EDUCATIONAL LEADERSHIP AND POLICY
Access and Equity; Critical Policy Analysis; Diversity; Discourse analysis; Gender, Culture, and Equity; Higher Education; Race, Inequality, and Education; Racism and AntiBlackness; Mental Health; Mindfulness; Social Justice; Qualitative Research Methods; Quantitative Research Methods; Research Design; Wellness
Paris Wicker(she/her/hers) is an Assistant Professor of Educational Leadership at the University at Buffalo (Territory of the Seneca Nation). Her interdisciplinary research, informed by a decade of higher education experience in student affairs and college admissions, contributes to scholarship that explores the conditions and consequences of success and well-being in higher education, especially for Black and Indigenous students, faculty, and staff. Throughout her career, Paris's combination of counseling training, student affairs experiences, and research has been at the intersections of well-being, campus climate, anti-racist and race-conscious policy and practice, and organizational change towards equity and justice. She offers a combination of mixed and multi-methods research on relational, educational, and health-equity research on higher education to improve educational experiences and outcomes.
Paris especially enjoys using interviews, surveys, and social network analysis, with guidance from Critical and Indigenous frameworks such as Critical Race Theory, Social Network Theory, Relational Sociology of Education, and Relationality. While the problems within education are not new, her research offers innovative methodological and practical implications into the full extent of inequity in higher education. Paris leads with a renewed moral imperative to broaden the purpose, goal, and outcome of higher education to include well-being as not only a means to other notions of success, such as degree attainment, but also a worthy end goal in and of itself.
Her research has been supported by the Ford Foundation, Wisconsin Center for Educational Research (WCER), and the American Association of University Women (AAUW) , and published in the Review of Higher Education, the Journal of College Student Development, and the Journal of College Access
Another area of interest for Paris is incorporating contemplative and mindfulness-based equity research, policy, and practice within higher education. She began a formal meditation in 2018 and meditates daily through a Vipassana or insight tradition. Paris is progressing towards Mindfulness-Based Stress Reduction (MBSR) Teacher Training certification and facilitates a number of mindfulness and equity-based classes and workshops every year.