Lissa Ramirez-Stapleton

Research Associate - Qualitative Specialist

Dr. Lissa D. Ramirez-Stapleton is an associate professor at California State University Northridge in the Department of Deaf Studies and core faculty for the Educational Leadership and Policy Studies program. Her research focuses on equity and access, identity development, and the educational history of Deaf students, faculty, and staff with a particular interest in the intersections of race, gender, and disability. She was a 2018-2019 Ford Foundation Postdoctoral Fellow and is a member of the University of Michigan Diversity Scholars Network. As a private consultant for over 15 years, she conducts training, workshops, and keynotes on issues of social justice, equity and diversity across the country. Lissa has been a Research Associate-Qualitative Specialist with Rankin & Associates Consulting for over seven years. She is professionally involved with the Association for the Study of Higher Education and active within the National Black Deaf Advocates organization. Lissa previously worked as a student affair professional and with Semester At Sea. Her desire to support Deaf college Students of Color, led Lissa to pursue her doctorate at Iowa State University. She graduated in 2014 with her Ph.D. in Education with an emphasis in Higher Education and Social Justice and a minor in Women's Studies. She earned her M.S.E. in College Student Personnel from the University of Dayton and B.S. in Social Work from Wright State University. 

She/ Her/Hers

Publications

Ramirez-Stapleton, L.D.& Duarte, D.* (2021). When you think you know: Restorative justice between a faculty member and a Deaf + student. New Directions in Student Services11-26https://doi: 10.1002/ss.20374

Stapleton, L.D. & Gillon, K.E. (2021). Audism and hearing privilege within higher education: A snapshot into the lives of diverse Deaf communities. In Hinton, K.G., Grim, V., Howard-Hamilton, M.F., Brown, O.G., & Davenport, M. Y. (2nd ed.), Unleashing suppressed voices on college campuses: Diversity issues in higher education (pp. 27-43). Peter Lang.

Johnson, S.G., Stapleton, L.D., & Berrett, B. (2020) Deaf community cultural wealth among community college students. Journal of Deaf Studies and Deaf Education25(4), 438-446, https://doi.org/10.1093/deafed/enaa016

Stapleton, L.D., & James, L.* (2020). Not another White study: Challenging color-evasiveness ideology in disability scholarship. Journal of Postsecondary Education and Disability, 33(3), 213-320.

Ramirez-Stapleton, L.D. & Torres, L. (Eds.). (2020). Special Issue on Disability justice, race & education. Journal Committed to Social Change on Race and Ethnicity. 6(1), 28-39. https://journals.shareok.org/jcscore/issue/view/11

Stapleton, L.D. & Nicolazzo, Z. (2019). Greek life reimagined: Deaf culture and mainstream Greek life. New Directions in Student Services, 165, 87-98. http://doi:10.1002/ss.20289.

Peña, E., Stapleton, L.D., Brown, K., Stygles, K.*, Broido, E., & Rankin, S. (2018). Scholarship and Assessment of Disability Experiences in Higher Education: Emerging perspectives.  College Student Affairs Journal, 36(2), 1-14.

Bhavsar, G.P., Grote, K.G., Galvan, M.C., Tyutina, S.V., Guan, S.A., Stapleton, L.D., & Knotts, G. (2018). Evaluation of first-year faculty learning communities on teaching effectiveness and scholarship: An exploratory study. Journal of Faculty Development, 32(2), 1-8.

Stapleton, L., & Croom, N.N. (in press 2017). Narratives of Black d/Deaf college alum: Reflections on intersecting microaggressions in college. Journal of Student Affairs Research and Practice, 54(1), 15-27.

Peña, E., Stapleton, L., &Schaffer, L. (2016). Critical disability student development Theory. New Directions of Student Affairs, 154, 85-96. doi:10.1002/ss.20177

Stapleton, L.D. (2016). Audism and racism: The hidden curriculum impacting Black d/Deaf college students in the classroom. The Negro Educational Review, 67(1-4), 149-168.

Gillon, K. & Stapleton, L.D. (2015). Your story ain’t got nothin to do with me? The experiences of Black female faculty who mentor White female students. Journal of Critical Scholarship on Higher Education and Student Affairs, 1(1), 35-49.

Stapleton, L.D. (2015). The disabled academy: The experiences of Deaf faculty at predominantly hearing institutions. Thought & Action, 31(2). Retrieved from http://www.nea.org/home/65438.htm

Stapleton, L.D. (2015). When being deaf is centered: d/Deaf students of color navigating Deaf and racial identity in college. Journal of College Student Development, 56(6), p. 570-586.

Eickman, J., Stapleton, L., Papazis, E., Jensen, M., & Firkins, C. (2015). Deaf studies community service: Jamaica crews 2008, 2009, 2010. Proceeding from Deaf Studies Today! Engaging Theory and Action, Orem, Utah: Utah Valley University.

Stapleton, L.D. (2011). Being good company for students’ spiritual journeys. Developments, 9(1), 1-2.