First-generation college students, Black women in higher education, DEI pedagogy, anti-racist research approaches, social justice advocates in higher education, identity and leadership, and critical participatory action research, and anti-racist/ decolonial research methods
Sharrell Hassell-Goodman, is a recent graduate of the George Mason University Higher Education program with a concentration in Women and Gender Studies and Social Justice and a certificate in qualitative research. Sharrell began teaching courses in the School of Integrative Studies in the Fall of 2015 as a graduate student. Prior to joining George Mason, she served as a student affairs professional in the areas of sorority & fraternity life, residence life, and academic advising. Sharrell has always had a passion for teaching and began teaching middle school students in inner city charter schools in Dayton and Cincinnati, Ohio. Sharrell is currently a part of a research collective interested in shifting research practices to be more inclusive, less oppressive, and explicitly anti-racist and decolonial. Sharrell’s current research interests include first-generation college students, Black women in higher education, DEI pedagogy, anti-racist research approaches, social justice advocates in higher education, identity and leadership, and critical participatory action research, and anti-racist/ decolonial research methods. Her dissertation research topic was First-Generation Women of the African Diaspora Collective: Finding fullness through (re)membering, an endarkened feminist participatory action research project.
Bitton, A. L., Devies, B., Hassell-Goodman, S., Shetty, R., & Owen J. E. (2023). Exploring the utility, limitations, and possibilities of the Leadership Identity Development (LID) Model. New Directions for Student Leadership (178), 119-128.
Call-Cummings, M., Hassell-Goodman, S., Dazzo, G. Scicli, E., Sultana, K., Elfaki, M., Clyde, A., Beardsley, L., Hauber-Özer, M. (2022). The “Impact” of YPAR: In their own words. Educational Action Research.
Arminio, J., Yamanka, A., Hassell-Goodman, S., Athanasiou, J., Hess, R. (2022). The need for more alliances in advocating for, with, and to others in higher education. Journal of Diversity in Higher Education.
Arminio, J., Yamanka, A., Athanasiou, J., Hassell-Goodman, S., Hess, R., Quiles, B. (2021). Archetypes of advocates. Journal of College and Character.
Hauber-Özer, M., Call-Cummings, M., Hassell-Goodman, S., Chan, E. (2021). Counter-Storytelling: Toward a critical race praxis for participatory action research. International Journal of Qualitative Studies in Education (TQSE).
Hassell-Goodman, S. (2021). Narrative: Identity development & leadership. In C.C. Beatty & K. L. Guthrie, Operationalizing Culturally Relevant Leadership Learning. Information Age Publishing.
Yamanaka, A., Hassell-Goodman, S. (2021). The Johari window: A view into leadership. In J. M. Pigza, J. E. Owen, & Associates. Women and leadership development in college: A facilitation resource (pp. 42-48). Sterling, VA: Stylus.
Hassell-Goodman, S. (2020). Auto-ethnographic narrative on women and leadership. In Owen, J. (2020), We are the leadership we've been waiting for: Women and leadership development in college, (pp.150-151). Sterling, VA: Stylus Publishing.
Beatty, C., Irwin, L., Owen, J., Tapia-Fuselier, N., Guthrie, K., Cohen-Derr, E., Hassell-Goodman, S., Rocco, M., Yamanaka, A. (2020). A call for centering social identities: Priority 1 of the national leadership education research agenda 2020-2025. Journal of Leadership Studies (14)3:39-44.
Owen, J., Hassell-Goodman, S., & Yamanaka, A. (2017). Culturally-relevant leadership learning: Identity, capacity, and efficacy. Journal of Leadership Studies. 11(3):48-54.
INTS 436: Social Justice in Education
INTS 203: Introduction to Social Science Research: Inquiry for Action Facilitating Change
INTS 101: Narratives of Identity
Ph.D. Higher Education, Concentration Women and Gender Studies and Social Justice, George Mason University - Fairfax, Virginia
M.S. College Student Personnel, Miami University - Oxford, Ohio
M.Ed. Educational Leadership and Curriculum Development, Miami University - Oxford, Ohio
B.S. Elementary Education, Miami University - Oxford, Ohio
Yamanaka, A., Hassell-Goodman, S., Arminio, J., Athanasiou, J. (2022, October). Developing Strategies and Alliances to Challenge System. Presentation at the Global Leadership Educators Institute. [virtual]
Call-Cummings, M., Hauber-Özer, M., Dazzo, G., Hassell-Goodman, S. (June 2022). “Teaching Critical Participatory Inquiry.” Presentation given at the Action Research Networks of the Americas Conference. [virtual]
Call-Cummings, M., Hauber-Özer, M., Dazzo, G., Hassell-Goodman, S., DeLury, M., Sherwood, N., Vaughn-Guy, C. (April 2022). “Explicitly Antiracist Research: Exploring Possibility and Necessity.” Round Table Presentation given at the American Educational Research Association Conference. [virtual]
Call-Cummings, M., Hauber-Özer, M., Dazzo, G., Hassell-Goodman, S., Chan, E., Hopson, R. (April 2021). “Disruption, Interruption, Change…It’s Not Enough. What We need is Sabotage”: Critical Participatory Inquiry as Sabotage in/of the Academy. Presentation given at the American Educational Research Association Conference. [virtual]
Owen, J., Bitton, A., Hassell-Goodman, S., Reynolds, D., & Yamanaka, A. (December 2020). We’re the Leaders We’ve Been Waiting For: Reimagining Women and Leadership. Presentation at the Leadership Educators Institute. New Orleans, LA [virtual].