Faculty 2017-07-26T17:47:01+00:00


Intersectional research is a theoretical framework and strategy that begins with the experiences of marginalized groups and examines the interconnected structures of power that affect individual and group identities and choices. This approach promotes social justice and social change by linking research and practice.


IQRMI is led by prominent intersectional qualitative researchers across disciplinary borders. These scholars bring decades of experience to train early career scholars to conduct rigorous intersectional research projects using qualitative methods.

Dr. Ruth Enid Zambrana is a Professor in the Department of Women’s Studies, Director of the Consortium on Race, Gender and Ethnicity and an adjunct Professor of Family Medicine at the University of Maryland, Baltimore, School of Medicine. Dr. Zambrana’s scholarship applies a critical intersectional lens to structural inequality and racial, Hispanic ethnicity, and gender disparities in population health and higher education trajectories.

She has published extensively and serves on many social science and public health journal editorial boards. Her recent work includes an edited volume with Virginia Brennan and Shiriki Kumanyika, entitled Obesity Interventions in Underserved U.S. Communities: Evidence and Directions (Johns Hopkins University Press, 2014); Latinos in American Society: Families and Communities in Transition (Cornell University Press, 2011) and an edited anthology with Bonnie T. Dill entitled Emerging Intersections: Race, Class and Gender in Theory, Policy and Practice (Rutgers Press, 2009). Her recent awards include the 2013 American Public Health Association Latino Caucus, Founding Member Award for Vision and Leadership, 2013 University of Maryland Outstanding Woman of Color Award for her lifetime achievements, and the 2011 Julian Samora Distinguished Career Award by the American Sociological Association, Sociology of Latinos/as Section for her contributions to the sociology of Latinos and immigrant studies, teaching and mentoring. She was Principal Investigator of a study funded by the Robert Wood Johnson Foundation on Understanding the Relationship between Work Stress at U.S. Research Institutions’ Failure to Retain Underrepresented Minority (URM) Faculty and is currently completing a book on these data. She is frequently invited to give keynote addresses and colloquia at universities, government and non-profit organizations. She has been called upon as a health expert to serve on multiple boards, working groups and special panels for the federal government, Institute of Medicine, other universities and foundations.

 Dr. Michelle M. Espino is an Assistant Professor of Higher Education, Student Affairs and International Education Policy at the University of Maryland, College Park. Her research centers on understanding community contexts and institutional responses associated with educational achievement and outcomes along the academic life course for racial/ethnic minorities, with particular focus on the experiences of Latina/o students, college administrators, and faculty. Her scholarly work illustrates her commitment to advancing diverse perspectives on Latina/o educational attainment, creating connections between the institution and the community to enhance access to higher education, developing innovative approaches to qualitative research, and preparing higher education administrators to work with diverse student populations.

Dr. Espino has published articles in the Review of Higher EducationAmerican Educational Research Journal, Teachers College Record, Equity & Excellence in Education, and Qualitative Inquiry. She currently serves on the editorial boards of the Journal of Diversity in Higher Education and the NASPA Journal on Women in Higher Education. She was the 2015 recipient of the Early Career Award from the American Educational Research Association Hispanic Issues in Research special interest group, the 2015 recipient of the Outstanding Faculty Member award from the NASPA Latina/o Knowledge Community, a 2011 Faculty Fellow for the American Association of Hispanics in Higher Education, the 2008 recipient of the Bobby Wright Dissertation of the Year Award from the Association of the Study of Higher Education, and a 2007 Ford Foundation Dissertation Fellow.

Dr. Kevin Roy is an Associate Professor and Director of Graduate Studies in the Department of Family Science at the University of Maryland College Park School of Public Health. He is recognized as an expert in the field of fatherhood research, with two decades of experience working with low-income families and community-based parenting programs. His research focuses on the life course of young men on the margins of families and the work force, as they transition into adulthood and fatherhood. Through participant observation and life history interviews, he explores the intersection of policy systems, such as welfare reform, community-based parenting programs, and incarceration, with care giving and providing roles in kin networks. He has received funding for his research from NICHD, the W.T. Grant Foundation, and the National Poverty Center. Roy is a deputy editor for Journal of Marriage and Family and has published in this journal, as well as Social Problems, American Journal of Community Psychology, Journal of Family Issues, and Family Relations. His book Nurturing Dads: Social Initiatives for Contemporary Fathering in the USA Rose Series was published by Russell Sage Foundation Press in 2012. He received a Ph.D. in Human Development & Social Policy at Northwestern University in 1999.

Dr. Joseph Richardson is an Associate Professor in the Department of African American Studies, University of Maryland. Dr. Richardson joined the African-American Studies faculty in August 2006. He received his Ph.D. from Rutgers University-School of Criminal Justice and his bachelor’s degree in African-American/African Studies from the University of Virginia. Dr. Richardson recently completed a Spencer Foundation Post-Doctoral Research Fellowship at the University of Chicago-Consortium for Chicago School Research. He was also a Research Associate for Chapin Hall Center for Children at the University of Chicago where he was a member of the MacArthur Foundation’s Transitions to Adulthood Research Network. As a doctoral candidate at Rutgers University, Dr. Richardson received a Graduate Research Fellowship from the National Institute of Justice (NIJ) and was a Behavioral Science Training Research Fellow at the National Development and Research Institutes (NDRI). Dr. Richardson’s research interests focuses on how disadvantaged youth and families living in urban communities develop, manage and utilize social capital and their social networks to move out of poverty. Much of his research focuses on the social, cultural and structural factors which impact African-American men: employment, education, incarceration, fatherhood and health. His current research interest focuses on the social context of juvenile re-entry and the reintegration of young African-American males into schools, the work force, communities and families following incarceration. This work also identifies the gaps in social and mental health services for juvenile offenders returning from detention. While working as an ethnographer for the Vera Institute of Justice in New York City, Dr. Richardson completed a four-year ethnographic research study on the social context of adolescent violence among African-American youth living in Central Harlem. This work has produced several academic papers and publications. Dr. Richardson is currently writing a book on the children and families he studied in Harlem entitled “When Flowers Grow in the Cracks.”

Dr. Kimberly Griffin is an Associate Professor in the Higher Education, Student Affairs, and International Education Policy Program (Student Affairs Area of Specialization). Dr. Griffin earned her doctoral degree in Higher Education and Organizational Change from the University of California, Los Angeles, her Master’s degree in Education Policy and Leadership at the University of Maryland, College Park, and her Bachelor’s degree from Stanford University in Psychology. Prior to completing her doctoral work, Dr. Griffin worked in higher education administration, primarily focusing in the areas of diversity recruitment, admissions, and retention at the graduate and undergraduate levels. Dr. Griffin’s research interests are primarily focused in three areas: the access, experiences, and outcomes of underrepresented communities in higher education; diversity within the Black higher education community; and the influence of relationships on outcomes at critical time points. These interests have led her to conduct work on a variety of topics, including mentoring relationships in academe, diversity in the professoriate and career development of Ph.D. completers in science, Black professors and their engagement in student interaction, the experiences of Black immigrant college students, diversity recruitment in graduate education, and campus racial climate. Dr. Griffin’s diverse interests and background have provided the opportunity to become skilled in advanced quantitative and qualitative methods, as well as the integration of these strategies in mixed methods research. She is co-PI on a grant from the Burroughs Welcome Fund, supporting a study of Ph.D. completers in biomedical science from diverse backgrounds, exploring their career development and changes in interest in academic careers. She is also the evaluator on an NIH Bridges to the Doctorate grant, examining the influence and effectiveness of a pipeline program between Alcorn State University’s (a historically Black college) Master’s program and Pennsylvania State University’s doctoral program in the sciences.