguished achievement in the Joint Program in Social Work and Social Science) University of Michigan School of Social Work Fahs-Beck Scholar 2015 Fahs-Beck Fund for Research and Experimentation Rackham Debt Management Award 2014 (for commitment to public service) University of Michigan Rackham School of Graduate Studies Summer Research Partnership 2013, 2014 University of Michigan School of Social Work Rackham Conference Travel Grant 2012, 2013, 2014, 2015, 2016 University of Michigan Rackham School of Graduate Studies Clara P. & Larry E. Davis Scholarship 2013 University of Michigan School of Social Work Rackham Summer Training Grant 2011 University of Michigan Rackham School of Graduate Studies Urban Practice Scholarship 2003-2005 Boston University School of Social Work

Teaching Experience Instructor Social Policy Design & Enactment, Fall 2014 University of Michigan School of Social Work Teaching Assistant 4

Contemporary Issues in American Politics, Fall 2012, Fall 2013 University of Michigan College of Literature, Science, and the Arts Introduction to American Politics, Winter 2013, Winter 2014 University of Michigan College of Literature, Science, and the Arts Political Theory, Fall 2001 University of Rhode Island Additional Teaching Experience Institute for Social Research/National Science Foundation-Census Research Network Teaching Assistant Conducting Research Using the Survey of Income and Program Participation Summer 2014 (Ann Arbor, MI), Summer 2015 (Suitland, MD) Tufts University Guest lecturer November 20, 2009 for course, Child and Youth Development: International Perspectives on Children in Exceptionally Difficult Circumstances

Practice Experience Research Associate

National Center on Family Homelessness

2007-2010

Project manager for national multi-site program evaluation.

Responsible for instrument development, data management, and analysis. Conducted focus groups and qualitative interviews with program clients, staff, and leadership. Oversaw on-site data collectors. Developed written products and presentations for a variety of audiences.

Community Health Analyst

Health Care of Southeastern Massachusetts

2005-2007

Designed, conducted, and analyzed data for process and outcome evaluations of substance abuse prevention, suicide prevention, teen pregnancy prevention, and parenting education interventions.

Conducted community health needs assessment surveys with eight Massachusetts high schools. Provided training and technical assistance to eleven community coalitions on substance abuse prevention, youth development, needs assessment, and evaluation.

Service Chair, University of Michigan School of Social Work Doctoral Students Organization (DSO), 20132015

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Co-coordinator, University of Michigan Interdisciplinary Group on Poverty & Inequality (IGPI), 2011-2013 Treasurer, University of Michigan School of Social Work Doctoral Students Organization (DSO), 2011-2013 Manuscript reviewer, University of Michigan Interdisciplinary Group on Poverty & Inequality Graduate Student Conference, 2011 Panel chair, University of Michigan Interdisciplinary Group on Poverty & Inequality Graduate Student Conference, 2012

Professional Affiliations American Political Science Association Association for Community Organization and Social Administration Association for Public Policy Analysis & Management Influencing Social Policy Midwest Political Science Association National Association of Social Workers Society for Social Work & Research

References H. Luke Shaefer Associate Professor University of Michigan School of Social Work 1080 South University Avenue Ann Arbor, MI 48109 (734) 936-5065 lshaefer@umich.edu

Sandra Danziger Professor University of Michigan School of Social Work 1080 South University Avenue Ann Arbor, MI 48109 (734) 764-5254 sandrakd@umich.edu

Vincent L. Hutchings Professor University of Michigan Department of Political Science Institute for Social Research 426 South Thompson Street, Room 4444 Ann Arbor, MI 48104 (734) 764-6591 vincenth@umich.edu 6

Vincent Fusaro Statement of Research Interest Broadly, my research examines the implementation of American anti-poverty policy. With a background in both social work and political science, I combine policy analysis and political analysis to understand what factors influence the design of anti-poverty policy, how these policies affect economically disadvantaged individuals and families, and how social workers and other advocates can most effectively intervene in policymaking systems. Addressing these questions is particularly crucial as the cash safety net erodes and the low-wage labor market becomes increasingly unstable.

For example, control over traditional cash assistance was largely turned over to the states through the 1996 welfare reform law. While reform certainly had some successes, it incentivized states to restrict their cash assistance caseloads and undermined the program’s ability to function as a safety net. Given proposals to change programs such as Medicaid and the Supplemental Nutrition Assistance Program (“Food Stamps�) to similar structures, it is important to identify the consequences of these actions as well as methods for advocates to influence any such changes.

I primarily address my core research questions using quantitative methods, particularly econometric and multi-level models. My work makes use of a variety of data sources, including data from complex surveys such as the Survey of Income and Program Participation, Census data, and administrative data such as state program records. I have a particular interest in drawing together secondary survey data and administrative data to examine differences in anti-poverty policies and programs across states. Though I focus on quantitative methods, I also have training and experience in qualitative methods, including key informant interviews, focus groups, and participant observation, and envision my future research incorporating both approaches. My work is also grounded in social science; in addition to political science, I draw on scholarship from sociology and economics in formulating research questions and study designs.

My dissertation illustrates several of the major themes in my research. It investigates some key aspects of state implementation of Temporary Assistance for Needy Families (TANF), the program created by the 1996 welfare reform law. TANF is structured to allow states substantial discretion over both program rules and use of program resources. While most existing state TANF scholarship examines the determinants and outcomes of different state cash assistance rules and work supports, these areas currently account for less than one-third of all TANF expenditures. I address three questions following from the current form of TANF. First, what state-level factors are associated with movement away from cash assistance? Second, are there any systematic patterns to alternative uses of TANF resources? Finally, has the restriction of traditional cash assistance affected the wellbeing of low-income families?

I address the first two dissertation questions using administrative data on categorical TANF expenditures from all fifty states (1998-2013), examining movement away from cash assistance using growth curve models and spending on other priorities using multi-level models nesting state-years in states and years. I place a particular emphasis on the role of racial politics in welfare policy implementation. Improving on previous approaches to measuring racial salience in studies of state welfare policy, I create a state-level measure of aggregate white racial attitudes using multi-level regression with post-stratification, a technique for producing subnational estimates from national survey data, with the 2008 National Annenberg Election Survey dataset. The final component of the dissertation, conducted in collaboration with H. Luke Shaefer and Reid Wilson, uses Current Population Survey Food Security Supplement data to examine whether the decreasing accessibility of cash benefits has influenced household experiences of material hardship.

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Vincent Fusaro Statement of Research Interest In the dissertation, I find that the salience of race-based politics predicts state emphasis on basic assistance under TANF. States in which whites express more negative racial views devote less effort to cash assistance, whether measured in dollars or as a percentage of overall TANF spending.

Race-based politics has not, however, influenced the rate of movement away from cash assistance.

The salience of racial politics also moderates the relationship between government ideology and welfare policy. More liberal government is associated with greater emphasis on basic assistance, but only when racial salience is low. Finally, I find evidence for a long-speculated but otherwise untested relationship between state budgets and TANF, as states under fiscal stress devote fewer resources to the program’s safety net functions and instead use it to cover other priorities.

Beyond my dissertation, I have written on several other topics related to the implementation of anti-poverty policy in the United States. With H. Luke Shaefer, I have considered the implications of differing definitions of “low-wage work” using the Current Population Survey. Different wage cut-offs capture qualitatively quite different groups of workers, a finding relevant both for research and for selecting the appropriate target population for interventions. This study is scheduled for publication in Monthly Labor Review, the flagship journal of the Bureau of Labor Statistics. Using Survey of Income and Program Participation data, I examined non-participation in anti-poverty programs by low-income households, demonstrating that many households in economic need are both inconsistently connected to the labor market and do not receive any form of public support.

This article was published in the Journal of Sociology and Social Welfare. With Laura Lein, I analyzed qualitative data from interviews with low-income non-resident fathers to understand whether and how this population makes use of public support programs. This article is currently under review.

My work has been recognized through both internal and external awards, and I have successfully secured monetary support for my research. My dissertation was honored with the Robert L. Schneider Dissertation Award from Influencing Social Policy, given annually to a dissertation with implications for state-level social policy. It also received support through an external grant from the Fahs-Beck Fund for Research and Experimentation. Within the University of Michigan, I was awarded two Department of Political Science Gerald R. Ford Fellowships, a competitive departmental fellowship for students whose work is related to American public policy. I am also the 2015-2016 recipient of the Joint Doctoral Program Grant from the University of Michigan School of Social Work, given for distinguished achievement in the Joint Doctoral Program in Social Work and Social Science.

I have an active research agenda with other works in progress or planned. I am currently conducting a review of the political science literature on party polarization and considering its implications for policy advocacy. A condensed version of this review is also included in an inprogress article on the integration of political science research into social work policy education with Kerri Nicoll, Amy Krings, and Na Youn Lee. In the coming years, I intend to address unanswered questions emerging from my graduate research. For example, given the rise in contingent work, involuntarily flexible scheduling, and the “gig economy” of independent contracting at the lower end of the labor market, how does the safety net for the most economically vulnerable households respond to the increasingly unstable nature of low-wage work? I will also continue to examine state implementation of the less-visible aspects of TANF. For example, states can meet some parts of their TANF spending requirements using either new programming or by simply counting existing programs as TANF effort. How often and under what conditions does each process occur? Through these and other studies, I will continue to conduct research that contributes to the understanding of poverty in the U.S. and advances social work’s unique commitment to social policy and advocacy.

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Vincent Fusaro Teaching Statement Teaching Philosophy I view teaching as a form of social work practice. My role as an instructor is to help students realize their potential as agents of change by developing the competencies and confidence needed to intervene in complex social and political systems. The major goals of my teaching, then, are for students to place individual problems in a broader social and political context, to foster an interest in and understanding of the role of policy in shaping the social environment, and to enhance professional analytical and communication skills. Three key principles underlie my pedagogical approach. First, students, particularly adult learners, are best served by active lessons that allow them to engage with class material. Second, the ideal learning environment is inclusive, respectful, and welcoming to students of all backgrounds. Finally, each student has a unique learning style, and an array of assignments and activities are required to ensure these multiple needs are met. These principles are grounded in educational research and bring the social work values of self-efficacy and social justice to the classroom.

Teaching Strategies My teaching strategies follow from the goals and principles outlined above. Class sessions are organized around discussion and active engagement, and typically begin with a brief review of the readings and concepts for the session, move to critical discussion of that content, and conclude with application. I organize sessions around a set of questions, drawn from my major teaching goals, in each phase. A sequence of questions on John Kingdon’s model of policymaking, for example, might include: 1) what are the key points of the ‘garbage can’ model?; 2) is policymaking as random as the model suggests?; and 3) if the model is correct, what are some strategies we might use to bring about policy change? Moving from summary to criticism and application provides a framework for analyzing ideas outside the classroom.

In keeping with my emphasis on varied learning styles, I use teaching techniques that employ speaking, writing, and interpersonal interaction. These tactics include think-pair-share exercises, in which each student takes a short period of time to think about an answer to a question, shares that answer with a partner, and then engages in a one-on-one discussion with the partner; small group discussions; and minute papers, short in-class writing assignments in response to a discussion question. The class returns to a large group discussion after these activities. The large group discussion is highly interactive, and I primarily facilitate the session by summarizing key points and posing guiding questions. In addition to engaging with the course material, these exercises build professional skills in problem analysis and interpersonal communication.

My teaching strategies also foster an inclusive classroom in which students of all backgrounds can meaningfully participate and feel welcomed. Collecting and randomly redistributing responses after minute paper exercises, for example, allows students to anonymously express opinions and share experiences without risk of judgment. By varying the composition of pairs or groups for think-pair-share and small group discussions, students interact with peers from many backgrounds and with many perspectives. Additionally, my guiding questions regularly consider issues of privilege and discrimination. For example, in a session on advocacy strategy, one of my guiding questions asked students to consider how, given that policymaking systems tend to be most responsive to privileged groups, the preferences and opinions of disadvantaged groups can be meaningfully incorporated.

Vincent Fusaro Teaching Statement Also reflecting my emphasis on inclusion and meeting multiple learning needs, I assess students with a variety of methods. For example, I include at least one individual or group oral presentation in a course. Students are also graded on a series of short, memo-style writing assignments that emphasize application and professional writing. I typically end a course with a capstone assignment synthesizing content from across the class. For example, I have asked students to propose some policy change, based on individual interests, and to design an advocacy strategy in support of that change. Students responded to the assignment with an oral presentation (with feedback provided by their peers) and a final written document. Using multiple approaches ensures that at least some aspect of assessment aligns with a given student’s strengths—some may be strong in oral communication, some written communication; some may perform better in groups, others individually.

Teaching Experience I have experience teaching professional, undergraduate, and graduate students. Prior to pursuing a doctorate, I led workshops with social service professionals and community coalitions on topics such as youth development and program evaluation. At the undergraduate level, I served as a teaching assistant for two semesters each of Introduction to American Politics and Contemporary Issues in American Politics in the University of Michigan Department of Political Science. In both courses, I was responsible for leading twice-weekly discussion sections to supplement the large lecture class, grading student assignments, and serving as the primary contact for student questions and out-of-class learning needs. Finally, I was the sole instructor for Social Policy Design and Enactment, a Masters-level elective course, in the University of Michigan School of Social Work.

Though based on an existing class, I substantially revised course content and requirements to reflect contemporary social science understanding of policymaking, policy change, and policy implementation. I arranged an evaluation visit from the University of Michigan Center for Research on Learning and Teaching to garner feedback on this largely new class. Students offered high praise, commenting that “real discussion,” “matches the classroom to real life experiences,” and “engaging and helpful” were strengths of the course and my teaching.

Teaching Interests My doctoral training in social work and political science, Master of Social Work in macro practice, and professional experience in program development and evaluation have prepared me to teach a range of social work courses. I am able to teach required Council on Social Work Education content in social welfare policy and research methods as well as courses in introductory macro practice, poverty and inequality, program development, and program evaluation. I have a particular interest in advancing social policy education by incorporating social science theory and evidence on the influences on policymaking and methods for intervening in policymaking systems. I presented on the integration of social science into policy education at the 2015 Council on Social Work Education Annual Program Meeting and hope to continue to influence how policy is taught in the field.

September 2016

Elise Hernandez, MSW, MS Doctoral Candidate Social Work & Developmental Psychology University of Michigan Work Address:

2036 East Hall 530 Church Street Ann Arbor, MI 48109

E-Mail:

hernandez1elise@gmail.com EDUCATION

PhD

University of Michigan, Ann Arbor, MI (Aug 2017, expected) School of Social Work and Department of Psychology Dissertation Title (tentative): Older Latina/o’s Social Support: Social Network Profiles, Ambivalence, and the Use of Formal Help Dissertation Committee: Berit Ingersoll-Dayton (co-chair); Jacqui Smith (co-chair); Toni Antonucci; David Cordova

MSW

University of Michigan, Ann Arbor, MI (2014) Aging in Families and Society and Community Organizing

MS

Psychology University of Michigan, Ann Arbor, MI (2014)

BS

University of Central Florida, Orlando, FL (2007-2011) Major: Psychology; Minor: Aging Studies Summa Cum Laude; University Honors; Honors in the Major PUBLICATIONS

Book Chapter Taylor, R.J., Hernandez, E., Nicklett, E.J., Taylor, H.O., & Chatters, L.M. (2013).

Informal social support networks of African American, Latino, Asian American and Native American older adults. In K. Whitfield & T. Baker (Eds.), Handbook on Minority Aging. New York, NY: Springer Publishing Company.

Manuscripts under Revision Sherman, C. W., Hernandez, E., Webster, N.J., Cochran, S.D., Mays, V.M., & Antonucci, T.C. The role of sexual orientation on caregiving experiences: Implications for health. The Gerontologist (Revise and Resubmit, September 2016).

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Manuscripts in Preparation Hernandez, E., Smith, J.S., & Ingersoll-Dayton, B. Ambivalence about support among Latina/os: Comparing U.S. born and foreign born older adults. (Journal of Cross Cultural of Gerontology, November 2016 submission) Hernandez, E., Ingersoll-Dayton, B., & Smith, J. Nativity status and Latina/os’ relationships in later life: Profiles of support. (Journals of Gerontology: Social Sciences, February 2017 submission) Hernandez, E., Ingersoll-Dayton, B., Spencer, B., Faber, A., & Ewert, A. Constructions of couple identity in the face of memory loss. (Dementia, December 2016 submission) PRESENTATIONS Hernandez, E., Ingersoll-Dayton, B., Spencer, E., & Faber, A. Co-constructing couple identity in the face of memory loss. Presentation given in the Dementia II symposium at the Gerontological Society of America’s annual meeting. Orlando, FL. November 2015.

Hernandez, E., Smith, J., & Ingersoll-Dayton, B. Latina/o relationships in later life: Frequency of contact, burden, and well-being. Presentation given in the Social Relations Across Diverse Racial and Ethnic Groups symposium at the Gerontological Society of America’s annual meeting. Orlando, FL. November 2015.

Hernandez, E., Sherman, C.W, Webster, N.J., Cochran, S.D., Mays, V.M., & Antonucci, T.C. Sexual orientation and caregiving experiences: Implications for health. Presentation given in the LGBT Issues Across the Lifespan symposium at the American Psychological Association’s annual convention. Toronto, ON, CA. August 2015.

Hernandez, E., Smith, J.S., & Antonucci, T. Ambivalent relationships and wellbeing in later life: Comparing U.S. and Foreign-Born Latina/os. Presentation given in the Immigration, Social Relations, and Health Symposium at the Gerontological Society of America’s annual meeting. Washington, D.C. November 2014.

Hernandez, E., Smith, J.S., & Ingersoll-Dayton, B. Perceived quality of familial ties and well-being in midlife and older Latina/os. Poster presented at the Gerontological Society of America’s annual meeting. Washington, D.C. November 2014.

Hernandez, E., Smith, J.S., & Ingersoll-Dayton, B. Age-group differences in perceived support and strain, and life satisfaction among Latina/o older adults.

Poster presented at the Gerontological Society of America’s annual meeting.

New Orleans, LA. November 2013.

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Hernandez, E., & Rook K.S. Later Life Study of Social Exchanges Secondary Data Analysis: Examining Negative Interaction across Race in Older Adulthood.

Poster presented at the Annual Biomedical Research Conference for Minority Students. Charlotte, NC. November, 2010.

AWARDS AND HONORS 2015-2016

Irene and William Gambrill Fellowship for Ethical Research University of Michigan School of Social Work

2011-2017

Rackham Merit Fellowship Award for Doctoral Study University of Michigan

2015-2017

International Program in the Life Course: Evolutionary and Ontogenetic Dynamics (LIFE) Fellow University of Michigan

2012-2015

National Science Foundation Graduate Research Fellowship

2015

Faculty Allies for Diversity Manuscript Writing Fellowship University of Michigan School of Social Work

2014

Doctoral Student of the Year Organization of Latino Social Workers-Michigan Chapter

2014

Rackham Grant Internationalizing the Social Work Doctoral Program University of Michigan

2011; 2012 Ford Foundation Pre-Doctoral Fellowship, Honorable Mention 2012; 2013; Rackham Travel Grant (for national conference presentations) 2014; 2015; University of Michigan 2016 2009-2011

Ronald E. McNair Scholar University of Central Florida PRACTICE EXPERIENCE

2014-Present

Interventionist and Graduate Student Research Assistant Couples Life Story Project, School of Social Work University of Michigan Responsibilities: Conducted life reviews with persons with dementia and their partners; created Life Story Books for couples; entered and analyzed quantitative and qualitative dyadic data

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2016

Summer Intern Rural Family Economic Success: Immigrant Families Aspen Institute Community Strategies Group, Washington, D.C. Responsibilities: Engaged in outreach and relationship building with leading immigrant organizations; conducted background research on rural immigrants; wrote a national blog post for community actors; planned, organized, and facilitated a three-part webinar series; built an online resource on programs and services for immigrant families in rural communities

2013-2014

Intergroup Dialogue Co-Facilitator Common Ground, Program on Intergroup Relations raceXsexuality, Spectrum Center University of Michigan Responsibilities: Developed and planned dialogue session activities with student group leaders; coordinated logistics for meetings; lead and participated in group dialogue by setting ground rules, creating a welcoming environment, and debriefing with other participants; collected participant feedback on dialogue efficacy

2012 Intern

Elderly Eviction Prevention and Hoarding Task Force Housing Bureau for Seniors University of Michigan Health System Responsibilities: Assessed client needs; coordinated, planned and implemented hoarding interventions; designed and built a client database; engaged in advocacy for lowincome older adults

2011

Intern Assistant Activities Director Emeritus at Oviedo Assisted Living and Retirement Living Responsibilities: Planned, organized, and facilitated resident activities, co-conducted life history interviews

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2010

Friendly Visitor Volunteer Seniors First, Inc., Orlando, FL Responsibilities: Assisted client with errands and chores, engaged in social activities with client TEACHING

Courses of Interest Social Work with Older Adults Research Methods in Social Work Human Development across the Lifecourse Teaching Experiences 2015

Preparing Future Faculty Seminar, Participant Center for Research on Learning and Teaching University of Michigan

2015

Guest Lecturer Evaluation in Social Work University of Michigan, School of Social Work Topic: Statistical Techniques for Evaluation Research

2014-2015

Graduate Student Instructor Introduction to Developmental Psychology (2 semesters) University of Michigan, Department of Psychology

2013

Guest Lecturer Social Work with the Elderly Topic: A Profile of Latina/o Older Adults in the United States

2012

Guest Lecturer Adulthood and Aging University of Michigan, School of Social Work Topic: Understanding Research with Racial/Ethnic Minority Older Adults

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SERVICE 2015-2017

Emerging Scholar & Professional Organization (ESPO) Representative Minority Issues in Gerontology Committee Gerontological Society of America (GSA) Responsibilities: Represented the interests of ESPO, supported the chair of the GSA Minority Issues in Gerontology Committee with planning and organizing events and members, and collaborated with other committee members to write a brief summarizing committee’s annual activities

2014-2016

Social Work Doctoral Student Organization Co-Chair University of Michigan Responsibilities: Organized and co-facilitated doctoral student monthly meetings, communicated doctoral student concerns with program director and social work dean

2015-2016

Psychology Departmental Associate University of Michigan, School of Social Work Responsibilities: Coordinated with the student services office to plan recruitment, communicated updates from psychology faculty meetings to social work doctoral students, advocated for interdisciplinary student needs at psychology faculty and student monthly meetings

2013-2014

Doctoral Student Curriculum Committee Representative University of Michigan, School of Social Work Responsibilities: Advised committee on restructuring of MSW curriculum based on doctoral students’ feedback PROFESSIONAL ASSOCIATIONS

Gerontological Society of America, Behavioral and Social Sciences Association for Gerontological Education in Social Work American Psychological Association

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Research Statement Overview Social relationships permeate our lives throughout the lifecourse, often serving as both a source of strength as well as a source of tension. My work centers upon understanding the structure, meaning, and implications of socially supportive relationships among older adults who have non-normative family structures, or whose normative support systems are affected by cognitive decline in later life. I am interested in two overarching questions about social support among older adults, with research projects focused on three specific groups: couples experiencing memory loss, individuals with stigmatized sexualities, and Latina/os. First, how do older adults make sense of collective identity when faced with challenging circumstances?

Second, how does the multidimensional nature of social support manifest, under what conditions, and how do manifestations relate to the quality of support and overall well-being?

Collective Identity in the Face of Memory Loss Older adults who experience cognitive decline often become isolated from their families, and emotionally estranged when their partners transition into a caregiving role. The Couple’s Life Story Project is an intervention that conducts life reviews with couples where one partner is experiencing memory loss. As an interventionist, I noticed that while some aspects of experiencing memory loss were characterized as a deficit, couples also highlighted their strength as a unit. Along with a team of researchers, I delved into this strengths-based approach by examining how partners depicted their couple identity using a series of circles overlapping to varying degrees, and examined open-ended descriptions of their relationship depictions (Hernandez, Ingersoll-Dayton, Spencer, & Faber, in preparation for Dementia). Almost half of the partners chose identical depictions of their relationships that included overlapping identities.

Findings from content analysis also revealed that couples’ characterization of their collective identity included themes of doing things together, having a shared history, and relying on an “essence” of couplehood. This study highlights the relevance of relationship-centered approaches to understanding how older adults cope with challenging circumstances. Moreover, findings suggest that the meaning and characterization of social support is dynamic, manifesting not just from individual perceptions but also from partners’ shared meaning making.

Stigmatized Sexual Identity and Caregiving Support Many individuals with stigmatized sexual-orientation identities, such as lesbian and gay individuals (LG), often have non-normative social support networks. They may have estranged or disrupted relationships with their families of origin and develop close, supportive relationships with chosen family members (Mayer, 2003; Nardi, 1999). Using data from the California Health Interview Survey, I worked with a team of researchers to examine how caregiving experiences differ among LG versus heterosexual adults, and how the caregiving experience impacts health among these two groups in early versus late adulthood (Wexler Sherman, Hernandez, Webster, Cochran, Mays, & Antonucci, The Gerontologist). I found that LG adults were more likely to be caregiving for friends or neighbors for more hours per week, and LG adults with caregiving help fared better than heterosexual caregivers with help in terms of health. However, there were no age differences. This manuscript has been well received by editors of The Gerontologist who provided feedback and invited us to resubmit. Findings suggest that even in the absence of normative family structures, LG networks manifest as what some call a “community of care”, mobilized to help provide care for both traditional family and family of choice, resulting in better health for this group.

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Dissertation: Understanding Latina/o Older Adults’ Social Support In my early graduate school career, I co-authored a book chapter that allowed me to survey the literature on informal support networks of older Latina/os (Taylor, Hernandez, Nicklett, Taylor, & Chatters, Handbook of Minority Aging, 2014). I recognized that most research had examined dimensions of social support separately, and drew upon qualitative and regional data. To gain a more nuanced understanding of social support among Latina/o older adults, I focus my dissertation on the cultural and situational contexts that shape configurations of social network dimensions, support quality, and the association between these constructs among a nationally representative sample of aging Latina/os.

Each of my dissertation papers focuses on differences between U.S. and foreign-born groups. Three theoretical frameworks guide my dissertation: the convoy model of social support, the bidimensional acculturation model, and intergenerational ambivalence theory. The convoy model conceptualizes social support as a multidimensional construct, with interrelated structural, behavioral, functional, and qualitative components. The bicultural model of acculturation suggests that immigrant groups and their families adjust to the dominant culture whilst maintaining identification with their cultures-of-origin to varying degrees.

Intergenerational ambivalence defines simultaneously opposing emotions and thoughts about parent-child social relations that can be attributed to countervailing opposing norms (Connidis & McMullin, 2002; Lüscher, 2002). Given that Latina/os negotiate culture-of-origin and dominant U.S. norms and values, intergenerational ambivalence theory can help frame the nature of immigrant and non-immigrant older Latina/os’ social support. As such, one dissertation paper uses a social network profile approach to examine how social network size, geographic proximity, and frequency of contact combine into various types of networks. A second paper investigates the prevalence and correlates of older Latina/os’ reporting feeling ambivalent about their support. Findings indicate that foreign-born Latina/os are more likely to feel ambivalent as opposed to positive about social support. Additionally, having infrequent contact with family members increases ambivalence about support for foreign-born Latina/os while the opposite is true for those U.S.-born. A third paper probes the role of chronic stressors in older Latina/os’ network type and quality, and health and well-being. Taken together, this dissertation will contribute to the literature by moving away from a romanticized view of Latina/o support in later life, suggesting that bicultural older Latina/os grapple with evaluating support received from their extended social network.

Research Agenda As part of my research agenda, I am particularly interested in studying intra-group differences, among both Latina/os and older adults with stigmatized sexual identities. I am also interested in collecting data that explicitly measures values and attitudes towards eldercare among these two groups, with the goal of designing interventions that help older adults and their social support networks have explicit conversations about planning for support. Furthermore, I am especially interested in qualitative work that looks at collective identity among couples, other dyadic relationships, and family units as a whole. Guided by a social justice perspective, my research will inform the development of programs and policies that bolster exchanges of support between marginalized older adults and their diverse networks of support.

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Teaching Philosophy Our lived experiences inform and are informed by the lessons we learn in the classroom.

My first teaching experience was as a guest lecturer on Latina/o Older Adults in a graduate course I was simultaneously enrolled in, Social Work with Older Adults. Looking to my own experiences to help disseminate knowledge, I began my presentation like I begin many presentations, with a photo of my family. Experiences with my family and with older adults in the community are my real-world anchor, motivating my interest in social work education and practice. I aim to share personal and professional stories as a Latina social worker, researcher, and student working with older adults, whenever relevant, in an effort to illustrate the power of letting our practical experience influence the work we do.

My teaching experiences include two semesters as a graduate student instructor for Introduction to Developmental Psychology, where I facilitated three discussion sections, and three guest lectures in social work graduate-level courses (Adulthood and Aging, Social Work and Older Adults, and Social Work Evaluation Methods). Outside of my formal teaching experiences, I had four semesters of mentoring and training two graduate social work students on research, data management, and statistics, as well as two semesters of facilitating intragroup and intergroup dialogues across campus with various student groups. Throughout these experiences, my primary goal was to teach students to think critically about how everyday experiences are impacted by policies and systems. I want students to understand how theory and methods can help us identify systems of power and oppression and our own positions within these systems in order to advocate for ethical and just solutions. To accomplish these goals, I attempt to: a) create collaborative learning environments that enhance our personal and professional growth and b) bridge theory and methods to address practical, community-based issues.

Creating Collaborative Learning Environments My approach to teaching is grounded in the principle of solidarity as I engage with students as equal partners in a community of mutual support. Psychology and social work are people-oriented disciplines; it is crucial that students learn and practice interpersonal skills within the classroom when confronting alternative ideas, beliefs, and values. As such, I strive to create safe, respectful spaces in the classroom. For instance, I began both semesters of Introduction to Developmental Psychology discussion sections by covering several “Guidelines for Class Discussion”. These guidelines included “Challenging ideas and not persons”, and “Respecting people’s privacy and confidentiality” among others. I then asked students to reflect on why we might needs these guidelines, and asked them to contribute their own guidelines.

Throughout the semester, I displayed these ground rules during class and group discussions, so students could easily refer to them when they felt uncomfortable or silenced. By also holding myself accountable to the guidelines, students were able to check my behavior as well.

My goal is for students to practice respectful social interactions so that, outside the classroom, they may engage in difficult yet productive conversations that broaden worldviews they might not have otherwise been open to. As an example, during a discussion about the changing nature of family structures in the U.S., one student said that people who choose not to have children are selfish, as it was not fair to others. Another student responded, saying they felt offended because their own family members without children were actively volunteering in their community when others were too busy with their children. The first student commented that they had never thought of the situation that way, and apologized. In social work education, naming discomfort is especially important in preparing future social workers to follow professional

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ethical values concerning the importance of human relationships, integrity, and dignity of persons.

Bridging the Theoretical, Methodological, and Practical My overall goal is to promote intellectual inquiry, critical consciousness around social justice issues, and an understanding of how to bridge knowledge with practice. As an MSW student, I often heard fellow students comment that journal articles and lectures were “too theoretical”, that they did not understand how research was applicable to the programs they were a part of. As such, my teaching methods include translating interdisciplinary theories into language frequently encountered in social work settings, and asking students to interpret theory in the context of specific social problems they have encountered in their personal or professional lives. I ask them to engage critically with those theories by providing their own explanations, and seeking other theories that can guide solutions. I aim to introduce students to various methodologies, but focus more on helping students identify their own program or practice goals, and point them to resources that will help them decide on appropriate methods for evaluating goal efficacy. For instance, as part of a guest lecture on statistics for Evaluation Methods in Social Work, I asked students to conduct a case study on an evaluation project they would work on for their current internship. I then listed several statistical techniques and their objectives, and asked students to choose and justify which technique would be best for evaluating their program.

I then held “speed” consulting meetings with each student, where they could ask me questions about their approach and I could point them to other resources that would address their questions.

This activity provided students with an opportunity to apply lessons from the methods I introduced and allowed me to assess how well they understood the lesson.

As a lifecourse researcher, I value intergenerational contact as a means for students’ gaining and sharing knowledge outside of the classroom. This allows students to look back across historical experiences for clues to current social problems as the key to creative problem solving. I asked students to write a paper on the aging process by interviewing an older adult about their life history and views on aging. This project required that students create their own open-ended life history questions, interview an older adult using these questions, and write a reflection paper on the aging process using qualitative interview data, supported by research findings on aging. This project not only developed students’ skills in the narrative methodological approach, but also challenged students to think about how we might combat ageist stereotypes based on older adults’ real-world experiences. Students often shared that this was their favorite assignment because they both learned about the historical differences between themselves and their grandparents and it also made them feel less fearful and more excited about growing older. One student commented “I thought that someone over the age of 85 would feel depressed and down on their life, but [the older interviewee] showed me that aging is a wonderful thing and that her life experiences have given her a positive outlook on her life.”

Conclusion The teaching strategies I use facilitate the learning process by creating open, supportive environments for students to challenge themselves, the material, and institutions in productive ways. I see my role as a collaborator, engaged in reciprocal learning and dialogue with my students. I aim to improve my teaching practices by incorporating student feedback and participating in pedagogical training and workshops. I am passionate about working with students to improve transferable, practical skills, applying what we learn in class to engage our communities in mutually beneficial, responsible relationships that bring about social change.

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Elizabeth Koomson—Curriculum Vitae Page 1 of 8

Elizabeth Nana Mbrah Koomson 2718 Packard St, Ann Arbor Michigan, 48108 nanambra@umich.edu, 734-272-7802 EDUCATION 2017

Expected Graduation—May, 2017 University of Michigan, Ann Arbor MI, USA PhD in Social Work and Anthropology Dissertation Topic: Transforming Customary Systems: The Relationship between Women’s Participation in Small-scale Gold Mining and Access to Resources in Talensi District in Ghana.

2010

University of Michigan, Ann Arbor MI, USA Master in Social Work (MSW), Community Organization, Community & Social Systems

1989

University of Ghana, Legon Bachelor of Science (BS) in Family and Consumer Science

RESEARCH EXPERIENCE 2011-2014

Research Assistant—School of Social Work, University of Michigan.

Project Title: Assessing the effectiveness of the Savings for Education, Entrepreneurship, and Down payment (SEED) Program for Children.

Principal Investigator: Trina Shanks, PhD. School of Social Work, University of Michigan.

Responsibilities: Analyzed previous survey data, designed preliminary project proposal, contacted initial study participants, and collected some of the tape-recorded data.

2012-2013

School of Social Work Course Evaluator—University of Michigan Course Title: Social Work 713—An Africentric Approach to Interpersonal Practice with African American Families.

Instructor: Leslie Hollingsworth, PhD. School of Social Work, University of Michigan Responsibilities: Designed a logic model and evaluation plan, participated in report writing, analyzed data, and wrote the final report.

2010-2013

Research Assistant—University of Michigan Project Title 1: Assessed water uses and treatment in small-scale gold mining communities in Ghana.

Project Title 2: Tested for amount of mercury in water bodies, conducted a survey on household sources, uses, and storage of water, ad analyzed the effects of mercury contamination in water bodies in small-scale gold mining communities in northeast Ghana.

Principal Investigator: Elisha Renne, PhD, Department of Anthropology, University of Michigan.

Responsibilities: Designed research program, conducted interviews, and participated in writing publications.

Elizabeth Koomson—Curriculum Vitae Page 2 of 8 2009-2010

Research Assistant—University of Michigan Project Title: The recruitment and Retention of Doctors and Nurses in remote areas of Ghana. Interviewed all ten Regional Directors of Health Services in Ghana as well as 230 doctors and nurses in the three major zones of Ghana—coastal belt, middle belt, and the three northern regions.

Principal Investigator: Rachel Snow, PhD. School of Public Health, University of Michigan.

Responsibilities: Designed research proposal, conducted interviews with 230 doctors and nurses in Ghana, participated in team meetings in Ghana and the U.S., and participated in the final report writing.

ADDITIONAL METHODOLOGICAL TRAINING 2012 2012

Introduction to SPSS, Center for Statistical Consultation and Research Workshops, University of Michigan. January 24-25.

Introduction to Stata, Center for Statistical Consultation and Research Workshops, University of Michigan. January 26 to February 2.

PUBLICATIONS Accepted Manuscript Koomson, Elizabeth “Work Patterns and Gender Reproduction: Talensi Women in the Small-scale Gold Mining Industry in Ghana,” International Journal of Social Welfare.

Long, R., Renne, E., Robins, T., Wilson, M., Pelig-B, K., Rajaee, M., A. Yee, E. Koomson . . . Basu, N. (2013). Water values in a Ghanaian small-scale gold mining community. Human Organization, 72(3), 199-210.

Kwansah, J., Dzodzomenyo, M., Mutumba, M., Asabir, K., Koomson, E., Gyakoba, M., . . . Snow, R. (2012). Policy talk: Incentives for rural service among nurses in Ghana, health and policy planning, Health Policy Plan,27(8), 669-676.

Koomson, E. (2011). Mining communities in Ghana: Reflections on nature and type of work for female miners and non-miners. Reflections: Narratives of Professional Helping, 17(3), 52-59.

Renne, E., Basu, N., Gager, E., Koomson, E., Lee, B., Lee, S., . . . Yee, A. (2011). Women’s work, health and environment in a small-scale mining site in northeastern Ghana. Women and Environment, 83/84, 13-16.

Snow, R., Asabir, K., Mutumba, M., Koomson, E., Gyan, K., Dzodzomenyo, M., . . . Kwansah, J. (2011). Key factors leading to reduced recruitment and retention of health professionals in remote areas of Ghana: A qualitative study and proposed policy solutions. Human Resources for Health, 9(13), 1-11.

Elizabeth Koomson—Curriculum Vitae Page 3 of 8 PRESENTATIONS Koomson, Elizabeth (June 2016). Talensi women’s participation in small-scale gold mining in Ghana: Aspirations, barriers, and success stories. Harnessing the Extractive Industry, University of Surrey, UK. Koomson, Elizabeth (November 2015). Gender roles and economic gain: Women in small-scale gold mining in the Talensi District of the Upper-East Region in Ghana, Between the Plough and the Pick: Informal Mining in Contemporary World, Canberra, Australia.

Koomson, Elizabeth (April 2013). The meanings and uses of water for women in small-scale gold mining, Pacific Rim International Conference on Disability and Diversity, Honolulu, Hawaii.

Koomson, Elizabeth (April 2012). Capacity building for women in Ghana: The role of social work, School Social Work Education: Ensuring Quality Education for all the World’s Children Conference, Accra, Ghana.

Koomson, Elizabeth (February 2012), Women in mining: The dangers of poor water sources in mining communities in Ghana, University of Michigan Seminars, Maple, Florida.

Poster Presentation Hollingsworth, Leslie & Elizabeth Koomson (March 2014), An Africentric model for social work practice: An analysis of the effectiveness of the model for classroom teaching. Presented at School of Social Work, University of Michigan Hollingsworth, Leslie & Elizabeth Koomson (May 2013), An Africentric worldview for social work practice: A theory of classroom teaching. Presented at Enriching Scholarship through Workshop, Consultation, and Collaboration Fair, Center for Research on Learning and Teaching, University of Michigan.

WORK EXPERIENCE 1999-2008

Women’s Community Development Manager: Coconut Sector Development Project Ministry of Food and Agriculture, Western region, Ghana.

• • • •

Responsibilities: Formed 25 women coconut oil producers associations in the Western and Central regions in Ghana; Created group networks among coconut oil processors to regulate prices, rotate market days, and arranged trucks to transport coconut oil from the production centers to the markets; Advocated for women’s representation on District Assembly (local government) election where two elected women represented their communities; Organized capacity building, literacy, and numeracy programs to train women in record keeping and benefit-cost analysis of their business; and

Elizabeth Koomson—Curriculum Vitae Page 4 of 8 •

1995-1999

Facilitated working relations between women in the groups and the decentralized units of the District Assembly.

Women’s Community Development Manager: Netherlands Development Organization (SNV-Ghana), Mpohor/Wassa East District, Ghana.

• • • • •

• • •

1990-1995

Responsibilities: Formed 30 community grassroot women groups to participate in the SNV programs; Created collaboration among women groups to form 5 zonal groups; Designed and implemented groups savings program (village banks) for the 5 zonal groups; Trained ten women nominees in technical and managerial skills for the positions of president and secretary of the village banks; Supervised over ten SNV funded small-scale infrastructural projects (SSIP) in the communities including renovations for school building, made and supplied classroom furniture to elementary schools, and provided school uniforms and back to school supplies; Linked women groups to government decentralized offices in the District Assembly for technical support in agricultural food production; Organized value-added training programs for women in food production, preservation, and marketing. Women groups were introduced to processing of farm produce, smallscale preservation practices, and best storage practices; and Organized trips for interaction with successful women groups outside the district to learn from the groups.

Teacher: Ghana Education Service, Western Region, Ghana.

• • •

Responsibilities: Subject teacher for Life Skills and Food/Nutrition; School counselor for students in secondary (high) school; and “Housemistress” for female residence in the boarding school.

PARAPROFESSIONAL PRACTICE EXPERIENCE 2009-2010

Social Work Intern: Community Action Network, Ann Arbor MI, USA. Responsibilities: Helped 5 to 10 year-old children in after-school program on homework and academic enrichment programs; organized social programs such as knitting classes for mothers with children enrolled in after-school program; and invited motivational speakers to give talk to parents on topics such as parenting skills, health, and education for children.

2008-2009

Social Work Intern: Center for Empowerment and Economic Development, (CEED), Ann Arbor MI, USA. Responsibilities: Applied for grants to recruit VISTA volunteers for CEED outreach programs; helped establish an online market place for small businesses in Michigan and

Elizabeth Koomson—Curriculum Vitae Page 5 of 8 created a community of small business owners to interact among themselves, as well as interact with people and organizations that accessed CEED resources; assisted in training small business owners; and engaged in designing repayment plan for loan defaulters in CEED program.

TEACHING EXPERIENCE Graduate Student Instructor (GSI)—University of Michigan.

Anthropology 101: Introduction to Anthropology Primary Instructor: Jessica Robbins-Ruszkowski Winter 2014, 49 students Facilitated weekly discussion sections; graded exams and papers; held weekly office hours; maintained graded book; calculated final course grades.

Anthropology 325/Women Studies 324: Childbirth and Culture.

Primary Instructor: Elisha Renne (PhD) Fall 2013, 58 students Facilitated weekly discussion sections; graded exams and papers; held weekly office hours; maintained graded book; calculated final course grades.

Anthropology 101: Introduction to Anthropology Primary Instructor: Brent Ryan Pav Winter 2013, 75 students Facilitated weekly discussion sections; graded exams and papers; held weekly office hours; maintained graded book; calculated final course grades.

Anthropology 222: Comparative Study of Cultures.

Primary Instructor: David Frye (PhD) Fall 2012, 76 students Facilitated weekly discussion sections; Graded exams and papers; Held weekly office hours; Maintain graded book; Calculated final course grades.

ACADEMIC SERVICE Elected Position 2013-2014

School of Social Work representative for Graduate Employment Organization (GEO).

Attended GEO meetings, organized information sessions in the School of Social Work to explain the work of the GEO, participated in negotiations for terms and conditions for GEO contracts, and participated in membership drive through outreach programs.

2009-2010

Secretary to the Disaster Relief Student Group of the School of Social Work. Responsible for organizing MSW students for volunteer work in communities that were hit by disasters.

Applied for funding from Rackham; organized cans drive to raise funds and to reduce thrash on campus; and organized bake-sales for social interactions and to raise funds for a trip to New Orleans. Traveled to New Orleans for volunteer services after Hurricane Katrina to support housing rehabilitation in part of the French Quarters.

2009-2010

Elizabeth Koomson—Curriculum Vitae Page 6 of 8 Secretary to the International Student Organization for the MSW program. Organized meetings, organized bake sales to raise funds, and represented Ghana in a group presentation on “Collaboration within Diversity” at the 2009 International Night.

STUDY ABROAD PROGRAMS 2014

Program Assistant—Center for Global and Intercultural Study (CGIS) and Department of African American and African Studies (DAAS). Introduced alternative livelihoods for women. Women participated in workshops for the production of neem products using oil extracted from locally cultivated neem trees. Study participants include women in Nangode in the Nabdam District in Ghana, May 15, to June 14, 15 undergraduate students.

2013

Team Member—Internationalizing the doctoral program School of Social Work. Trip to engage women self-help groups in Kerala, India. Visits to engage in community projects, women self-help group discussions, schools of social work, and research institutions interactional sessions, February 28, to March 9, 5 PhD students.

2011

Program Assistant—Department of Anthropology and Environmental Health Sciences, University of Michigan School of Public Health. Studied the environmental impact of mercury in the Talensi small-scale gold mining industry in Ghana, June 18, to June 16, 7 undergraduate students.

2010

Program Assistant—Department of Anthropology and Environmental Health Sciences, University of Michigan School of Public Health. Toured small-scale mining sites in Ghana, carried out feasibility study on mercury contamination in the Talensi small-scale gold mining industry in Ghana, May 28 to June 14, 9 undergraduate students.

GUEST LECTURE 2016

“Minority issues in the sciences and in research. Planning and conducting academic research in undergraduate studies—finding research topics, planning research, conducting research, sourcing for funding.” (Instructor: Emma Saraff) Undergraduate Research Opportunity Program (UROP), January 26.

2015

“International social practice and education—comparative social work practice between the United States and Ghana. History of social work practice and education in Ghana, local and foreign organizations for social workers, demography of inequality, and benefits/challenges of social work in Ghana.” (Instructor: Maria Wathen) School of Social Work, October 8.

2013

“Reproductive health—Childbirth and women-friendly clinics in Ghana: Benefits and challenges of homebirth and childbirth in health centers.” (Instructor: Elisha Renne, PhD) Department of Anthropology and Women Studies, October 24.

Elizabeth Koomson—Curriculum Vitae Page 7 of 8 VOLUNTEER SERVICES 2015-2016

Food Pantry for Ypsilanti public schools. Food service team members meet every Wednesday during school days to package food into backpacks for distribution to high school students on Fridays. Cleaning backpacks, sanitizing backpacks, packaging food, and arranging food for distribution on Fridays.

2009

Disaster Relief Group, MSW students of the School of Social Work. Planned one-week trip to New Orleans in Louisiana to support relief work for hurricane disaster victims.

Worked in the French Quarters painting houses, cleaned homes to make them ready for rehabilitation works; cleared bushes, racked weeds, planted and harvested vegetables in Latino Community garden; volunteered at food pantry, volunteered during basketball game between New Orleans Hornets and Detroit Tigers, and helped clean up the streets after Mardi gras.

2010

Orientation Student Leader—Community Service Day for MSW students’ orientation, School of Social Work. Visit to urban gardens in inner-city Detroit neighborhood. Helped to clean garden, plant vegetables, introduced schoolchildren to gardening and showed them some of the gardening practices.

FELLOWSHIPS AND AWARDS 2016 2016 2014 2013 2012 2011

Mary Malcomson Raphael Fellowship. Center for the Education of Women, University of Michigan.

Sweetland Writing Center Summer Fellowship, University of Michigan.

African Studies Center Research Fellowship, University of Michigan.

Rosemary Sarri Award. School of Social Work, University of Michigan.

Robin Wright Graduate Fellowship. Center for the Education of Women, University of Michigan.

Rackham International Students Fellowship. University of Michigan.

GRANTS 2016 2014 2012 2011

Rackham Underrepresented Students Grant, University of Michigan.

Rackham Graduate Research Grant, University of Michigan.

Rackham Conference Travel Grant, University of Michigan.

African Studies Center Conference Travel Grant, University of Michigan.

PROFESSIONAL AFFILIATIONS Society for Social Work Research (SSWR) Ford Foundation International Fellowship Program (Ghana) Social Work Association of Ghana Association for the Study of the Middle East and Africa (ASMEA)

Elizabeth Koomson—Curriculum Vitae Page 8 of 8 PROFESSIONAL REFERENCES Letha Chadiha Professor emerita, School of Social Work 1080 S. University, Ann Arbor, MI 48109 Email Address: lethac@umich.edu Telephone #: 314-706-2910

Stuart Kirsch , Professor, Department of Anthropology 1085 S. University, Ann Arbor, MI 48109 Email Address: skirsch@umich.edu Telephone #: 734-764-2292

Edith Lewis Associate Professor emerita, School of Social Work 1080 S. University, Ann Arbor, MI 48109 Email Address: edithl@umich.edu Telephone #: 734-945-5096

Elisha Renne Professor, Department of Anthropology 1085 S. University, Ann Arbor, MI 48109 Email Address: erenne@umich.edu Telephone #: 734-647-9622

Trina Shanks Associate Professor, School of Social Work 1080 S. University, Ann Arbor, MI 48109 Email Address: triwilli@umich.edu Telephone #: 734-764-7411

Elizabeth Koomson— Research Statement

My research reflects a commitment to improving rural women’s wellbeing in Ghana. As a social worker specializing in community practice and policy interventions, and an anthropologist knowledgeable in scientific theory and method, I integrate research, practice, and knowledge in policy advocacy to address women’s issues. In rural sub-Saharan Africa, men and women are engaging in work opportunities that emerge in their communities. However, traditional socio-cultural ideologies often limit women’s access to resources and duplicate household gender roles in the workplace. My research demonstrates the benefits of a rich and deep ethnographic analysis to identify deeply embedded ideological symbols and practices in a work organization and to uncover the inequities in gender relationships associated with these ideologies. Even though rural women are challenging the underlying ideological principles that shape gender relationships, the deeply ingrained symbols and practices that shape their everyday lives persist.

Drawing attention to the challenges rural women face in a work organization and advocating for policies to improve the wellbeing of women are the foundations of my research.

The three main areas that constitute the focus of my research are: 1) Integrating theoretical and methodological insights from the fields of social work, anthropology, and developmental studies to determine the root factors of gender ideologies; 2) exploring how a study of the women in small-scale mining in Ghana speaks to broader question of how women in sub-Saharan Africa face socio-cultural limitations in access to resources; and 3) addressing gender gaps through policy advocacy.

Dissertation Research My dissertation is entitled, “Transforming Customary Systems: The Relationship between Women’s Participation in Small-scale Gold Mining and Access to Resources in Talensi District in Ghana.” The goal of my dissertation research is to explore how gender relationships shape women’s access to resources in the Talensi small-scale gold mining industry in Ghana.

Specifically, my research aims to: 1) map out the symbols and practices of the work organization; 2) identify processes of value and meaning-making that shape gender relationships in the work organization; and 3) determine the structure of resource accessibility.

My dissertation setting comprised four small-scale gold mining communities—Kejetia, Obuasi, Accra, and Tarkwa—in the Talensi district of the Upper East region in Ghana, within the Guinea Savannah zone. The district is characterized by infrequent rainfall and considered one of the resource-poor regions in Ghana. Apart from subsistence farming, small-scale gold mining constitutes one of the few jobs available. Most of the participants for this study were women workers who came from neighboring communities in the Talensi district to work directly in gold production jobs. The women shared their stories through interviews and conversations. Talensi gold mining activities are suitable for women of early adulthood to mid-fifties who are capable of doing tedious work.

I used ethnographic research methods to acquire insights into symbols and practices of work organization, gender relationships between the genders, and resource accessibility.

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Elizabeth Koomson— Research Statement

Specifically, I engaged in participant observations, conducted semi-structured interviews using an interview guide, wrote extensive field notes, and immersed myself for 12 months in the group’s activities to inquire about women’s and others' expectations regarding their work as miners. In addition to using basic ethnographic methods of anthropological research, I also used storytelling as a research tool to collect the data. When I contacted women for interviews, I asked them to share their experiences about work in the mines. The interviews and conversations were done in Twi (an Akan language widely spoken throughout Ghana) interspersed with Talon (Talensi local language). Women’s stories emerged out of the interviews and the conversations.

Through qualitative analysis, I have addressed how: work is organized by gender; women assert their rights and obligations in claims to land and property; devise and use social mechanisms and cultural nuances for improved lives; and transform networks of kinship relationships.

This project uses community development theory to explain the everyday experiences of Talensi women in small-scale mining and to highlight the contextually specific ways in which they access resources. This theory uses the person-in-environment perspective to explore how individuals and social systems interact for collective solutions. It also captures the potential of Talensi women miners to shape gender relationships, transform customary systems, have the capacity to influence policies that support women’s participation in the labor market and movement towards more equitable access to land and property rights.

My dissertation identifies three key findings. First, women miners are compelled to work in “feminine” domains, using the tools and equipment that align with their gender. In traditional patrilineal Talensi society, women are responsible for household roles such as meal preparation and taking care of the children. Women miners are restricted to performing the two main lowerpaying tasks—shanking and salmabalga—that are similar to their household tasks. In shanking, women sift crushed rocks using metal bowls, scarfs, and buckets, while salmabalga workers use hoes and bowls to collect gravel, shake the dust away, and search for gold nuggets in the gravel.

Second, physical, psychological, social, and cultural factors determine the allocation of work.

The biological make-up attributed to women, the dangers associated with work in mining shafts, and the deplorable conditions of the shafts are part of the value and meaning making attributes in the allocation of jobs. For example, there is a cultural assumption that menstruation drives away the good spirits that lead miners to the gold-holding rock, helping to keep women outside deep mining shafts. Third, in the Talensi social organization men own and distribute land and are in charge of household property; similarly, in the mining communities, women are unable to own mining shafts and machinery.

Women’s participation in mining jobs, however, is beginning to alter Talensi customs; women are devising cultural, social, and economic mechanisms to challenge gender relationships. For example, most of the women miners leave their children in their local communities with their husbands because women can get mining jobs easier and faster than men.

This new responsibility carried out by men creates a reversal of roles in child fosterage and gives women the opportunity to work to raise income. Women also acquire land to construct homes for their children to inherit, including female children, defying the traditional, patrilineal norms of 2

Elizabeth Koomson— Research Statement

inheritance that deny women access to resources. Finally, women form rotating credit schemes, locally known as susu, and welfare associations to generate income for difficult times such as divorce. Even though these findings are some of the major strides women are making in the small-scale mining industry, they continue to face challenges with gender inequities This research will contribute new knowledge to an understudied research topic. It will expand an understanding of women’s opportunities and customary systems as well as the relationship between women’s labor, gender relationships, and women’s rights to land and property. In addition, my findings suggest that women’s participation in the labor market and having their own money is transforming Ghana into a more equitable society for women, especially in terms of land access and property ownership. Thus, this project will provide background information that can influence policies to support women’s participation in the labor market and movement towards a more equitable access to land and property rights.

Previous Research Experience Along with my dissertation research, I have done extensive prior research on women, which contributes to my ability to conduct research studies. First, in 2009 I was co-PI on a research project on job postings for health personnel in Ghana, sponsored by the Bill & Melinda Gates Foundation; Dr Rachel Snow, formerly of the School of Public Health, University of Michigan, is the Principal Investigator. Findings from the study showed that while male doctors and nurses refused postings into rural communities primarily because relocating there would delay career advancement, their female counterparts refused job postings not only for the lack of career advancement, but also for social reasons: Unmarried women feared the lack of husbands in rural communities, while married women were concerned that their husbands may marry more wives because of the customary practice of polygyny. Second, in 2010 I participated in a project sponsored by Office of the Vice President of Research (OVPR) to assess mercury contamination in Talensi mining communities and, the following year, water use and treatment. Dr Elisha Renne of the Department of Anthropology was the Principal Investigator. We found high levels of mercury in the bodies of the miners who directly handled mercury. We also found that women placed a higher value on water and would benefit from and provide benefits to water programs.

Finally, in 2012, I was the Principal Investigator for my preliminary dissertation research at Kejetia, with Robin Wright Grant from the Center for the Education of Women, University of Michigan.

These research projects gave me the opportunity to travel throughout Ghana, exposed me to the realities of women’s situations, solidified my interest in working to improve the lives of women, and offered me an insight into Ghanaian customary practices. These experiences make me ideally suited to pursue my research interests.

Future Research The relationship between gender, small-scale mining, land tenure and property are understudied topics. My dissertation project is one of only a few regional studies done in Africa.

With additional studies to further validate my findings, there is the potential to support research, community-level programs, and policies that promote gender equity; empower women to achieve 3

Elizabeth Koomson— Research Statement

economic, social and gender justice; and facilitate capacity building to help eradicate poverty among Ghanaian families.

Small-scale mining activities are expanding into many rural communities in sub-Saharan Africa as well as Asia and Latin America. Both men and women are acquiring jobs in mining.

My long-term career goal is to become a research specialist for developmental agencies that research and design programs to improve the lives of women in developing countries. In the near future, I plan to conduct additional studies with women in sub-Saharan Africa and other developing countries to validate my findings. Specifically, my future research will build on the findings from my dissertation to pilot community-based projects and collaborate with colleagues on research papers. I will continue to expand my research portfolio in gender and development and hone my skills to move towards becoming an independent researcher, social work practitioner, and policy advocate who can effect positive social change to improve women’s lives in sub-Saharan Africa. I plan to actively reach out and collaborate with various interdisciplinary scholars in my own and other institutions to conduct research that will highlight the everyday reality and experiences of women and improve women’s wellbeing through effective policies and programs. In addition to publishing articles from my dissertation and the manuscripts under preparation with current research teams, I will seek grants with colleagues to continue my research to improve women’s lives.

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John Mathias Curriculum Vitae September 2016 School of Social Work Building, Room 3704 1080 South University Avenue, Ann Arbor, Michigan 48109 Phone (cell): (734) 546-9650 Email: jmathias@umich.edu EDUCATION 02/2017 (expected)

Ph.D., Joint Doctoral Program in Social Work and Anthropology University of Michigan, Ann Arbor, MI Dissertation Title: Contentious Ethics: Creativity and Persuasion among Environmental Justice Organizers in South India Co-Chairs: David Tucker (Social Work), Webb Keane (Anthropology)

2011

Certificate in Advanced Malayalam Language American Institute of Indian Studies, Thiruvananthapuram, India

2010

Masters in Social Work Practice Method: Community Organizing Practice Area: Community and Social Systems University of Michigan, Ann Arbor, MI

2002

Bachelor of Arts Double Major in Creative Writing (with highest honors) and Social Science University of Michigan, Ann Arbor, MI

RESEARCH INTERESTS Community Organizing and Social Change Civic Engagement and Civil Society Social Movements Qualitative Analysis of Ethics in Social Work Teaching and Practice Cross-cultural Analysis of Social Work Practice Environmental Social Work TEACHING INTERESTS Macro Practice Human Behavior and the Social Environment Human Rights, Social and Environmental Justice, Diversity, and Race Decision Case Teaching, Critical Thinking, and Applied Ethics International Social Work, Cultural Difference, and Development Research Methods, including Community-Based and Participatory Methods

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John Mathias Curriculum Vitae PUBLICATIONS Peer-reviewed Publications Austin, M. J., Anthony, E., Tolleson Knee, R., & Mathias, J. (accepted).

Revisiting the Relationship Between Micro and Macro Social Work Practice: A Springboard for Discussion in Our Academic and Practice Communities.

Families in Society Mathias, J. (2015). Thinking Like a Social Worker: Examining the Meaning of Critical Thinking in Social Work. Journal of Social Work Education, 51(3), 457-474.

Mathias, J. (2010). Of Contract and Camaraderie: Thoughts on What Relationships in the Field Could Be. Collaborative Anthropologies, 3, 110120.

Book Reviews Mathias, J. (2010). Review of the book Shorelines: Space and rights in South India. Comparative Studies in Society and History. Vol. 52: 480-481.

Other Publications Mathias, J., & Albanese, J. (2012). Pidichadakkalakal Aavashyapedunnathenthu? [What are the Occupy protestors’ demands?] Keraleeyam, 10(11), 64-65.

Manuscripts in Progress Mathias, J. (submitted, under review). Scales of Value: Insiders and Outsiders in Environmental Organizing in South India. Social Service Review Mathias, J. (submitted, under review). Sticky Ethics: Reasons, Authority, and Accountability among Environmental Activists in India. American Ethnologist Mathias, J. (intended submission October 2016). Consistency or Compromise: An Ethical Dilemma for Organizers. Qualitative Social Work AWARDS AND HONORS 2016

Best Qualitative Synthesis Article Award for Volume 51, Journal of Social Work Education.

2011

Rosemary Sarri Scholarship, University of Michigan School of Social Work, for research advancing training in the field of community organizing. $3000 2

John Mathias Curriculum Vitae 2009

Irene and William Gambrill Fellowship, University of Michigan School of Social Work, for integration of practice, research, and ethical issues in social work. $1,500

2006-2009

Rackham Regents’ Fellowship, University of Michigan, for graduate education. $49,700 plus tuition

2002

James Robertson Award for Excellence in Creative Writing, University of Michigan Residential College, for bachelor’s thesis. $500

FUNDING - EXTERNAL 2012-2014

Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship, U.S. Department of Education, for twelve months of research in India. $34,399

2012

Fulbright IIE Fellowship, U.S. Department of State, for dissertation research (declined due to acceptance of Fulbright-Hays funding).

2012

Junior Researcher Fellowship, American Institute of Indian Studies, for dissertation research (declined due to acceptance of Fulbright-Hays funding).

2010-2011

Language Training Fellowship, American Institute of Indian Studies, for expenses of attending the Academic Year Program in Malayalam. $13,000

2010

Foreign Language and Area Studies Fellowship, U.S. Department of Education, for Malayalam study in India. (declined due to acceptance of funding from the American Institute of Indian Studies).

2008

Foreign Language and Area Studies Fellowship, U.S. Department of Education, for Malayalam study in India. $6500

2002

James Robertson Award for Excellence in Creative Writing, University of Michigan Residential College, for bachelor’s thesis. $500

FUNDING – INTERNAL 2016

International Research Grant, Global Social Work Learning Community

2015

Library Data Grant, University of Michigan, to attain survey data from the Government of India. $800

2012

Rackham Research Grant, University of Michigan, for dissertation research. $3000

2009

Department of Anthropology Research Grant, University of Michigan, for preliminary research in India. $4000 3

John Mathias Curriculum Vitae 2007

International Institute Individual Fellowship, University of Michigan, for social work field placement in India. $2000

2007

Center for International and Comparative Studies Summer Research Fellowship, University of Michigan, for social work field placement in India. $1000

INVITED TALKS 2015

Cross-purposes: Lessons from a Failed Environmental Organizing Collaboration in South India. Loyola University Chicago. December 9.

2015

Cross-purposes: Lessons from a Failed Environmental Organizing Collaboration in South India. University of Chicago. December 7.

2015

Cross-purposes: Lessons from a Failed Environmental Organizing Collaboration in Kerala, India. Wayne State University. November 13.

CONFERENCE PARTICIPATION Panels Organized 2016 (accepted) Identifying Ethics: Encounters with a Shapeshifter. American Anthropological Association Annual Meeting. Minneapolis, Minnesota.

2016 (accepted) Ethics Through a Macro Lens: Community Practice Perspectives on Social Work Values. Council on Social Work Education Annual Program Meeting.

Atlanta, Georgia.

2016

Green Social Work: Ethical Challenges and Innovations in Environmental Justice Organizing. Society for Social Work Research Annual Meeting.

Washington, DC.

2015

Activist Ethics: Pushing the Anthropology of Morality into the Crossroads of Politics and Religion. American Anthropological Association Annual Meeting.

Denver, Colorado.

2009

Model D: The Ford Foundation and Democracy in India. The 38th Annual Conference on South Asia. Madison, Wisconsin.

Peer-reviewed Presentations 2016 (accepted) Sticky Ethics: Feeling for Morality. American Anthropological Association Annual Meeting. Minneapolis, Minnesota.

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John Mathias Curriculum Vitae 2016 (accepted) The Smell of Injustice: Evidence and Ethics in Environmental Organizing.

Council on Social Work Education Annual Program Meeting. Atlanta, Georgia.

2016 (accepted) Insiders and Outsiders in International Environmental Social Work. Council on Social Work Education Annual Program Meeting. Atlanta, Georgia.

2016

Common Goal or Common Cause? An Ethical Challenge for Collaborations in Environmental Social Work. Society for Social Work Research Annual Meeting. Washington, DC.

2015

Standing Fast: Ethical Consistency and Social Isolation. American Anthropological Association Annual Meeting. Denver, Colorado.

2015

There and Back Again: Taking American Social Work Students on Ethnographic Journeys. Council on Social Work Education Annual Program Meeting. Denver, Colorado.

2015

From VapoRub to Tea: Bad Habits and Radical Social Change. Michicagoan Linguistic Anthropology Conference. Ann Arbor, Michigan.

2014

Printing People’s Struggle: Magazines and Movements in Kerala, India. American Anthropological Association Annual Meeting.

Washington, DC.

2014

Printing People’s Struggle: Alternative Media and Civil Society Activism in India. Biannual conference of International Society for Third-Sector Research.

Münster, Germany.

2009

Second-Best Supporting Actor: Ideology and Happenstance in the Scripting of Ford as Neo-Imperial Agent. The 38th Annual Conference on South Asia.

Madison, Wisconsin.

Other Presentations 2014

Keralathile Janakiya Samarangalilulla Mulyaparamaaya Preranakal [Moral Persuasion in Kerala’s People’s Struggles]. Kerala Varma College. Thrissur, India.

2014

Alternative Media and Civil Society Activism in Kerala, India. Center for Development Studies. Thiruvananthapuram, India.

2011 Does Reasoning Matter in Democratic Politics? Lessons and Questions from Preliminary Research in Kerala. University of Michigan. Ann Arbor, Michigan.

2010

Detroit, Michigan: Social and Economic Challenges and Community Organizing Efforts. University of Kerala. Thiruvananthapuram, India.

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John Mathias Curriculum Vitae TEACHING EXPERIENCE Courses and Study Abroad 2016

Instructor Social Change Theories (611) University of Michigan School of Social Work Master’s course on theories about how to bring about social change. Employed decision case method teaching to connect theory and practice.

2013

Facilitator and Guide University of Michigan Global Social Work Study Tour Week-long tour of women’s empowerment initiatives in India for doctoral students in the University of Michigan School of Social Work.

2012, Winter Graduate Student Instructor & 2010, Winter Introduction to Anthropology (101) University of Michigan Emphasis on the study and theorization of cultural difference and on race as a social and political construct.

2011, Fall

Graduate Student Instructor Anthropology of Religion (246) University of Michigan Emphasis on diversity in ethical values, including conceptions of social justice.

2009, Fall

Graduate Student Instructor Culture, Thought, and Meaning (330) University of Michigan Introduction to social theory for upper-level undergraduates. Received training in teaching writing in conjunction with this writing-intensive course.

Guest Lectures and Workshops 2015

2015

2015

Guest Lecturer University of Michigan School of Social Work, Ann Arbor, Michigan.

Class on “Insiders and Outsiders in International Social Work” for a course on international social work practice.

Guest Lecturer University of Michigan School of Social Work, Ann Arbor, Michigan Class on “Ethics in Organizing” for a course on community organizing.

Guest Lecturer Wayne State University School of Social Work, Detroit, Michigan Class on “Steps in Policy Analysis” for a course on social welfare policy in the United States.

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John Mathias Curriculum Vitae 2015

Guest Lecturer Wayne State University School of Social Work, Detroit, Michigan Class on “Communities and Social Capital” for a foundation macro practice course.

2014

Instructor Sameeksha Research Center, Kerala, India Two-day workshop with community organizers on the initial results of my dissertation research and the uses of social science in organizing.

2014

Instructor Tata Institute of Social Sciences M.S.W. Program, Kerala, India One-day workshop on research design, with an emphasis on qualitative methods.

2011, 2013

Instructor Center for Research Education and Social Transformation, Kerala, India One-day workshop on anthropological theory and ethnographic fieldwork.

Instructional Training Received 2016

Case Method Training Institute. University of South Carolina, Columbia Three-day, intensive training in using decision cases in social work education.

2015

Using Case Method to Develop Critical Thinking in Field Instructors.

Field Director Development Institute, University of South Carolina, Columbia.

Half-day workshop on teaching with decision cases.

2010

Advanced Training for Writing in the Disciplines. Sweetland Writing Center, University of Michigan, Ann Arbor.

A course on teaching undergraduate-level writing assigngments in the social sciences.

RESEARCH EXPERIENCE Ethnography 2012-2014

Two Approaches to Community Organizing in “People’s Struggles” in Kerala, India (Dissertation research, 15 months) Participant observation (4200 hours) and interviews (n=195) among community organizers, their families and friends, members of the communities in which they organized, and those they sought to win as allies for their cause.

Conducted media analysis, conversation analysis, and archival research.

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John Mathias Curriculum Vitae 2010-2011

NGOs and Environmental Justice Organizing in Kerala, India (Research internship, 12 months) Participant observation (750 hours) in NGOs and civil society organizations, interviews with environmental justice organizers (n=23), discourse analysis of environmental magazines. Supervisor: Prof. Webb Keane, Department of Anthropology, University of Michigan.

2007

Fishworker Livelihood and Coastal Policy in Kerala, India (Preliminary dissertation research, 4 months) Participant observation (500 hours) and policy analysis at Malabar Coastal Institute for Training Research and Action.

Mixed Methods 2015-present

Moral Policy and Public Health: Motives and Impacts of Alcohol Prohibition in Kerala, India (Currently in pilot phase) Collaborative project with Deena Thomas, PhD and Jorge Delva, PhD. Ethnographic fieldwork and interviews conducted in 2014, with return visit planned for 2017. Quantitative analysis of alcohol consumption data from the National Family Health Survey (USAID) and the National Sample Survey (Government of India).

Community-Based and Participatory Research 2010

U.S. Social Forum in Detroit, Michigan Research coordinator for collaborative ethnographic evaluation. Recruited researchers and facilitated collaboration with local organizers in Detroit.

Principal Investigator: Prof. Jackie Smith, University of Notre Dame.

2008-2009

Detroit Environmental Justice Initiative Research assistant in charge of coordinating community-based participatory evaluation and process documentation of community air quality monitoring project. Supervisor: Prof. Michael Spencer, School of Social Work, University of Michigan.

2007

Washtenaw County Worker’s Center Project manager for community-based participatory research project on impacts of immigrant labor on native-born, low-wage workers. Coordinated recruitment of volunteers and collection of survey data. Supervisor: Prof. Ian Robinson, Department of Sociology, University of Michigan.

PRACTICE EXPERIENCE 2016-present

Overall Project Coordinator, Association for India’s Development (Ann Arbor Chapter)  Coordinate grant distribution and evaluation for grassroots development projects in India.

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John Mathias Curriculum Vitae 2012-2014

Participant Observer, Chalakudy Action Council and Statewide Solidarity Committee  Participated in all legally-allowed aspects of organizing an environmental justice campaign in rural India.  Supervised by licensed macro social worker Prof. Lawrence Root via regular online teleconferencing.

2010-2012

Community Facilitator, Field Street House Intentional Community  Co-founded an intentional community in Detroit focused on social justice and interfaith dialogue.

2010-2011

Evaluation Consultant, Keraleeyam Magazine  Conducted a systematic evaluation of this social justice magazine’s readership and impact, culminating in a forty-page report to its editors and board members. This magazine is a hub of organizing activity in Kerala, India, and eventually it became a central site of my dissertation fieldwork.

2007

Social Work Intern - Malabar Coastal Institute for Training, Research, and Action  Contributed to research and editing of English-language news articles, policy statements, and research reports.  Assisted in coordination of conferences, trainings, and meetings.

2004-2006

Education Coordinator - The Ann Arbor Teen Center  Organized and led after-school education programs for high school-aged teens in Ann Arbor, Michigan.  Designed and implemented new programs in tutoring, mentoring, and standardized test preparation that were used by hundreds of local students.  Recruited and coordinated volunteer mentors and tutors.  Led a week-long service-learning trip to Cleveland, Ohio.  Conducted outreach targeting low-income and underserved populations.

2000-2006

Organizer, Videographer - Association for India’s Development (AID) (AID is a volunteer organization made up mostly of U.S. graduate students of Indian origin, which seeks to support grassroots development projects in India)  Researched and assisted in coordinating grants for projects in education, microfinance, and public health.  Researched, produced, and edited a 30-minute educational video on AID’s work.  Organized awareness-raising and direct action events concerning crossnational social justice issues.

2003-2005

Local Coordinator – International Coalition for Justice in Bhopal, India  Organized awareness-raising and direct action events to attain reparations for victims of an industrial disaster at a US-owned factory in India.

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John Mathias Curriculum Vitae 2002-2003

Intern - Video/Action (Video/Action is a nonprofit in Washington, D.C. that produces documentaries and training videos in collaboration with other nonprofits and advocacy groups)  Assisted in production and post-production of videos on cosmetology for cancer survivors.

2001-2002

Documentary Filmmaker/Community Activist - LISTEN: a documentary on homelessness in Ann Arbor  Produced documentary film featuring diverse stories from Ann Arbor, Michigan’s homeless population and local social workers.  Conducted public dialogues between homeless and non-homeless residents.

PROFESSIONAL SERVICE 2016-present

Journal of Community Practice, peer reviewer

2016-present

Anthropology and Social Work Workgroup (an international network of scholars who combine anthropology and social work), Chair

2016-present

Global Social Work Discussion Group, University of Michigan School of Social Work, Coordinator

2015-present

Office of Global Activities Advisory Committee, University of Michigan School of Social Work, Doctoral Student Advisor

2015-2016

Community Organizing Learning Community, University of Michigan School of Social Work, Member

2015-2016

Workgroup on Bridging Micro and Macro Social Work, Association for Community Organization and Social Administration, Member

2014-2015

Evidence of Ethics in Action Interdisciplinary Workgroup, University of Michigan, Coordinator Bi-weekly workgroup for developing research methods for the study of ethics as a part of everyday life.

2011

Doctoral Research Brownbag Presentations, University Of Michigan School of Social Work, Coordinator

2007-2010

Ethnography as Activism Interdisciplinary Workgroup, University of Michigan, Coordinator Bi-weekly workgroup for exploring ethical and political issues in ethnographic research with a focus on action and participatory research methods.

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John Mathias Curriculum Vitae PROFESSIONAL AFFILIATIONS American Anthropological Association American Ethnological Society Association for Community Organization and Social Administration Association for Political and Legal Anthropology Council on Social Work Education International Society for Third Sector Research National Association of Social Workers Society for Social Work and Research LANGUAGES Malayalam –fluency in conversation, advanced proficiency in reading and writing French – basic reading proficiency

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Mathias 9/15/2016

Research Statement Social work practitioners seek to understand things as they are, but they also envision how the world could be better and commit themselves to pursuing those visions. In other words, for social workers, ethics is more than just a code; it is a fundamental dimension of practice.

My research explores how social workers cultivate, enact, and promote ethical values in everyday settings and social interactions. Through qualitative analysis of ethics in social work practice, I aim to contribute both to critical discussion of social work intervention and to our understanding of basic questions about the place of ethics in social life.

My research agenda has two tracks. The first track examines social interventions aimed at transforming widely-held ethical values in India. The first project in this track, “Contentious Ethics: Creativity and Persuasion among Environmental Organizers in South India,” looks at efforts to promote environmental values. The research for this project is complete, and I am beginning to submit manuscripts for publication. The other project in this track, “Moral Policy and Public Health: An Assessment of the Motives and Impacts of Alcohol Prohibition in India,” asks how ethical values regarding alcohol use influence and/or are influenced by interventions at clinical, community, and policy levels. The second research track examines the teaching of practical reasoning in American social work. My current project in this track, “Practical Reasoning and Communicative Styles in Case Discussions,” examines how classroom interactions shape social work students’ use of facts and values in discussions of decision cases.

In future work, I plan to extend this research agenda to other topical domains. I believe that better empirical research on ethics is crucial to addressing the ethical challenges that arise in social work practice.

Track 1

Social Intervention and Moral Change

Project 1.1

“Contentious Ethics: Creativity and Persuasion among Environmental Organizers in South India”

This project examines how Indian community organizers attempt to influence values regarding environmental justice. My analysis centers on a comparison of two groups of organizers as they collaborate on a campaign to stop pollution from a gelatin factory. The first group is a local “action council” formed by nearby residents to protest the health effects of the factory’s emissions. The second group is a network of environmentalists who support such campaigns as part of a broader effort at social and environmental change. I find that both groups of organizers took up moral transformation as a strategy for change, though for different reasons and in different ways. Each chapter of my dissertation examines the challenges organizers faced in pursuing values-oriented approaches to change, draws connections to broader issues in community organizing and social work, and identifies implications for practice. This research is based on two years of ethnographic fieldwork—including participant observation (4200 hours), interviews (n=195), and media analysis —conducted in the language of Malayalam.

This research will contribute to social work practice by analyzing ethical dilemmas that are widespread in community organizing and civic engagement in democratic societies. For example, in a manuscript entitled “Scales of Value: Insiders and Outsiders in Environmental Organizing in South India” (under review), I describe how locals and nonlocals differed in the

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Mathias 9/15/2016 relative ethical value they attributed to local aims vis-à-vis broader social change, and I show how these differences in scalar perspective led to conflicts over roles in the organizing process and ultimately undermined collaboration between locals and nonlocals. I find that these differences of perspective were inherent in the relational distinction between insiders and outsiders in the campaign and, therefore, were not amenable to resolution by any single, standard formula, such as an appeal to community-driven processes. Based on these findings, I argue that insider/outsider collaboration requires recognition of the validity of both “narrower” and “broader” purposes and tactical flexibility with regard to the appropriate roles for insiders and outsiders in different organizing efforts. I anticipate at least six such practice-oriented single-author manuscripts from this project.

This project also contributes to the practice literature through co-authored publications with researchers working in environmental social work. For example, I am currently collaborating on a book chapter on global environmental justice intervention that has been provisionally accepted to an edited volume. In addition, I am co-authoring a review of the literature on environmental social work with Prof. Amy Krings at Loyola University Chicago, which we plan to use as a starting point for additional publications comparing environmental justice organizing in the US and India.

This project will also contribute to social work theory. For example, based on a manuscript examining uses of sensory and scientific evidence in the campaign against the gelatin factory, I plan to compose a theoretical manuscript arguing for a more pluralist understanding of good evidence in social work. I anticipate at least three single-author social work theory manuscripts from this project.

Finally, this project will contribute to the anthropological literatures on environmentalism, politics, and ethics. For example, in a manuscript entitled “Sticky Ethics: Reasons, Authority, and Accountability among Environmental Activists in India” (under review), I explore how ethics can be distinguished empirically from other evaluative dimensions of social life. I see publishing in anthropology as a way of demonstrating that social work research can produce not only practical applications but also ideas of broad import. I anticipate at least four publications in anthropology, including a book-length monograph, from this project.

This project was funded by a Fulbright-Hays fellowship from the US Department of Education. It was also awarded fellowships by the US Department of State (Fulbright IIE) and the American Institute of Indian Studies.

Project 1.2

Moral Policy and Public Health: An Assessment of the Motives, Implementation, and Impacts of Alcohol Prohibition in India.

This project tracks the implementation of alcohol abuse prevention policy in India as it crosses macro and micro levels of intervention. I examine how social workers at various levels situate their work within broader efforts for social change. This project builds on my findings on the politics and ethics of community organizing in Kerala, India, exploring the ethical, political, and public health dimensions of change-oriented interventions in the context of recent policy initiatives for alcohol prohibition in India. For this study, I am collaborating with Deena Thomas, PhD, a public health researcher, and University of Michigan Professor Jorge Delva, a social work researcher and expert on substance abuse.

During fieldwork for my study of environmental organizers, I found that alcohol use was a major topic of moral concern in Kerala. Alcohol use was very common (the highest per capita

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Mathias 9/15/2016 consumption of any state in India), but even heavy users would denounce the practice as a social evil and a sign of bad character. Thus, when prohibition was introduced in 2014, it was simultaneously controversial in its social implications and entirely uncontroversial in its moral justification. With this puzzle as a starting point, this study will examine alcohol use in India as both a well-entrenched, meaningful cultural practice and a problem from the perspective of local values and understandings of public health.

This project is currently in its pilot phase, which consists of secondary analysis of existing data sets (chiefly, the National Sample Survey of India and National Household Survey of Drug Abuse) to investigate broad trends in alcohol use and alcoholism in India. Data analysis for this phase of the project is underway, with the first manuscript to be submitted for publication in Spring 2017. Based on the results of the pilot phase, we will conduct ethnographic fieldwork with social workers and government agencies implementing alcohol policy and collaborate with local NGOs to collect quantitative data on the effects of intervention. Fieldwork will also track changes in drinking practices within the communities observed in earlier fieldwork.

Findings from this study will contribute to our understanding of alcohol policy and intervention in the developing world. Understanding India’s response to rising alcohol consumption, and the outcomes of that response, can help to inform intervention strategies in other developing economies where, with increases in socioeconomic status, alcohol consumption is rising (World Health Organization, 2014). Manuscripts will be submitted independently and collaboratively to journals in social work, public health, and anthropology.

The pilot phase of this project has been funded by a Library Data Grant and an International Research Grant from the University of Michigan. Future funds will be sought from external sources such as the NIH grants for International Research Collaboration on Alcohol and Alcoholism.

Track 2

Practical Reasoning in Social Work Education

This track examines how social work educators teach practical reasoning (i.e., reasoning about what action one ought to take). My focus is on how ethical values inform reasoning and on the relation between facts and values in students’ reasoning processes. My first project (2.1) within this track found that social work scholars agreed in conceptualizing critical thinking as a form of practical reasoning, but they differed in the relative importance they attributed to facts and values in the critical thinking process (Mathias, 2015). A second project (2.2) found evidence suggesting that perceived differences between how macro and micro social workers communicate are taken as markers of distinct ethical orientations within the profession (Austin, Tolleson Knee, Anthony, & Mathias, in press). Building on the findings of both of these studies, my third project (2.3) in this track explores how interactions between teachers and social work students may affect the ways students frame their arguments and opinions in classroom discussions.

Project 2.3

Practical Reasoning and Communicative Styles in Case Discussions

In this collaborative project, Dr. Terry Wolfer (University of South Carolina) and I explore whether and how interaction in social work classrooms shapes students’ reasoning practices and styles of communication. Wolfer has recently argued that teaching decision cases, a method involving discussion of real problems faced by social work practitioners, can help to 3

Mathias 9/15/2016 foster critical thinking (Milner & Wolfer, 2014). As noted in my teaching statement, my own experience with the case method of teaching confirms this view. In this study, Wolfer and I will record and analyze student-teacher interactions during discussions of decision cases. Employing methods from linguistic anthropology and conversation analysis, we will explore how teachers indicate that certain forms of argumentation are preferred over others and track how students respond to such cues. The research design for this project is based on a similar study conducted in law school classrooms (Mertz, 2007). We are currently beginning data collection for this study. We anticipate submitting manuscripts for publication beginning in late 2017.

Future work Social work’s focus on social change makes the profession a promising area for research on ethics. In addition to the projects above, there is much room for growth in empirical research on social work ethics, which is a much-discussed but under-studied aspect of the profession. My research will give social work practitioners an evidence-based resource for reflecting on this key dimension of their work. This is particularly important as the profession becomes more global and cultural difference with respect to values poses new challenges (Gray, 2005; Healy, 2007).

By better understanding how practitioners cultivate and enact ethical values in their work, we will be better prepared to appreciate value differences and find ways of bridging them, whether they be between American and Indian community organizers or between micro and macro social workers. Beyond the projects described here, I look forward to continuing to produce research that improves our understanding of ethics in social work and inspires innovative approaches to ethical challenges in practice.

References Austin, M. J., Tolleson Knee, R., Anthony, E. K., & Mathias, J. (in press). Revisiting the Relationship Between Micro and Macro Social Work Practice. Families in Society.

Gray, M. (2005). Dilemmas of international social work: paradoxical processes in indigenisation, universalism and imperialism. International Journal of Social Welfare, 14(3), 231-238.

Healy, L. M. (2007). Universalism and cultural relativism in social work ethics. International Social Work, 50(1), 11-26.

Mathias, J. (2015). Thinking Like a Social Worker: Examining the Meaning of Critical Thinking in Social Work.

Journal of Social Work Education, 51(3), 457-474.

Mertz, E. (2007). The language of law school: learning to "think like a lawyer". New York, NY: Oxford University Press.

Milner, M., & Wolfer, T. (2014). The Use of Decision Cases to Foster Critical Thinking in Social Work Students.

Journal of Teaching in Social Work, 34(3), 269-284.

World Health Organization. (2014). Global Status Report on Alcohol and Health. Geneva, Switzerland.

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Mathias 9/1/2016 Teaching Philosophy In all of my teaching, I emphasize critical thinking, imagination, and empathy. While an important part of social work education consists of passing on concrete tools (e.g., evidencebased practices or key concepts) that have been productive for the profession thus far, social work is a fundamentally creative process that will require practitioners to explore the limits of the standard tools and design new approaches (Cohen, 2011). Critical thinking is needed in situations where evidence and ethical values are tightly intertwined (Mathias, 2015) and problems are ill defined and open ended (Rittel & Webber, 1973). Imagination is needed to discover alternative approaches when the standard methods fall short. Empathy feeds into critical thinking and creativity by revealing the limits of any single perspective. Thus, even when teaching students to construct logic models or apply a particular theory, my ultimate aim is to cultivate these meta-skills that will help them continue to improve their practice throughout their lives.

For example, in teaching Social Change Theories (SW 611), a required course for which I designed my own syllabus, my aim was not so much to teach students to apply a set of existing theories as to construct and revise their own theories. To accomplish this, I coupled theoretical readings with discussion decision cases (i.e. descriptions of complex problems faced by real social workers, which are written for this purpose). Students not only analyzed the cases in light of the readings, but also learned to critically examine theories implicit in the cases and in their own approaches to the cases. Moreover, the cases provided an opportunity to consider the adequacy of various theories (both their own and those in the readings) to real social work problems. They learned to critically question theories, imagine new ways of thinking, and better appreciate the differences between their assumptions and those of others in the class. Students found this approach engaging, and it helped them to see why abstract ideas can be important to concrete problems. At the beginning of the course, none of the students considered themselves to be good at theory, and only a few students saw it as important. At the end of the course, students reported more interest in and confidence with theory, and the majority even asked to continue receiving reading assignments after the course was over. This last part—that they were inspired to continue learning—signaled to me that I was accomplishing my aim.

My love of teaching and my passion for social justice go hand in hand. I am committed to using my role as educator to extend opportunities, encouragement, and support to students from disadvantaged backgrounds. In my work as Education Coordinator at the Ann Arbor Teen Center, I developed and facilitated programs to support students who were disadvantaged in terms of race, socioeconomic status, or ability, and were not fully benefiting from the public schools. This made me keenly aware of differences in students’ needs later, when teaching at the University of Michigan. I used classroom interaction and written assignments as opportunities to identify each student’s unique strengths and challenges, and I adjusted my teaching techniques and tools accordingly. Likewise, by mentoring and leading workshops for low-caste students in India, I have learned about how to tailor my approach to diverse learning styles and build on the strengths of students who are often marginalized in the classroom.

Critical thinking, creativity, and empathy all require students to take risks and reach beyond their comfort zones. I try to make the classroom a safe space to take those risks. This can be challenging because I also incorporate material from contemporary controversial topics into my courses. For example, because the shootings of black civilians by police were ongoing during my Social Change Theories course, I chose to make this problem our “case” for the session in 1 of 2

Mathias 9/1/2016 which we read about theories of racial oppression. The discussion was intense, with some recommending that social workers mediate between police and communities of color while others argued that the police should be abolished altogether. Indeed, I believe the discussion was more intense because students recognized, by that point in the course, that in our classroom they could explore possibilities that might be considered too idealistic or radical in other settings. I encouraged students to share their views and question one another. At the same time, I prompted them to be as explicit as possible about their reasoning and the evidence behind that reasoning.

While we did not come to any consensus, students from various sides were able to critically examine their own views in light of other perspectives. Difference became an opportunity for learning.

Leading a study abroad experience to India for doctoral students in social work gave me the opportunity to teach in an international, cross-cultural setting. For this week-long course on women’s empowerment initiatives, I arranged meetings with a union for female fishworkers, a government micro-credit program, a cooperative for low-income women, a feminist library, and other groups. I was also responsible for assigning readings, translation, and explaining cultural and historical context. It was a joy to see the interest and curiosity with which the trip participants responded to this experience and to observe how quickly they found ways of relating to those they met, even across great cultural and linguistic differences. In the future, I would like to continue to explore how study abroad and other cross-cultural learning experiences can stimulate critical thinking, prompt students to imagine alternative approaches to social issues, and afford opportunities to empathize across differences.

While I have focused on my experience in social work here, my background in anthropology is very important to how I approach teaching. I believe that social workers can benefit from seeing the world a bit like ethnographers do—for example, by aspiring to understand human lives in their complexity, welcoming difference as an opportunity for learning, and giving greater attention to those who are exceptions to the norm. In this spirit, I am working on developing a teaching tool, called “ethnographic journeys,” for incorporating international and cross-cultural material into my courses.

My combined training in anthropology and social work has prepared me to teach foundation courses on diversity, race and ethnicity, and social justice. To such courses, I bring extensive experience helping students relate difficult concepts to aspects of their everyday lives.

My own training and post-MSW practice experience is in macro social work, with an emphasis on community organizing and advocacy, and I would look forward to teaching both foundation and advanced macro courses. I can also draw on years of practice experience in teaching courses related to social work and the environment, cross-cultural practice, or global practice. In teaching research methods, I draw on experience with multiple forms of qualitative research, including participant observation, media analysis, conversation analysis, interviewing, surveys, and community-based participatory research. Finally, my research focus on the role of ethical values in social work practice gives me a unique perspective on this topic, and I would look forward to developing curricula on social work ethics.

References Cohen, B. J. (2011). Design-based practice: A new perspective for social work. Social Work, 56(4), 337-346.

Mathias, J. (2015). Thinking Like a Social Worker: Examining the Meaning of Critical Thinking in Social Work.

Journal of Social Work Education, 51(3), 457-474.

Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155169.

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ANN W. NGUYEN, PH.D., M.S.W., M.S., LMSW Edward R. Roybal Institute on Aging School of Social Work University of Southern California 1150 South Olive Street, Suite 1400 Los Angeles, California 90015-2211 nguy333@usc.edu (734) 531-8125

LICENSURE Clinical master’s social worker license issued by the State of Michigan, license no. 6801093652

EDUCATION Ph.D., Social Work and Psychology (2015) University of Michigan Dissertation: “Social Network Typologies and Mental Health among African Americans” Co-Chairs: Robert Joseph Taylor and Toni C. Antonucci M.S., Psychology (2015) University of Michigan M.S.W. (2011) University of Michigan B.A., Psychology and Sociology, Phi Beta Kappa (2008) University of Texas at Austin

ACADEMIC APPOINTMENTS 2015 –

Postdoctoral Fellow Edward R. Roybal Institute on Aging, University of Southern California

2016 –

RCMAR Pilot Scholar Minority Aging Health Economics Research Center, University of Southern California

RESEARCH INTERESTS Nguyen – Page 1 of 9 Updated September 9, 2016

Gerontology; mental health disparities; informal social support; social networks; subjective wellbeing; African American; Afro-Caribbean; religion

AWARDS & HONORS 2016 2015 2014 2013, 2010, 2009 2013 2012 – 2014 2009 2008

Program for Research on Black Americans Award for Early Career Excellence in Research Rackham One Term Dissertation Fellowship ($7,600) Institute for Social Research – Rackham Summer Training Award ($2,500) Rackham Conference Travel Grant ($2,400) Department of Psychology Diversity Research Award ($500) School of Social Work Dean’s Fund for SSWR Conference ($1,200) National Science Foundation Graduate Research Fellowship Honorable Mention Rackham Merit Fellowship ($67,830)

RESEARCH SUPPORT Under review

NIH/NIA-Center for Health Improvement for Minority Elderly Pilot Grant Social Relationships and Transitions in Depressive Symptom Typologies among Older African Americans Role: Principal Investigator Amount: $20,000

2016-2017

NIH/NIA-Minority Aging Health Economics Research Center Pilot Grant Social Relationships and Depressive Symptom Types among Older African Americans (NIA P30AG043073) Role: Principal Investigator Amount: $25,000

2014

Social Work Research Partnership Grant, University of Michigan Social Relationships and Subjective Well-Being among Older African Americans Role: Co-Principal Investigator Amount: $3,000

2013

Rackham Research Partnership Grant, University of Michigan Race Differences in Relationship between Religious Participation and Psychiatric Disorders Role: Co-Principal Investigator Amount: $9,095 Nguyen – Page 2 of 9 Updated September 9, 2016

2009-2010

Rackham Graduate Student Research Grant, University of Michigan Social Contexts of Religious Participation among Young Muslim Americans Role: Principal Investigator Amount: $1,500

CLINICAL EXPERIENCE 2014 – 2015

Social Work Field Instructor (Post-MSW) Child Advocacy Law Clinic Law School, University of Michigan

2012 – 2013

Adjunct Psychotherapist (Post-MSW) Jean Ledwith King Women’s Center of Southeastern Michigan Ann Arbor, MI Supervisors: Barbara Eagle, MSW, LMSW & Margaret Erickson, MSW, LMSW

2011 – 2012

Post-MSW Intern Psychotherapist (Post-MSW) Jean Ledwith King Women’s Center of Southeastern Michigan Ann Arbor, MI Supervisor: Barbara Eagle, MSW, LMSW

2010 – 2012

Intern Psychotherapist (Pre-MSW) Jean Ledwith King Women’s Center of Southeastern Michigan Ann Arbor, MI Supervisors: Sara Gibb, MSW, LMSW

PEER-REVIEWED PUBLICATIONS

(14 journal articles)

Nguyen, A. W., Taylor, R. J., & Chatters, L. M. (in press). Church-based social support among Caribbean Blacks in the United States. Review of Religious Research.

Taylor, H. O., Taylor, R. J., Nguyen, A. W., & Chatters, L. M. (in press). Social isolation, depression, and psychological distress among older adults. Journal of Aging and Health.

Keith, V. M., Nguyen, A. W., Taylor, R. J., Mouzon, D. M., & Chatters, L. M. (in press). Microaggressions, discrimination, and phenotype among African Americans: A latent class analysis of the impact of skin tone and BMI. Sociological Inquiry.

Nguyen, A. W., Chatters, L. M., Taylor, R. J., Levine, D. S., & Himle, J. A. (2016). Family, friends, and 12-month PTSD among African Americans. Social Psychiatry and Psychiatric Epidemiology, 51, 1149-1157.

Nguyen – Page 3 of 9 Updated September 9, 2016

Mouzon, D. M., Taylor, R. J., Nguyen, A. W., Chatters, L. M. (2016). Serious psychological distress among African Americans: Findings from the National Survey of American Life.

Journal of Community Psychology, 44(6), 765-780.

Nguyen, A. W., Chatters, L. M., & Taylor, R. J., Mouzon, D. M. (2015). Social support from family and friends and subjective well-being of older African Americans. Journal of Happiness Studies.

Levine, D. S., Taylor, R. J., Nguyen, A. W., Chatters, L. M., & Himle, J. A. (2015). Family and friendship informal support networks social anxiety disorder among African Americans and Black Caribbeans. Social Psychiatry and Psychiatric Epidemiology, 50(7), 11211133.

Peterson, T. L., Chatters, L. M., Taylor, R. J., & Nguyen, A. W. (2014). Subjective well-being of older African Americans with DSM IV psychiatric disorders. Journal of Happiness Studies, 15(5), 1179-1196. doi: 10.1007/s10902-013-9470-7. PMCID: PMC4198057 Nguyen, A. W., Taylor, R. J., Chatters, L. M., Ahuvia, A., Izberk-Bilgin, E., & Lee, F. (2013).

Mosque-based emotional support among young Muslim Americans. Review of Religious Research, 55, 535-555. doi: 10.1007/s13644-013-0119-0 Nguyen, A. W., Taylor, R. J., Peterson, T. L., & Chatters, L. M. (2013). Health, disability, psychological well-being, and depressive symptoms among older African American women. Women, Gender, and Families of Color, 1 (2), 105-123. doi: 10.1353/wgf.2013.001 Taylor, R. J., Chatters, L. M., & Nguyen, A. W. (2013). Religious Participation and DSM IV major depressive disorder among Black Caribbeans in the United States. Journal of Immigrant and Minority Health, 15, 903-909. doi: 10.1007/s10903-012-9693-4. PMCID: PMC3534843 Taylor, R. J., Nguyen, A. W., Sinkewicz, M., Joe, S., & Chatters, L. M. (2012). Comorbid mood and anxiety disorders, suicidal behavior, and substance abuse among Black Caribbeans in the USA. Journal of African American Studies, 17, 409-425. doi: 10.1007/s12111-0129237-y Chatters, L. M., Taylor, R. J., Lincoln, K. D., & Nguyen, A. (2011). Church-based social support and suicidality among African Americans and Black Caribbeans. Archives of Suicide Research, 15, 337-353. doi: 10.1080/13811118.2011.615703 Himle, J.A., Chatters, L. M., Taylor, R. J., & Nguyen, A. (2011). The relationship between obsessive-compulsive disorder and religious faith: Clinical characteristics and implications for treatment. Psychology of Religion and Spirituality, 3, 241-258. Also published in Spirituality in Clinical Practice, 1(S), Aug (2013), 53-70. doi: 10.1037/23264500.1.S.53 Nguyen – Page 4 of 9 Updated September 9, 2016

BOOK CHAPTERS Chatters, L. M., Nguyen, A. W., & Taylor, R. J. (2013). Religion and spirituality among older African Americans, Asians and Hispanics. In K. E. Whitfield & T. A. Baker (Eds.), The handbook on minority aging. New York: Springer Publishing Company.

MANUSCRIPTS IN SUBMISSION

(4 manuscripts)

Nguyen, A. W. (under review). Variations in social network types among older African Americans, Caribbean Blacks, and non-Hispanic Whites. Journals of Gerontology: Social Sciences.

Nguyen, A. W., Taylor, R. J., & Chatters, R. J. (under review). Social network typologies among African Americans. Family Relations.

Nguyen, A. W., Taylor, R. J., Chatters, L. M., Taylor, H. O., Lincoln, K. D., & Mitchell, U. A. (under review). Extended family and friendship support and suicidality among African Americans. Social Psychiatry and Psychiatric Epidemiology.

Lincoln, K. D., Lloyd, D., & Nguyen, A. W. (under review). Social relationships and salivary telomere length among middle-aged and older African American and White adults.

Psychoneuroendocrinology.

MANUSCRIPTS IN PREPARATION

(7 manuscripts)

Nguyen, A. W., Chatters, L. M., Taylor, R. J., & Lincoln, K. D. (in preparation). Extended family and church-based relationships and depressive symptom typologies among older African Americans.

Nguyen, A. W., Lincoln, K. D., Aranda, M., Taylor, H. O., & Mitchell, U. (in preparation).

Racial and ethnic differences in the relationship between social network types and depressive symptoms.

Nguyen, A. W., Chatters, L. M., Taylor, R. J., Aranda, M. P., & Thomas, C. S. (in preparation).

Discrimination, serious psychological distress, and church-based emotional support among African American men across the life span.

Nguyen, A. W., Mitchell, U. A., Lincoln, K. D., & Thomas, C. S. (in preparation). Racial discrimination, depressive symptom typologies, and BMI among African Americans: A test of the Environmental Affordances Model.

Nguyen – Page 5 of 9 Updated September 9, 2016

Nguyen, A. W. (in preparation). The relation between mosque-based social support and personal vs. collective self-esteem among young Muslim Americans.

Taylor, R. J., Mouzon, D., Nguyen, A. W., & Chatters, L. M. (in preparation). Reciprocal family, friendship and congregational support networks of African Americans: Findings from the National Survey of American Life Taylor, R. J., Chatters, L. M., Himle, J. A., & Nguyen, A. W. (in preparation). Extended family support and OCD among African Americans.

PEER-REVIEWED PRESENTATIONS Nguyen, A. W., Chatters, L. M., Taylor, R. J., & Lincoln, K. D. (November 2016). Churchbased and family relationships and depressive symptom types among older African Americans. Paper to be presented at the Gerontological Society of America Annual Scientific Meeting; New Orleans, LA. Nguyen, A. W., Taylor, R. J., & Chatters, L. M. (January 2016). Social support from family and friends and suicidality among African Americans. Paper presented at the Society for Social Work and Research Annual Conference; Washington, D.C. Nguyen, A. W., Taylor, R. J., Chatters, L. M., Taylor, H. O., & Nicklett, E. J. (November 2015).

Racial and ethnic differences in social network types among older adults. Paper presented at the Gerontological Society of America Annual Scientific Meeting; Orlando, FL. Nguyen, A. W., Taylor, R. J., & Chatters, L. M. (May 2014). Other people matter: The influence of social support on psychological well-being among African Americans. Poster presented at the Annual Convention of the Association for Psychological Science; San Francisco, CA. Nguyen, A. & Lee, F. (June 2010). Stereotype boost and identity integration: Who does it really help? Poster presented at the Biennial Conference of the Society for the Psychological Study of Social Issues; New Orleans, LA. Nguyen, A., Taylor, R. J., Chatters, L. M., Lee, F., Ahuvia, A., Chatkoff, D., Izberk-Bilgin, E., & Pecina, S. (June 2010). The face of mosque-based emotional support among young Muslims. Paper presented at the Annual Meeting of the Society for Spirituality, Theology and Health; Durham, NC. Guan, M., Nguyen, A., Estrada-Hollenbeck, M., Lee, F., & Schultz, P. W. (May 2009). Feeling good and being different: Integrating multiple identities and well-being. Poster presented at the Annual Convention of the Association for Psychological Science; San Francisco, CA.

Nguyen – Page 6 of 9 Updated September 9, 2016

Nguyen, A. (October 2007). Religion, religiosity, and autonomy: The case of Arab American women. Paper presented at the Annual Conference of the Southern Demographic Association; Birmingham, AL.

TEACHING INTERESTS Interpersonal practice with individuals and families; psychological assessment; psychological treatments; religion and mental health; gerontology; multiculturalism and diversity in social work practice

TEACHING EXPERIENCE 2014

Religion, Spirituality, Mental Health, and Social Work Teaching Assistant School of Social Work, University of Michigan Faculty supervisor: Robert Joseph Taylor

2013, 2010, 2009

Introduction to Psychology Graduate Student Instructor Department of Psychology, University of Michigan

2013

Introduction to Psychopathology Graduate Student Instructor Department of Psychology, University of Michigan

2012

Research Methods in Psychology Graduate Student Instructor Department of Psychology, University of Michigan

ADDITIONAL RESEARCH & STATISTICAL TRAINING 2016

RAND Summer Institute Center for the Study of Aging RAND Corporation

2014

Latent Class Analysis in Social Science Research Interuniversity Consortium for Political and Social Research University of Michigan

2014

Structural Equation Models with Latent Variables Interuniversity Consortium for Political and Social Research University of Michigan

Nguyen – Page 7 of 9 Updated September 9, 2016

2014

MCUAAAR – CSWE Summer Training Workshop on African American Aging Michigan Center for Urban African American Aging Research & School of Social Work University of Michigan

2010 & 2012

MCUAAAR Summer Training Workshop on African American Aging Research Michigan Center for Urban African American Aging Research & Program for Research on Black Americans, Institute of Social Research University of Michigan

2008

Categorical Data Analysis Interuniversity Consortium for Political and Social Research University of Michigan

2008

Regression Analysis II: Linear Models Interuniversity Consortium for Political and Social Research University of Michigan

SERVICE ACTIVITIES 2012

Personality & Social Context Psychology Admissions Committee University of Michigan

2008-2011

Michigan Association for Psychology Scholars, Graduate Mentor University of Michigan

2008 – 2009

Undergraduate Research Opportunity Program, Research Mentor University of Michigan

MANUSCRIPT REVIEWER FOR PEER-REVIEWED JOURNALS Aging and Mental Health

PROFESSIONAL AFFILIATIONS Association for Psychological Science Council on Social Work Education National Association for Social Workers Religious Research Association Society for Social Work and Research Gerontological Society of America Nguyen – Page 8 of 9 Updated September 9, 2016

REFERENCES Karen D. Lincoln, Ph.D., M.S.W., M.A. School of Social Work University of Southern California 669 West 34th Street, MRF 214 Los Angeles, CA 90089-0411 Telephone: (213) 740-5733 Email: klincoln@usc.edu Robert Joseph Taylor, Ph.D., M.S.W. School of Social Work University of Michigan 1080 South University Avenue, Room 3778 Ann Arbor, MI 48109-1106 Telephone: (734) 936-2618 Email: rjtaylor@umich.edu Linda M. Chatters, Ph.D. School of Social Work and School of Public Health University of Michigan 1080 South University Avenue, Room 3852 Ann Arbor, MI 48109-1106 Telephone: (734) 763-0411 Email: chatters@umich.edu Joseph A. Himle, Ph.D., M.S.W. School of Social Work and Medical School University of Michigan 1080 South University Avenue Room, 3792 Ann Arbor, MI 48109-1106 Telephone: (734) 615-0611 Email: himlej@umich.edu

Nguyen – Page 9 of 9 Updated September 9, 2016

Ann W. Nguyen Research Statement Currently, older adults represent one in every seven Americans, and by the year 2060, the older adult population will more than double, with 98 million older persons living in the United States.

Among older Americans, African Americans are projected to be the largest non-White group in the United States by 2030. This rapidly expanding population that is likely to experience increased morbidities and care giving needs represents a major focus for social work research and practice. I am an interdisciplinary scholar whose work is focused on minority aging and the life course. My research is informed by my clinical practice experience serving low-income older adults as a state-licensed social worker and is motivated by racial disparities in the burden of mental illness, especially for depression. Despite being less prevalent among African Americans, depression is more severe, chronic, persistent, and disabling for African Americans than for Whites. These disparities constitute an excess burden of depression for African Americans. One of the goals of my research is to explain why older African Americans bear an excess burden of depression relative to older non-Hispanic Whites and identify factors that will address this disparity. Specifically, my research aims to identify psychosocial factors, such as social support, negative social interactions, and discrimination, that represent risk and protective factors for mental illness among older African Americans. These factors will inform interventions that can reduce and eliminate this excess burden for this population.

Social Relationships and Mental Health My research has focused on two interconnected areas. The first area focuses on identifying features of social relationships that are risk and protective factors for mental illness across the life course among African Americans. These factors represent risk profiles, which can be used as a screening instrument to identify vulnerable subpopulations that may be at risk for mental health problems. My published research in this area investigated how positive features of social relationships (e.g., social support, subjective closeness, and frequent contact with support network members) protect against specific psychiatric disorders and promote psychological wellbeing. Moreover, this area of research investigates the deleterious effects of aversive features of social relationships – negative social interactions (e.g., conflict and excessive demands) – on mental health. An additional aim of this research area is to determine the differential effects of extended family, church-based, and friendship relationships on mental health, as extended family members, church members, and friends have differing functions and significance in the lives of African Americans.

My dissertation used an innovative approach to investigating the role of social relationships and mental health. It examined the relation between social network typologies and mental health among African Americans across the life course. Social network typologies are distinct profiles of social networks that are derived from aggregating information on a range of network characteristics. The major innovation and contribution of this type of analysis is that social network typologies simultaneously examine a large number of social network characteristics (e.g., network size, composition, geographic propinquity, supportive exchanges), rather than individual network characteristics in isolation of each other. Thus, social network typologies are more realistic representations of social networks and relationships. In my dissertation, I used latent class analysis, an advanced, person-centered type of structural equation modeling, to

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identify social network typologies within a national probability sample of African Americans from the National Survey of American Life: Coping with Stress in the 21st Century (NSAL).

The social network typologies identified in my dissertation were predictive of suicide ideation, suicide attempts, and serious psychological distress.

Stress Buffering The second area of my research is a natural extension of my work on social relationships and mental health. This body of research applies the stress buffering model, which hypothesizes that certain psychosocial resources can offset the harmful effects of stressors on a person’s health status, to African American mental health. This facet of my research investigates the deleterious effects of nonrace-based discrimination, racial discrimination, and negative interactions and psychosocial factors that buffer against the effects of these stressors across the life course. In particular, I examine the stress buffering role of social support and other positive features of extended family, church-based, and friendship relationships, such as subjective closeness and frequency of contact. Identifying factors that can mitigate the harmful effects of discrimination and negative interactions, which are virtually unavoidable life stressors, provides important information that can be used to develop interventions aimed at enhancing African Americans’ coping resources to reduce vulnerability to these stressors.

Current Research I recently received a National Institute on Aging (NIA) Resource Center for Minority Aging Research (RCMAR) pilot grant ($25,000) from the University of Southern California’s Minority Aging Health Economics Research Center to examine risk and protective factors among older African Americans for being in particular depressive symptom typologies. Depressive symptom typologies, which identify patterns or clusters of depressive symptoms, provide an innovative approach to examining the heterogeneity of depressive symptoms by focusing on categories of symptoms, such as somatic, cognitive, and affective symptoms, in addition to the severity of symptoms. The first aim of this project is to use latent class analysis to identify depressive symptom typologies among older African Americans using data from the NSAL. The second aim of this project is to determine whether particular features of extended family and churchbased relationships are predictive of being in particular depressive symptom types and if so, whether extended family relationships or church-based relationships are stronger predictors of symptom typologies. Specifically, I examine whether social support, frequency of contact, subjective closeness, and negative interaction with family and church members are predictive of being in particular depressive symptom types. I will present findings from this pilot project at the annual meeting of the Gerontological Society of American in November and would welcome your presence. I am currently drafting a manuscript based on this project and I plan to submit it to the Journals of Gerontology: Social Sciences in November.

Future Research My future research agenda will continue to extend my focus on identifying psychosocial risk and protective factors for mental illness among older African Americans to explain and eliminate mental health disparities between older African Americans and older non-Hispanic Whites. My prospective program of research will expand upon my current and previous work by examining a wider range of psychosocial variables that represent risk and protective factors for mental illness and stress buffers (e.g., religious participation, religious coping, mastery, social isolation).

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Furthermore, I will extend my research program by incorporate more advanced methodologies to model these relationships in order to gain more nuanced insight into factors that explain mental health disparities among older African Americans. Specifically, my next research project, on which my K01 application to the NIA will be based, will examine psychosocial factors that lead to changes in older African Americans’ depressive symptom typologies over time using longitudinal data from the Health and Retirement Study. I will investigate how (racial and nonrace-based) discrimination, social support, frequency of contact, negative interactions, and ambivalent ties within the family and friendship networks predict changes in depressive symptom typologies throughout a 10-year period. Although previous research, including my own, has identified a range of psychosocial risk and protective factors for reporting depressive symptoms, no study, to my knowledge, has examined how these factors are related to changes in the presentation of depressive symptoms over an extended period of time. Findings from this study will provide a more complete understanding of factors that lead to changes in the presentation of depressive symptoms overtime among older African Americans. For example, this study will shed light on factors that causes a person who initially presented with primarily somatic symptoms to develop over time a combination of somatic and cognitive-affective symptoms. Moreover, this project will elucidate factors that lead a person to move from a symptomless or mild depressive symptom state to a more symptomatic state over time and vice versa. Information from this study can better inform interventions and services to segments of the African American older adult population who may be underserved by the formal health and social service sectors and who are at risk for increasing depressive symptoms and associated disability. I plan to use data generated from this project to support my prospective R03 and R01 applications to the NIH. Evidence of Scientific Achievement During my time as a postdoctoral fellow and doctoral student, I published 14 peer-reviewed articles; these works represent my interdisciplinary collaboration with co-authors from social work, psychology, psychiatry, sociology, and public health. At the conclusion of the first year of my postdoctoral fellowship, I have eight manuscripts submitted for publications, five of which I am first author. Four of these manuscripts have either been published or is in press and the remaining four are currently under review. In addition to maintaining a high level of productivity over the past year at the University of Southern California (USC), I have also applied for three extramural grants to support my work. I applied for two NIA RCMAR pilot research grants as PI, and the Minority Aging Health Economics Research Center (USC’s RCMAR) selected my pilot research project to support. I was awarded $25,000 to support my pilot project on depressive symptom typologies among older African Americans, which I discussed above, and as a RCMAR scholar, I receive mentoring from leaders in the field of gerontology and advanced research training. Additionally, I collaborated with my mentor, Dr. Karen Lincoln, and researchers in biopsychology and social work to develop and submit an NIA R01 application to (1) investigate modifiable risk factors for cellular aging and (2) to determine biopsychosocial risk typologies characterized by individual, social and behavioral characteristics and salivary telomere length.

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