Stephanie Sanders | Gerald R. Ford School of Public Policy
Stephanie Sanders
Download Image
Core faculty

Stephanie Sanders

Diversity, Equity, and Inclusion Officer; Lecturer
[email protected]

Stephanie Sanders is a lecturer and diversity, equity, and inclusion officer at the Ford School. Her research focuses on the experiences of students transitioning from urban environments to rural, predominantly white college settings, with a particular emphasis on access and equity in education. Sanders' publications have appeared in respected academic and professional outlets, including Higher Education Today, The Journal of School Leadership, and works published by The Ohio State University Press. Her contributions span topics such as inclusive classrooms, communication training, and the intersection of gender and representation in media.

An experienced educator and administrator, Sanders has contributed to initiatives that support student success and broaden educational pathways, particularly for underserved communities. She has held leadership roles at Ohio University and at Old Dominion University, where she developed and supported the implementation of programs to enhance access and student development.

Sanders earned her doctorate in curriculum and instruction from Ohio University and holds both master's and bachelor's degrees in speech-language-hearing science from the University of Central Arkansas.

Recent publications

  • Sanders, S. (2024). Telling ain't training. In S. Camara & R.L. Jackson II (Eds.), Communication training and development: Exploring the cutting edge. (3rd ed, pp. 107-117). Kendall Hunt Publishing.

  • Sanders, S. (2022). Misty Knight: Dialogue with a Black Pearl in the Ivory Tower. In B. Carr & M. Carstarphen (Eds.), Gendered defenders: Contextualizing Marvel’s superheroines in feminist and transmedia spaces (pp. 121-134). The Ohio State University Press.

  • Sanders, S. (2020). Towards an inclusive classroom environment. Higher Education Today.

  • Sanders, S. (2018). Telling ain't training. In S. Camara, M. Orbe, K. Sidney, L. Gilinets, & K. Beasley (Eds.), Communication training and development: Exploring the creative edge. (2nd edition, pp. 11-21). Kendall Hunt Publishing Company.

  • Sanders, S. (2017). Mapping the margins: Urban pathways to higher education. In R. Nata (Ed.), Progress in Education Volume 44 (pp. 91-126). Nova Science Publishers.

  • Sanders, S. (2016). Interprofessional collaboration and its impact on “climate change.” American Journal of Health Research, 4(2), 4-17.

  • Sanders, S., & Orbe, M. (2016). TIPs to maximize meaningful professional development opportunities: A case study in theoretically-grounded diversity education. In J. Scott & J. Sim (Eds.), Developing workforce diversity programs, curriculum, and degrees in higher education (pp. 235-257). IGI Global.

  • Sanders, S. (2014). The Need for a multicultural education stimulus package: From colonialism to Obama. In F. Godwyll, P. Ojiambo, & P. Bedu-Addo (Eds.), Perspectives on empowering education (pp.53-68). Nova Science Publishers.

  • Ward-Randolph, A., & Sanders, S. (2011). In search of excellence in education: The political, academic, and curricular leadership of Ethel T. Overby. Journal of School Leadership, 21(4), 521-547.