THANDI SULÉ

Dr. V. Thandi Sulé is a Professor of Higher Education and the Coordinator of the Masters in Higher Education Program at Oakland University. As a critical race feminist hip-hop scholar, her work focuses on educational equity issues, including retention, sense of belonging and intercultural competencies. Specifically, her work has examined how underrepresented students and faculty contribute to teaching and learning environments on college campuses. Her work is published in several journals including the Journal of College Student Development, The Journal of Higher Education, Equity and Excellence in Education, Educational Policy, and the International Journal of Qualitative Studies in Education.

Courses Taught

• Higher Education and Educational Equity
• Administering the College
• Introduction to Higher Education
• Student Services Administration
• Current Issues in Higher Education
• Capstone Internship in Higher Education
• Qualitative Data Analysis 

Professional Interests

• Social equity
• Popular Culture
• Arts Activism
• Critical theory and pedagogy
• Qualitative methods
• International higher education

Selected Publications

Sulé, V. T., Williams, T., & Cade, M. (2018). Community, love and culture: Pedagogical insights for Black students in White spaces. International Journal of Qualitative Studies in Education, 31(10), 895-910. doi:10.1080/09518398.2018.1519202

Sule, V. T., Winkle-Wagner, R., & Maramba, D. C. (2018). Analyzing policy critically: Using critical race theory to analyze college admissions policy discourse. In R. Winkle-Wagner, J. Lee-Johnson, & A. N. Gaskew (Eds.), Critical Theory and Qualitative Data Analysis in Education (pp. 193-203). New York, NY: Routledge.

Sulé, V. T., Winkle-Wagner, R., & Maramba, D. C. (2017). Who Deserves a Seat?: Colorblind public opinion of college admissions Policy. Equity & Excellence in Education, 50(2), 196-208.

Sulé, V. T. (2016). Hip-Hop is the healer: Sense of belonging and diversity among hip-hop collegians. Journal of College Student Development, 57(2), 181-196.

Sulé, V. T. (2016). Three spaces of exclusion: The 21st century high school integration of that girl. In P. C. Gorski, R. M. Salcedo, & J. Landsman (Eds.), Talking back and looking forward: Poetry and prose for social justice in education (pp. 117-120). New York, NY: Rowman and Littlefield Publishing Group.

Sulé, V. T. (2015). White privilege? The intersection of hip-hop and whiteness as a catalyst for cross-racial interaction among White males. Equity & Excellence in Education, 48(2), 212-226.

Maramba, D., Sulé, V. T., & Wagner, R. W. (2015). What discourse on the Texas Top Ten Percent Plan says about accountability for diversity. Journal of Higher Education, 86(5), 751-776.

McCallum, C., & Sulé, V. T. (2014). Deconstructing mentorship in graduate education. In P. P. Felder & E. S. John (Eds.), Supporting graduate students in the 21st century--Implications for policy and practice (Vol. 27, pp. 81-107). New York, NY: AMS Press.

Sulé, V. T. (2014). Enact, discard and transform: A critical race feminist perspective on professional socialization among tenured Black female faculty. International Journal of Qualitative Studies in Education, 27(4), 432-453.

Sulé, V. T. (2013). Intellectual activism: The praxis of Dr. Anna Julia Cooper as a blueprint for equity-based pedagogy. Feminist Teacher 23(3), 211-229)

Winkle-Wagner, R., Sulé, V. T., & Maramba, D. C. (2012). When race disappears: College admissions policy discourse in the state of Texas. Educational Policy, 28(4), 516-546.

Sulé, V. T. (2011). Their rightful place: Diversity narratives, women of color agency and transformation of the academy . In. G. Jean-Marie & B. Lloyd-Jones (Eds.), Women of Color in Higher Education: Turbulent Past, Promising Future. United Kingdom: Emerald Group Publishing

Sulé, V. T. (2011). Restructuring the master’s tools: Black Female and Latina Faculty navigating and contributing in classrooms through oppositional positions. Equity & Excellence in Education, 44(2), 169-187. 

Sulé, V. T. (2011). How race matters: Race as an instrument for institutional transformation, a study of tenured Black female faculty. In P. Pasque & S.      E. Nicholson (Eds.), Women in higher education and student affairs: Research and practice from feminist perspectives, Washington, DC: ACPA.

Sulé, V. T. (2009). Professional socialization, politicized raced and gendered experience, and Black female graduate students. In V. B. Bush, C. G. Muhammad & M. B. Walpole (Eds.), From Diplomas to doctorates: The success of Black women in higher education and its implications for equal educational opportunities for all. Sterling, VA: Stylus Publishing.

Sulé, V. T. (2009). Black female faculty: Role definition, critical enactments and contributions to predominately White research institutions. Journal about Women in Higher Education, 2, 91-112.

Grants

• URC Research Grant: $10,000
• ACPA Foundation Grant: $2,000
• AERA Education Research Service Project Grant: $4,400