I am a sociologist who studies inequalities in information and knowledge and the implications of these inequalities for people's lives. My areas of focus are the sociology of knowledge and information, inequality, gender, science, and health. I use statistical and computational methods, as well as network analysis, paired with a methodological commitment to open science.
My dissertation looks at inequalities in knowledge. For all the talk about the rise of a knowledge economy or information society, it turns out that we know shockingly little about who knows what. My goal: To begin building out the field of knowledge inequality. In this research, I prove that differences in the amount of information that individuals have and their confidence in that knowledge are influenced by unequal social positions in our society across a wide variety of content domains. My comprehensive assessment of these data reveal dramatic, previously undocumented differences in factual knowledge.
Another important component of understanding who "owns" knowledge is understanding who takes the credit for the creation of new knowledge. With the support of a National Science Foundation Graduate Fellowship, I have studied gender inequalities in the academic workplace, using academic publishing as a case study. Together with with Carl Bergstrom, Jevin West, Shelley Correll, and Jennifer Jacquet, I collaborate on the Eigenfactor project to study the impact of gender on academic publishing. Our analysis of citation patterns in 1.5 million research articles has found that women academics are underrepresented in the prestige positions of first and sole author and significantly less likely to cite their own previous work. This line of research has been covered by Nature News, The Washington Post, The Times of London, and The Chronicle of Higher Education, promoting a public conversation about inequality and gender research.
I am an experienced educator, having developed and served as the sole instructor of two courses at Stanford, shadowed an experienced professor at San José State University, mentored an undergraduate research assistant, and worked as a teaching assistant. Through these experiences, I have developed teaching pedagogy centered around four core methods to help students develop a sociological way of thinking about the world: creating an inclusive classroom; engaging students; teaching students how knowledge is produced; and facilitating intellectual risk-taking. In recognition of my performance as a Teaching Assistant, I received the Centennial Teaching Award in 2016, a Stanford University honor that “recognizes Teaching Assistants with a record of outstanding contributions over time.”
Before returning to school, I worked as a research assistant with the Care Management Plus team in the Department of Medical Informatics at Oregon Health and Science University. Our research focused on clinical team structures and information technologies that support higher quality, lower cost health care for patients with chronic conditions. I also worked with the Oregon Health Information Technology Center to develop curricula and training materials for practitioners around new federal requirements. I hold a B.A. in Biology from Reed College, as well as a M.A. in Sociology from Stanford University.