Jermane Bond, Ph.D. Health Policy Institute, Joint Center for Political and Economic Studies Washington, DC jbond@jointcenter.org
Dr. Jermaine Bond is currently a Research Associate
in the Health Policy Institute at the Joint Center for Political and
Economic Studies. His research interests include paternal involvement
in pregnancy outcomes, men"s preconception health and care, preterm
birth, infant mortality, and men"s reproductive health.
With funding from the Office of Minority Health in the Department of
Health and Human Services, Dr. Bond recently formed and currently
directs the Commission on Paternal Involvement in Pregnancy Outcomes,
(a transdisciplinary working group of social scientist and public
health professionals) to raise awareness for the importance of paternal
involvement in pregnancy and family health by reframing debates,
informing research, policy and practice to support greater involvement
of expectant fathers in pregnancy.
Dr. Bond is also Vice President of the Board of Directors at the
Family Health and Birth Center in the District of Columbia, a member of
the American College of Epidemiology and has been recently appointed
to serve on the Editorial Board of the American Journal of Public
Health.
Alison A. Carr Chellman is currently the head of the Learning and
Performance Systems department in the College of Education at the
Pennsylvania State University. Her current research and teaching
includes work with games in schools, both educational and
commercial/entertainment. She is currently interested in the attitudes
of teachers and parents toward gaming in the classroom and has a TED
talk on the topic of using games to re-engage boys in their own
schooling. She has published more than 100 refereed journal articles,
books, book chapters and manuscripts around issues associated with
systemic change and emancipation. She serves on the editorial board for
*Educational Technology Research and Development. *Her most recent
book, *Instructional Design for Teachers* from Routledge publishers
helps to improve classroom practice with systematic approaches to the
creation of new curriculum and instruction. She is currently working
on a book called *Bring Back the Boys: Gaming to Re-engage our Boys in
Schools* and plans to have it published in 2012. She is currently
serving on the Commission to create a White House Council on Boys to
Men.
Dr. Warren Farrell has been chosen by the Financial Times as
one of the world"s top 100 thought leaders. His books are published in
over 50 countries, and in 15 languages. They include two award-winning
international best-sellers, Why Men Are The Way They Are plus The Myth
of Male Power. A book on couples communication, Women Can't Hear What
Men Don't Say, was a selection of the Book-of-the Month Club. His book,
Father and Child Reunion, has inspired many dads to be more involved
with their children. And Why Men Earn More: The Startling Truth Behind
the Pay Gap--and What Women Can Do About It was chosen by U.S. News and
World Report in 2006 as one of the top four books on careers.
Dr. Farrell has taught at the university level in five
disciplines, and appeared on more than 1,000 TV shows, from Oprah to
Larry King Live. He has been featured repeatedly in Forbes, The New
York Times, and The Wall Street Journal. He has two daughters, and
lives with his wife in Mill Valley, California.
Lamont A. Flowers, Ph.D. Eugene T. Moore School of Education at Clemson University Clemson, SC lflower@clemson.edu
Lamont A. Flowers is the Distinguished Professor of
Educational Leadership in the Department of Leadership, Counselor
Education, Human and Organizational Development and the Executive
Director of the Charles H. Houston Center for the Study of the Black
Experience in Education in the Eugene T. Moore School of Education at
Clemson University.
Dr. Flowers received a Bachelor of Science degree in Accounting
from Virginia Commonwealth University. He received a Master of Arts
degree in Social Studies Education as well as a Doctorate in Higher
Education from the University of Iowa. Dr. Flowers also received a
Master of Industrial Statistics degree from the University of South
Carolina.
Dr. Flowers has authored several scholarly publications pertaining
to the educational experiences and outcomes of African Americans from
pre-kindergarten through college, diversity issues in education, as well
as organizational and leadership issues in education.
David C. Geary, Ph.D. Curators' Professor Thomas Jefferson Professor Department of Psychological Sciences University of Missouri http://web.missouri.edu/~gearyd/406.htm
Dr. David C. Geary received a B.S. in psychology from Santa
Clara University, an M.S. in child clinical/school psychology from
California State University, and an M.A. and Ph.D. in developmental
psychology from the University of California, Riverside. Upon
completion of his Ph.D. in 1986, he held faculty positions at the
University of Texas at El Paso and the University of Missouri, first at
the Rolla campus and then in Columbia. Dr. Geary served as chair of
his department from 2002 to 2005 and as the University of Missouri"s
Middlebush Professor of Psychological Sciences from 2000 to 2003.
He is currently a Curators" and Thomas Jefferson Professor. He has
published nearly 200 articles, commentaries, and chapters across a wide
range of topics, including three sole-authored books; Children's
mathematical development, Male, female: The evolution of human sex
differences (now in second edition, 2010), and The origin of mind:
Evolution of brain, cognition, and general intelligence as well as one
co-authored book, Sex differences: Summarizing more than a century of
scientific research. He served as a member of the President"s National
(U.S.) Mathematics Advisory Panel and Chaired the Learning Processes
subcommittee, is a recipient of a MERIT award from the National
Institutes of Health, and was appointed by President G. W. Bush to the
National Board of Directors for the Institute for Education Sciences.
His research includes directing the Missouri Longitudinal Study of
Mathematical Development and Disability, funded by NIH; studying the
relation between circulating hormones and competition in men and women;
and, studying the effects of prenatal exposure to endocrine disruptors
(by-products of industrial chemicals) on spatial cognition and
male-male aggression in mice.
Miles Groth, Ph.D. Professor, Department of Psychology, Wagner College Staten Island, New York mgroth@wagner.edu.
Dr. Groth is full professor in the Department of Psychology at
Wagner College, Staten Island, New York. He chaired his department for
six years and for seven years directed the college"s Honors Program.
Dr. Groth studied at Franklin and Marshall College, Duquesne University
and Fordham University, where he completed his PhD. He trained as a
psychoanalyst in New York and has been in private practice since 1977.
Dr. Groth is the author of three books and co-editor of another volume,
chapters in nine books, twenty-four articles and forty-eight book
reviews in twenty different peer-reviewed journals. He has contributed
occasional pieces to newsletters and newspapers, entries in two
encyclopedias, and has served as a consultant for publications and
international policy-making organizations on boys" and men"s health. He
edited two journals, International Journal of Men"s Health and Thymos:
Journal of Boyhood Studies, which he founded. He co-founded the
website www.boyhoodstudies.com. Dr. Groth has lectured residents in
psychiatry on integrating psychodynamic psychotherapy with traditional
inpatient treatment. He has written invited papers for presentation in
Australia, Canada, England, Italy and Lithuania, as well as at ten
colleges and universities in the United States. His current areas of
scholarly interest are the psychology of boyhood, existential
psychotherapy, and continental philosophy. He resides in New York and
may be reached at mgroth@wagner.edu.
Michael Gurian is a family therapist and the New York Times bestselling author of twenty five books, including The Wonder of Boys, The Minds of Boys, Boys and Girls Learn Differently!, The Wonder of Girls, and Leadership and the Sexes.
Over the last two decades, he has advocated for boy- and girl-friendly
research in the public dialogue, providing books and articles, school
visits, public forums, conference keynotes, district wide trainings,
and media outreach. He is co-founder of the Gurian Institute, a
training organization that helps teachers and other
professionals improve their effectiveness with both genders. The
Gurian Institute has been featured in various media for its success in
helping close achievement gaps in diverse school settings. Michael is
married to Gail Reid-Gurian, who is also a family therapist, and they
are the parents of two daughters. To learn more about Michael's work,
please visit www.michaelgurian.com and www.gurianinstitute.com.
Jame'l R. Hodges, Ed.D. Association of Public and
Land-grant Universities Washington, DC jhodges@aplu.org
Dr. Jame"l Hodges received his Bachelor of Arts degree in
English with a minor in Mass Communication from Virginia State
University and his Masters of Science degree from Florida State
University in Higher Education Administration. For three years he
worked in the Division of Student Affairs at the University of Georgia
prior to accepting the position of Coordinator of Greek Life and
Education in 2005 at Cal Poly Pomona followed by a promotion as the
Coordinator of Residential Education and Leadership in 2007. Obtaining
his Doctorate of Education from the University of Southern California"s
Rossier School of Education, he is passionate about the access,
retention and graduation rates of males of color through the pipeline of
higher education.
Dr. Hodges is well versed in presenting leadership programs and
workshops at local, national and regional conferences. He has worked as a
facilitator with Harbor Institute & co presented with Warmack and
Associates. He served as the Director of Multicultural Affairs at
Lehigh University and is an active member of Alpha Phi Alpha
Fraternity, Inc. On July 1, 2011 he began working as the Staff
Associate for the Office for Access and the Advancement of Public Black
Universities at the Association for Public &Land-grant
Universities where he provides advice and support to the Vice President
for OAAPBU on programmatic efforts such as the Minority Male STEM
Initiative, as well as planning, managing and coordinating special
projects/initiatives and meetings sponsored by OAAPBU. He also manages
the development, design and delivery of all routine communication with
Councils, Commissions, and boards supported by the office, to include
the Commission on Access, Diversity and Excellence, the Council of 1890
Universities, and the OAAPBU Advisory Board.
Under his leadership, his students have won regional and national
awards and scholarships. He was named Rookie of the Year within the
Division of Student Affairs at Cal Poly Pomona, and was a recipient of
the Amelia Hammond Staff Council Scholarship in 2009.
Robert Kodama has been an administrator at Crespi Carmelite
High School for the past 7 years and has been working at the all-boys
high school for the past 16 years. He has worked with the Gurian
Institute as a certified trainer for the past 4 years. He has trained
multiple schools throughout the country. Worked with pre-schools, grade
schools, middle schools, and high schools on how boys and girls learn
differently. He was recently the Keynote Speaker at Pierce College
(Woodland Hills) for the early childhood development program. He has
presented on multiple other topics at the Gurian Summer Institute.
Robert teaches a course called "Becoming a Man" that he presented at
the Gurian Institute. It is a course dedicated to the development of
adolescent boys into men. In this course he talks about the important
qualities of manhood and explore the issues that men face in our
society today. Through the use of multiple different books, they use
movies, songs, and lectures to connect their material together. He is
also the director of K-sports Soccer camps and head soccer coach at
Crespi Carmelite High School and has been coaching high school and club
soccer (boys and girls) for the past 21 years.
Tom Mortenson
Higher Education Policy
Analyst Postsecondary Education OPPORTUNITY - Oskaloosa, IA
Senior Scholar, The Pell Institute
for the Study of Opportunity in
Higher Education - Washington, DC http://www.boysproject.net/statistics.html
Thomas Mortenson is a Senior Scholar at The Pell Institute for
the Study of Opportunity in Higher Education in Washington, DC., and
an independent higher education policy analyst living in Oskaloosa,
Iowa.
Tom's policy research focuses on opportunity for postsecondary
education and training and the ways public policy fosters or impedes
access to that opportunity. He has special concern for populations
that are under-represented in higher education. He has been employed in
policy research and budget analysis roles for the University of
Minnesota, Illinois Board of Higher Education, Illinois State
Scholarship Commission, and the American College Testing Program.
Currently Tom is editor and publisher of Postsecondary Education
OPPORTUNITY, a monthly research letter devoted to analysis and
reporting on the demographics, sociology, history, politics and
economics of educational opportunity after high school. He provides
consulting services on higher educational opportunity policy to state
and national organizations, and makes presentations on educational
opportunity throughout the country and in Europe.
Dr. Stephanie Moyers is Founder and President of Ties to Literacy, LLC (http://tiestoliteracy.com),
an educational consulting practice focused on the learning needs of
boys. Dr. Moyers provides educators with research-based strategies and
resources for understanding and actively engaging boys in literacy and
learning. Dr. Moyers received a B.S. in Elementary Education from
Boston University, a M.A. in Language, Reading, and Culture from The
University of Arizona, and a Ph.D. in Educational Leadership, Renewal
and Change from Colorado State University. Dr. Moyers has experience
as an elementary teacher, a K-8 Spanish teacher, and a teacher educator
at the college level having taught both undergraduate and graduate
level courses. Currently, Dr. Moyers has an interest in how teacher
attitudes impact the learning experience for boys in early childhood
and elementary classrooms, and how to engage parents as advocates for
the learning needs of their sons in school.
Dr. Nemko holds a Ph.D. in educational psychology from the
University of California, Berkeley and subsequently taught there. He is
the author of six books and over 600+ published articles, including
many on boys and men's issues. They are archived on www.martynemko.com.
William Pollack, Ph.D.
Founder/President Centers for Men & Boys Senior Consultant, Mental Health Of Men, Young Men & Boys
Cambridge Health Alliance
Faculty, MGH-McLean Psychiatry Residency Program www.williampollack.com
William S. Pollack, Ph.D. is the Director of the Centers for Men and Young Men and the Director of Continuing Education (Psychology) at McLean Hospital; and is Assistant Clinical Professor (Psychology) in the Department of Psychiatry at Harvard Medical School. He is the Past President of the Massachusetts Psychological Association,
a member the Boston Psychoanalytic Society, a Diplomate in Clinical
Psychology (ABPP, Board Certified), and a Founding Member and Fellow of The Society for the Psychological Study of Men and Masculinity,
a division of the American Psychological Association. An
internationally recognized authority on boys and men, Dr. Pollack is
Founder & Director of the REAL BOYS® Educational Programs. He has served on the U.S. Presidential initiative, The National Campaign Against Youth Violence and is a consultant to The United States Secret Service, including its collaborative Safe Schools Initiative with the U.S. Department of Education.
His newest work, Real Boys Workbook
(Random House/Villard, 2001), just released, has been seen as "the
definitive guide to understanding and interacting with boys of all
ages". His nationally Best-selling book, Real Boys" Voices
(Random House, 2000/paperback, Penguin, 2001) revealed the wide range
of the "secret emotional lives" of America"s young males, including the
survivors of Columbine to the "boys next door"—from their fears of
violence and the scourge of bullying and the "Boy Code". His earlier,
New York Times bestseller, Real Boys--Rescuing Our Sons From The Myths Of Boyhood
[Random House, 1998/ paperback Holt/Owl, 1999] is based upon Dr.
Pollack's groundbreaking research project--Listening to Boys"
Voices--on the inner emotional experiences of boys and has already had
profound impact upon how we raise, teach and relate to our boys.
Dr. Pollack is also the co-author of a current book redefining the
psychology of men and male/female relationships, entitled: InA Time of Fallen Heroes: The Re-Creation of Masculinity
(Simon & Schuster); and Co-Editor of a comprehensive volume
addressing boys" and men's roles in work, family, love and health,
entitled: A New Psychology of Men (Basic Books), as well as a recent
book redefining psychological treatment for males: New Psychotherapy
for Men (Wiley).
Dr. Pollack resides in Newton, Massachusetts with his family, where
he also maintains a private practice in psychotherapy, psychoanalysis,
organizational consultation (as a principal in the psychological
consulting firm Spectrum, O.E.D., Inc.) and consultation in violence prevention as a founder and Director of The National Violence Prevention and Study Center.
Maria Elena Reyes, Ph.D. Professor, Department of Curriculum & Instruction College of Education The University of Texas Pan American
Dr. Maria Elena Reyes is a third generation, Mexican American who
was born in Eagle Pass, located along the Texas-Mexico border, and was
raised in San Antonio, Texas, where she attended public school. Her
father, Jorge V. Reyes, was a WW II veteran who worked at Kelly Field
Air Force Base for over 30 years; her mother was a homemaker.
As a first generation college graduate, Dr. Reyes attended the
University of Texas at Austin during the mid 60's, where she
participated in the Civil Rights and Anti-War Movement while a student
at the University. After this, she worked to unionize Mexican and
Mexican American agricultural workers in the Rio Grande Valley in Texas
for Cesar Chavez's United Farm Workers' Union in McAllen, Texas.
For ten years, Dr. Reyes worked as a high school English teacher for
the Eagle Pass School District. During this period, she earned a
master"s degree in secondary education, and in 1991, she obtained her
doctorate in Curriculum and Instruction at The University of Texas in
Austin. After obtaining her doctorate, Maria developed and implemented
the highly regarded University of Texas at Austin Hispanic
Mother-Daughter Program, a successful educational intervention program
that targeted potential first generation college graduates (grades
8-12) and their families. The program had an academic focus on science,
mathematics and technology; in 1995, Dr. Reyes received a National
Hispanic Achievement Award for her work with Latino families.
Dr. Reyes went to the University of Alaska Fairbanks (UAF) in
summer of 1996, first heading the University of Alaska Fairbanks
Teachers For Alaska Secondary Licensure Program, then working as a
member of the graduate faculty. From 1998-2001, she was the founder and
faculty advisor to the first Latino college group in Alaska, the UAF
Latina/o Culture Club. Her work at UAF included serving as PI to
Alaska"s a PT3 Project, developing distance delivered course work and
workshops for primarily Alaska Native rural residents, conducting
research on the educational accountability movement in the U. S., and
conducting research on the educational disengagement of males at the
secondary and post secondary levels.
In spring of 2003, Maria became the first Latina to be tenured at UAF and, in 2006, she became a founding board member of The Boys Project
an organization that supports the social and educational development
of boys throughout the educational pipeline. In summer of 2006, Dr.
Reyes accepted a position at the University of Texas Pan American where
she continues her work on equity issues in education including
on-going research on Latino immigrant students at the secondary and
post secondary levels. In 2010, she worked as a consultant and Race to
the Top reviewer for the U.S. DOE, experiences.
Dr. Sax is the founder and executive director of the National Association for Single Sex Public Education.
His first book, Why Gender Matters: what parents and teachers need to
know about the emerging science of sex differences was published in
hardcover by Doubleday (2005) and in an expanded softcover edition by
Random House (2006). His second book, Boys Adrift: The five factors
driving the growing epidemic of unmotivated boys, was published by
Basic Books in 2007; an expanded softcover edition was published in
January 2009. His third book, Girls on the Edge: the four factors
driving the new crisis for girls, will be published by Basic Books in
April 2010.
Sax graduated Phi Beta Kappa from the Massachusetts Institute of Technology (MIT) in 1980 with a bachelor's degree in biology. He completed the combined M.D.-Ph.D. program at the University of Pennsylvania in 1986. His Ph.D. was in psychology. He completed the 3-year residency in family practice at Lancaster General Hospital (Lancaster, Pennsylvania) in 1989. In 1990, he founded Poolesville Family Practice, a primary care practice in Montgomery County, Maryland.
He retired from medical practice in the spring of 2008 in order to be
"a better husband and a better father, and also in order to have more
time to visit schools, to learn more about gender differences, to lead
professional development workshops. More information about Dr. Sax is
available on his personal web page.
Scott Steinbrecher
Denver, Colorado
Scott Steinbrecher has served in several capacities in public
schools in Colorado: teacher, substitute teacher and coach. His public
policy work included stints at the National Conference of State
Legislatures and the University of Colorado Denver, where he edited
several Resource Guides for families and individuals with disabilities.
He also has served as an Adjunct Faculty member at the School of
Public Affairs, teaching the American Public Service Environment course
for International students and with Colorado Technical University
Online. He has extensive volunteer experience with the University of
Colorado System and with community and civic organizations.
Sandra Stotsky is Professor of Education Reform at the
University of Arkansas and holds the 21st Century Chair in Teacher
Quality. She served on the Validation Committee for the Common Core
State Systemic Initiative (2009-2010) and on the National Mathematics
Advisory Panel (2006-2008), co-authoring its final report: Foundations
for Success: Final Report of the National Mathematics Advisory Panel.
From 2004 to 2006, she was a Research Scholar in the School of
Education at Northeastern University. From 1984 to 2000, she was a
research associate at the Harvard Graduate School of Education
affiliated with the Philosophy of Education Research Center (PERC).
From 1991-1997, she served as editor of Research in the Teaching of
English, the research journal sponsored by the National Council of
Teachers of English.
She is editor of What's at Stake in the K-12 Standards Wars: A
Primer for Educational Policy Makers (Peter Lang, 2000) and author of
Losing Our Language (Free Press, 1999, reprinted by Encounter Books,
2002). Her publications address many areas and disciplines in
education. She served on the Steering Committee for the National
Assessment of Educational Progress (NAEP) reading assessment framework
for 2009. She received a B.A. degree with distinction from the
University of Michigan and a doctorate in reading research and reading
education with distinction from the Harvard Graduate School of
Education.
Dr. Ken Wallace received a B.S. is English and Journalism Education and an M.S. in Education from the University of Southern Indiana, an Educational Specialist (Ed. S) Degree and a Ph. D in Educational Leadership and Foundations from Indiana State University. A past Indiana Collegiate Press Association Award winner and a Hoosier Scholar, he is the Superintendent for Maine Township High School District 207 in Park Ridge, Illinois. His dissertation, The Differences in Language Arts Performance Between Male and Female Students in American Public Schools, focused on what is universally acknowledged to be the largest academic performance gap between boys and girls in American public schools.
Ken leads workshops in Illinois and the Midwest teaching school administrators and teachers about basic physiological and biological differences between boys and girls that impact teaching and learning in the class room. His work is informed by recent neurological discoveries in brain science that are helping us better understand how language ability develops within humans. A former high school principal, English and computer Science teacher as well as a wrestling coach, Ken is the Past President of the North Suburban Educational Region for Vocational Education (NSERVE), a founding board member of the national Boys" Project, a member of the Oakton Community College Council of Industry and Academic Advisors.
Dr Peter West has worked for many years as university
lecturer, teacher and consultant. He has been an advocate for boys and
pioneered some of the work identifying boys' underachievement. He has
contributed to several enquiries on boys' learning and on men in
teaching at State and Federal level in Australia. He is author of
Fathers, Sons and Lovers (Finch, 1996) and What is the Matter with
Boys? (Choice Books, 2002).
Richard Whitmire Washington DC
Richard Whitmire, a veteran newspaper reporter and former
editorial writer at USA Today, is the author of Why Boys Fail, which
explores why boys are falling behind in K-12 schools. The book also
addresses why men are enrolling and graduating from colleges at lower
rates than females. He writes the Why Boys Fail blog
for Education Week. Whitmire"s commentaries appear frequently in
publications including The Washington Post, Wall Street Journal and USA
Today. For the book, he was interviewed by both Good Morning America
and Fox & Friends. Education Next featured a reading from his book
and a debate between Whitmire and a skeptic of the "boy troubles," and
New York Times columnist Nicholas Kristof made his book the
centerpiece of a Sunday column. Whitmire is the immediate past
president of the National Education Writers Association. In 2009 he was
the Project Journalist for the Broad Prize for Urban Education. In
February, 2010, Jossey-Bass will publish his new book: The Bee Eater:
Michelle Rhee Takes on the Nation"s Worst School District.
The Boys Initiative | info@theboysinitiative.org | (202) 380-1788 | 1000 Vermont Ave., NW, Suite 700, Washington, DC 20005
