Rachelle Winkle-Wagner

Rachelle Winkle-Wagner

Professor

Rachelle Winkle-Wagner

Rachelle Winkle-Wagner earned her PhD from Indiana University in Education Policy Studies with a concentration in higher education and minors in sociology and qualitative inquiry. Prior to coming to UW–Madison, she held faculty positions at the University of Pennsylvania and the University of Nebraska–Lincoln.

Education

  • PhD Education Policy Studies, Indiana University, 2006
  • MA Higher Education, University of Nebraska
  • BA Communication Studies and Piano Performance, University of Nebraska, 2002

Select Publications

  • Sulé, T., Winkle-Wagner, Maramba, D., & Sachs, A. (In Press). When Higher Education is Framed as a Privilege: Debating Affirmative Action during Tumultuous Times. Review of Higher Education.
  • Winkle-Wagner, R., McCoy, D., & Lee-Johnson, J. (2020). Creating porous ivory tower: Two-way socialization processes that embrace Black students’ identities in academia. In John Weidman & Linda DeAngelo (Eds.), Socialization in Higher Education and the Early Career: Theory, Research and Application. (pp. 73-89). Springer International Publishing.
  • Sule, T., Winkle-Wagner, R., & Maramba, D. (2020). Why professor and student identities both matter in diversity in higher education courses. Multicultural education in the 21st century: Innovative research and practices. Information Age Publishing.
  • Winkle-Wagner, R., Gaskew, A., & Lee-Johnson, J. (2019). The missing link in data analysis: An introduction to the use of critical theory to guide data analysis. Critical theory and qualitative data analysis in education
  • Sule, V., Winkle-Wagner, R., & Maramba, D. (2019). Why professor and student identities both matter in diversity in higher education courses. In Hilton, A., B. Hinnant, S. Platt (Ed.), Multicultural education in the 21st century: Innovative research and practices. New York, NY: Information Age Publishing.
  • Luedke, C., Collom, G., McCoy, D., & Winkle-Wagner, R. (2019). Connecting identity with research: Socializing students toward seeing themselves as scholars. Review of Higher Education., 42(4), 1527-1547.
  • Winkle-Wagner, R., Lee-Johnson, J., & Gaskew, A. (2019). Critical theory and qualitative data analysis in education. In Rachelle Winkle-Wagner, Jamila Lee-Johnson, Ashley Gaskew (Ed.), Critical theory and qualitative data analysis in education. New York, NY: Routledge.

Select Presentations

  • McCoy, D. L., Winkle-Wagner, R., Luedke, C. L., & Lee-Johnson, J. L. (2017, April). Students Perspectives on Holistic and Culturally Sensitive Mentoring Practices. Presented at the American Educational Research Association (AERA), San Antonio, TX.
  • McCoy, D. L., Winkle- Wagner, R., & Lee-Johnson, J. L. (2016, November). Creating Porous Ivory Towers: Two-way Socialization Processes that Embraces Black Students’ Identities in Academia. Presented at the Association for the Study of Higher Education (ASHE), Columbus, Ohio.
  • Winkle-Wagner, R., Forbes, J., & Rogers, S. (2016, November). A Culture of (HBCU) success: Black alumnae discussions of how Spelman College creates greatness. Presented at the Association for the Study of Higher Education (ASHE), Columbus, Ohio.
  • Winkle-Wagner, R., Kelly, B. T., Luedke, C. L., & Blakely Reavis, T. (2016, November). Authentically me: Examining expectations that are placed upon Black women in college. Presented at the Association for the Study of Higher Education (ASHE), Columbus, Ohio.
  • Kelly, B., & Winkle-Wagner, R. (2014, November). Finding a voice in a predominantly White institutions: A longitudinal study of Black women faculty members’ journeys toward tenure. Presented at the Association for the Study of Higher Education, Washington, D.C.
  • McCoy, D. L., Luedke, C., & Winkle-Wagner, R. (2014, November). Encouraged of “weeded out” in the STEM disciplines: Students’ perspectives on faculty interactions within a predominantly White and a historically Black institution. Presented at the Association for the Study of Higher Education (ASHE), Washington, D.C.
  • Winkle-Wagner, R., Luedke, C., & McCallum, C. (2014, November). When opposites do not attract: Black women’s perceptions of interracial friendships in college. Presented at the Association for the Study of Higher Education (ASHE), Washington, D.C.
  • Winkle-Wagner, R., & McCoy C, D. L. (2014, April). Feeling like an “alien” or “family”? Comparing student and faculty perspectives on diversity in STEM disciplines at an HBCU and a PWI. Presented at the American Educational Research Association (AERA), Philadelphia, PA.
  • McCoy, D. L., Winkle-Wagner, R., & Luedke, C. (2013, November). Colorblind mentoring? A qualitative analysis of faculty mentoring of students of color. Presented at the Association for the Study of Higher Education (ASHE), St. Louis, MO.
  • Hunter, C. A., Ortloff, D. H., & Winkle-Wagner, R. (2013, April). Out of Our Comfort Zones: Teaching Qualitative Research at a Distance and Online. Presented at the American Educational Research Association (AERA), San Francisco, CA.