My teaching, like my research, focuses on social justice and equity. I structure my courses with the specific goal of supporting students in developing an awareness of self and others; a broader perspective of social issues; and seeing their potential to make change so they can become leaders in their field. Because content expertise comes from theory application, assignments for my courses incorporate a community-based service project or an applied component in addition to traditional paper assignments. By setting clear ground rules for valuing all voices in the classroom I focus on creating a space where both the instructor and students mediate knowledge production. Students are challenged to not only investigate assigned texts, but also to speak from the authority of their own experiences, and create new knowledge.
My research centers on the relationship between college and career readiness, university-community engagement, and critical pedagogies with a particular focus on exposing systemic inequities and expanding opportunities to educational access. I primarily use transformative frameworks and employ qualitative community-based methodologies in my work. My current research projects explore the development of student’s greater awareness of social issues and the belief that they can effect change through career development and service-learning that utilizes a critical pedagogical approach.
For more than a decade I have worked with students, families, educators, and administrators through institutional and community partnerships to promote students’ well-being, success, and access to educational opportunities. I have served as a college orientation and residential program assistant; community-based violence prevention educator and youth counselor; health educator; first year experience instructor, pre-major college advisor, and a college administrator in academic and students affairs. Before coming to the University of Redlands as a faculty member two years ago I served as the Program Manager of the Susan B. Anthony Institute for Gender, Sexuality, and Women’s Studies (SBAI) at the University of Rochester.
PhD, University of Rochester, Educational Leadership, Concentration in Higher Education Graduate Certificate in Gender, Sexuality, & Women’s Studies
MS Higher Education, University of Rochester
MA Women’s Studies, The College at Brockport
BA American Studies & Media Communications, The College at Old Westbury
AA Liberal Arts & Science, Farmingdale State College
Certified Safe Zone Trainer
Peer Reviewed Articles
Reynolds, P., Mendez, J.P., & Clark-Taylor, A., (forthcoming). “Do you want me to become a social piranha?”: Smarts and sexism in college women’s representation in the US TV show Greek. NASPA Journal About Women in Higher Education.
Clark-Taylor, A., (forthcoming). Developing critical consciousness and social justice self efficacy: Lessons from feminist community engagement student narratives. Journal of Higher Education Outreach and Engagement.
Alani, A., Clark-Taylor, A., Rogeshefsky, A., & Cerulli, C. (2016). Exploring collegiate perceptions of feminism through Bem’s gender schema theory. New York Journal of Student Affairs, 16(1), 17-35.
Clark-Taylor, A., Bryant, J.L., Storey, S., & Lawlor, J. (2015). Sisterhood and feminism: Engaging women’s studies students in the community. Seneca Falls Dialogues Journal, 1(1), 76-102.
Clark-Taylor, A. & Douglass, B.J. (forthcoming). A feminist approach to teaching about sexuality and gender in schools of education. In N. Rodriguez (Ed.), Teaching LGBTQ+ Studies in Education: Theoretical Perspectives. New Jersey: Palgrave.
Clark-Taylor, A., Legg, K., Cardenas, C., & Rehage, R. (forthcoming). Increasing student affairs professionals competency with identities of sexuality and gender. In V.Stead (Ed.), LGBT hate: No PULSE on my campus. New York: Peter Lang Publishing, Inc.
Clark-Taylor, A., Sarubbi, M., Kiyama, J. M., & Waterman, S.J. (forthcoming). Not for ourselves alone: Cultivating community-engaged scholars. In A. Kezar and J. Drivalas (Ed.), Public scholarship in higher education: Research for the public good. Sterling, VA: Stylus.
Clark-Taylor, A., Mitchell, Q, & Rich, K. (2014). Moving from theory to practice: The rocxxy summer internship in feminist activism and leadership. In S.V. Iverson & J.H. James (Eds.), Feminist community engagement: Achieving praxis (210-237). New York: Palgrave.
Editorial Board Member, NASPA Journal About Women in Higher Education
Division J 2018 Conference Planning Committee, American Education Research Association
Managing Editor, New York Journal of Student Affairs, 2014-2017
NY College/University Director, American Association of University Women, 2014-2015
Student Leadership Programs Knowledge Community Sub-Committee Co-Coordinator, National Association of Student Personnel Administrators, 2014
Mentoring Project Co-Chair, National Women’s Studies Association, 2014
Conference Co-Chair, Seneca Falls Dialogues Conference, 2014
Coordinator, Courageous Leadership Consortium, 2011-2015
2017, Selma Greenburg Outstanding Dissertation Award, American Education Research Association
2016, Region VI Research Grant, National Association of Student Personnel Administrators
2016, Grant Writing Faculty Fellow, University of Redlands
2016, Susan B. Anthony Dissertation Award, University of Rochester
2015, Community Innovation Fellowship, The International Center for Research on Women
2015, Student Life Advocate of the Year, University of Rochester
2014, Emerging Leader Award, American Association of University Women
2013, Community Action Grant, American Association of University Women
2008, “Compassion in Action” Youth Service Award, Community Missions
2006, National Service Award, AmeriCorps