Sandrine Colard is an Assistant Professor/Faculty Fellow in the Department of Photography & Imaging at the Tisch School of the Arts. She holds a Ph.D. in Art History from Columbia University, and an M.A. in Africana Studies from NYU. She received her B.A. in English Literature from the University of Brussels (ULB), and a First Prize Diploma of Violin from the Royal Conservatory of Music in Mons (Belgium).
Sandrine is a historian of modern and contemporary African arts and photography, with a focus on Central Africa. Her scholarly interests include post-colonialism in the arts, cross-cultural exchanges in visual cultures, colonial imagery and African portraiture, family photography and albums, the representation of gender and domesticity, and the globalization of the contemporary art scene. Her current book project examines the history of photography in colonial Congo (1885-1960). Sandrine has published extensively on the “archival turn” in African arts, and in particular on the work of contemporary Congolese artist Sammy Baloji. Sandrine’s research has been supported by fellowships from the Belgian-American Educational Foundation (BAEF), the Musée du Quai Branly, and the Pierre and Maria-Gaetana Matisse Fellowship Fund for 20th Century Art. Before joining NYU, Sandrine was a post-doctoral fellow at the Institut National d'Histoire de l'Art in Paris.
Sean Drake is an Assistant Professor/Faculty Fellow in the Department of Applied Statistics, Social Science, and Humanities at NYU Steinhardt. He holds a B.A. in Psychology (with honors) from Stanford University, and a Ph.D. in Sociology from the University of California, Irvine.
Sean's research interests include school and neighborhood segregation, immigration and assimilation patterns, and racial stereotypes and attitudes. His current research examines the features and causes of school segregation in communities where levels of residential segregation are low, the symbolic and overt criminalization of students who struggle academically, and the ways in which immigrant groups marshal their ethnic resources to assimilate. His work has been published in the Journal of Ethnic and Migration Studies and Urban Education, and he has authored or co-authored several book chapters in volumes that address racial and ethnic inequality in education. Drake has presented his research at, among other gatherings, the Annual Meeting of the American Sociological Association, the Annual Conference of Ford Fellows, the Yale Urban Ethnography Project Conference, and the Critical Questions in Education Conference hosted by the Academy for Educational Studies. Sean was the recipient of a Ford Foundation Dissertation Fellowship and a UCI Faculty Mentor Program Fellowship, and was named a Junior Fellow of the Yale Urban Ethnography Project, and a Diversity Scholar at the National Center for Institutional Diversity at the University of Michigan. Additionally, he served as a member of the UCI Graduate Dean’s Diversity Council, Lead Mentor in the Chancellor’s Excellence Scholarship program, and Graduate Student Mentor in the Summer Undergraduate Research Fellowship program.
Richard Galvez is a Moore-Sloan Data Science Fellow at the Courant Institute of Mathematical Sciences. He completed his Ph.D. at Syracuse University in Theoretical Cosmology and Particle Physics in 2015 after receiving a Master's and Bachelor's degree in Physics from Florida International University in his hometown of Miami.
He then joined Vanderbilt and Fisk Universities as a Fisk-Vanderbilt Bridge Postdoctoral Fellow, where he developed a research program at the interface between the physical sciences and machine learning. Beyond his scientific work, he has been an active contributor in the effort towards realizing true academic equality through mentorship and the continual support of the Fisk-Vanderbilt Bridge program. In the summer of 2017, he also completed an industry data science internship at Stitch Fix. At NYU, Richard brings an interdisciplinary approach to astrophysics where he aims to apply machine learning methods to large astrophysical datasets. He is also looking to begin a bridge-like initiative at NYU following the model at Fisk and Vanderbilt Universities. He holds a dual appointment at the Center for Data Science, and the Center for Cosmology and Particle Physics.
Kiara Moore is an Assistant Professor/Faculty Fellow at the Silver School of Social Work. She received her Ph.D. from Columbia University School of Social Work, her MSW from the University of Southern California, and her B.A. from Pitzer College.
With several years of clinical practice with adolescents and young adults, her overall program of research focuses on reducing behavioral health disparities among transition-age youth (aged 16-25) from marginalized minority groups. She draws upon her professional experience as a psychiatric social worker and as a psychotherapist in private practice to inform her research. Consistent with an intersectional perspective, her work is concerned with how experiences of multiple minority identities can facilitate, as well as hinder, mental health service use. Her current research explores the role of identity in engagement with treatment in order to identify strategies for strengthening the identity attributes of minority youth that can improve their mental health outcomes. In “Multiple Minority Identities and Mental Health Service Use: A Mixed-Methods Study of Sexual and Gender Minority Young Adults of Color,” Kiara developed a theoretical model in which young adults negotiated multiple minority identities within four dimensions related to their service use: ethnic-racial culture, intersecting identities, family, and personal identity development. She is in the process of expanding this work to identify minority identity strengths around culture, community belonging, and self-efficacy that encourage youth engagement with treatment.
Tina Sadarangani is an Assistant Professor/Faculty Fellow in the Rory Meyers College of Nursing. In addition to her Ph.D., she holds an M.S. in Nursing from the University of Pennsylvania, a B.S. in Nursing from NYU, and a B.A. in Anthropology from Georgetown University. Tina is also a board-certified adult/gerontological primary care nurse practitioner (NP).
Focused on aging and health policy in minority populations, she completed her doctorate at NYU Meyers in January 2017, where she was recognized as the Ph.D. Valedictorian. Her research has focused on barriers to health access and community-based services for individuals who immigrate to the United States in later life. In her dissertation, entitled “Older Immigrants’ Cardiovascular Risk Profiles: The Impact of Health Insurance,” she assessed the implications of access barriers on chronic disease in this population. Tina’s work has been published in leading nursing journals, including the International Journal of Nursing Studies. She has presented at interdisciplinary conferences across the United States, including the Annual Meeting of the American Public Health Association and the Annual Meeting of the Gerontological Society of America. She was recognized as a Patricia G. Archbold Scholar by the National Hartford Centers for Gerontological Nursing Excellence from 2014-2016 and received $100,000 in funding. She is currently a Fellow of the Hartford Institute of Geriatric Nursing at NYU.
George Spencer is an Assistant Professor/Faculty Fellow at the Steinhardt School of Culture, Education, and Human Development. In 2017, George received an Ed.D in Education Policy, Leadership, and Instructional Practice from the Harvard Graduate School of Education, where he was a recipient of the American Educational Research Association (AERA) Minority Dissertation Fellowship. George also holds an Ed.M from Harvard University and a B.S from Northwestern University.
He uses quantitative research methods to focus on two areas of inquiry: investigating students’ educational pathways from high school through college, and evaluating the effectiveness of policy levers intended to improve college readiness, access, and completion. George’s current research project estimates the impact of transfer policies supporting baccalaureate-seeking students who first enroll in community colleges. His other work examines efforts, such as dual enrollment and individualized learning plans, to better prepare high school students for postsecondary success.