Rachelle Winkle-Wagner

Professor

winklewagner@wisc.edu

(608) 265-4955

270K Education Building

Link Rachelle Winkle-Wagner's Website

Winkle-Wagner, Rachelle

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