Rachelle Winkle-Wagner

Professor

winklewagner@wisc.edu

(608) 265-4955

270K Education Building

1000 Bascom Mall

Madison, WI 53706-1326

Winkle-Wagner, Rachelle

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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 positions on the faculty at the University of Pennsylvania and University of Nebraska – Lincoln.

Education

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

Select Publications

  • Winkle-Wagner, R., McCoy, D., & Lee-Johnson, J. (2020). Creating porous ivory tower: Two-way socialization processes that embrace Black students’ identities in academia. Socialization in Higher Education and the Early Career: Theory, Research and Application. Spring 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., Lee-Johnson, J., & Gaskew, A. (2019). Critical theory and qualitative data analysis in education. Critical theory and qualitative data analysis in education New York, NY: Routledge.
  • Winkle-Wagner, R., Luedke, C., McCallum, C., & Ota-Malloy, B. (2019). Instrumental of meaningful friendships: Black alumnae perspectives on peer relationships during college. NASPA Journal About Women in Higher Education.
  • Luedke, C., McCoy, D., Winkle-Wagner, R., & Lee-Johnson, J. (2019). Students Perspectives on Holistic Mentoring Practices in STEM Fields. Journal Committed to Social Change on Race and Ethnicity., 5(1)
  • 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.
  • Wang, X., Winkle-Wagner, R., Sun, N., & Gaskew, A. (2018). Cultivating aspirational capital among Black men in community colleges. In T.N. Ingram & J. Coaxum (Eds.), Engaging African American Men in Community Colleges (pp. 71-88). New York, NY: Information Age Publishing.
  • Winkle-Wagner, R., Kelly, B., Luedke, C., & Reavis, T. (2018). Authentically me: Examining expectations that are placed upon Black women in college. American Educational Research Journal., Online first

Select Presentations

  • McCoy, D. L., Winkle-Wagner, R., Luedke, C. L., & Lee-Johnson, J. L. (2017, April - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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.