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Joshua Wallace

PhD Candidate in Educational Leadership & Policy Analysis, University of Wisconsin-Madison
Chapter Member: Wisconsin SSN
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About Joshua

Wallace's research agenda centers on the question: Who must Black men become to exist in higher education? Utilizing an interdisciplinary approach, Wallace's research employs qualitative methodologies and critical theoretical frameworks to (1) critically explore Black masculinities and Black feminisms in higher education and (2) examine how Black men in engineering develop their identities (e.g., race, gender, academic discipline). Guided by this line of inquiry, Wallace's research illuminates the impact of an academic discipline’s culture on masculine thinking and being, as well as moves scholarship and practice on Black masculinities toward an emphasis on divesting from patriarchy.



"Moving Toward Stronger Advising Practices: How Black Males’ Experiences at HPWIs Advance a More Caring and Wholeness-Promoting Framework for Graduate Advising" (with Brian A. Burt, Carmen M. Mccallum, and Justin J. Roberson). Teachers College Record 123, no. 10 (2021).

Examines Black male graduate students' experiences with advising. Findings underscore the importance of caring and wholeness-promoting frameworks in graduate advising to enhance students' academic and personal growth, with an emphasis on recognizing students as whole people.

"What About Us? Leadership Engagement of Black College Men in STEM" in Engaging Black Men in College Through Leadership Learning, edited by Cameron C. Beatty & Jesse R. Ford (Information Age Publishing, December 2023), 169-176.

Highlights the possibilities for engaging Black male STEM majors in leadership opportunities across institutions. Recommendations for research and practice include exploring the perception Black men in STEM have of leadership and engaging Black men as STEM tutors.

"Aspiring to the Road Less Traveled: Factors Influencing Black Males’ Pursuit of Engineering Graduate Degrees" (with Brian A. Burt, Tiaira Porter, and Blayne Stone). Journal of Women and Minorities in Science and Engineering 29, no. 5 (2023): 65-92.

Explores the factors that influenced 50 Black males' aspirations to pursue graduate degrees in engineering. Provides implications for future research and practice, and emphasizes the importance of using these findings to assist stakeholders in identifying critical moments and experiences necessary to encourage talented individuals to pursue advanced degrees in STEM fields.

"'We in This Thang Together': Black First-Year Doctoral Students Transitioning During COVID" (with Janella D Benson and Carl D Greer). The Journal of Negro Education 91, no. 3 (2022): 285-296.

Investigates the challenges of transitioning into a graduate program virtually during the COVID-19 pandemic and publicized anti-Black racism. Focuses on virtual community building, utilizing a Blackademic placemaking lens with three key subthemes: Black collectivism, Building and cultivating community, and Blackness as Existence and Resistance. Findings emphasize the importance of early transitional connections, leading to an enhanced sense of belonging and a disruption of the competitive nature often associated with graduate programs.