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Tia Sherèe Gaynor

Associate Professor of Political Science, University of Cincinnati-Main Campus
Chapter Member: Central Ohio SSN
Areas of Expertise:

Connect with Tia

(513) 556-3395

About Tia

Gaynor is Director of the Center for Truth, Racial Healing & Transformation and Taft Professor of Social Justice at the University of Cincinnati. Her research focuses on the unjust experiences that individuals at the intersection of race, gender identity, and sexual orientation have when interacting with systemic racism and social hierarchy in public administration.

Contributions | No Jargon Podcast | In the News | Publications

Contributions

The Unmet Challenge of Fighting Racially Discriminatory Practices in Local U.S. Law Enforcement Agencies

Basic Facts Brief,

No Jargon Podcast

Episode 92:
A Seat at the Table

In the News

"Racial Healing Requires Truth and Reconciliation," Tia Sherèe Gaynor (with Wendy Ellis and Laura Huerta), Opinion Column, The Columbus Dispatch, January 18, 2021.
Tia Sherèe Gaynor quoted on challenges that Cincinnati faces not being unique to just Cincinnati, but nationwide, motivating them to put together an event that uplifts the entire country by Lucy May, "Cincinnati’s National Day of Racial Healing Aims to Inspire Community to Take Action" Cincinnati WCPO, January 18, 2021.
"'Pose' Celebrates Stories the Rest of the World Ignores," Tia Sherèe Gaynor, Huffington Post, June 4, 2018.
"From Lemons to Lemonade: Lessons from Beyoncè," Tia Sherèe Gaynor, PA Times, September 2, 2016.
"A Consciously Complicit Public Administration," Tia Sherèe Gaynor, PA Times, August 5, 2016.
"When will PA Become the ‘New Black’?," Tia Sherèe Gaynor, PA Times, July 1, 2016.

Publications

"Segregated Spaces and Separated Races: The Relationship Between State-Sanctioned Violence, Place, and Black Identity" (with Seong C. Kang and Brian N. Williams). The Russell Sage Foundation Journal of the Social Sciences 7 (2021): 50-66.

Explores segregation and the social status of black people, focusing in particular on the ripple effects of Plessy v. Ferguson on policing in the United States.

Teaching The Wire: Frameworks, Theories, and Strategies for the Classroom (with Jocelyn De Vance Taliaferro) (McFarland Books, 2016).

Analyzes various approaches for using The Wire to bring the experiences of marginalized communities into the post-secondary classroom as means for examining critical social issues. The contributors cover a range of topics including leadership, sexuality, class, gender and race.

"Effective Citizen Participation in Environmental Issues: What Can Local Governments Learn?" (with Jyldyz Kasymova). State & Local Government Review 46, no. 2 (2014): 138.

Demonstrates three cases, each with a different approach to citizen participation in environmental issues.

"Vampires Suck: Parallel Narratives in the Marginalization of the Other" Theory & Praxis 36, no. 3 (2014): 348–373.

This article draws parallels between the narratives of vampires in the television show True Blood and the narratives of marginalized populations in the United States. Ultimately, this piece of research demonstrates how marginalized residents are treated like fictional vampires.

"Through ‘The Wire’: Training Culturally Competent Leaders for a New Era" Journal of Public Affairs Education 20, no. 3 (2014): 369-392.

Offers approaches to developing the cultural competency of public administration students by using the television show, The Wire, in core public administration courses.

"Building Democracy: Community Development Corporations’ Influence on Democratic Participation, the Case of Newark, NJ" Operant Subjectivity: The International Journal of Q Methodology 36, no. 2 (2013): 93-113.

Explores the perceptions community residents hold on Community Development Corporations ability to foster engagement with local government.