Sharrell Hassell-Goodman

Affiliate Faculty

First-generation college students, Black women in higher education, DEI pedagogy, anti-racist research approaches, social justice advocates in higher education, identity and leadership, and critical participatory action research, and anti-racist/ decolonial research methods

Dr. Sharrell Hassell-Goodman is the Assistant Dean for Student Engagement and Belonging in the Office of the Dean of Students at New York University. She earned her Ph.D. in Higher Education from George Mason University with a concentration in Women and Gender Studies and Social Justice, along with a certificate in qualitative research.

Sharrell began teaching courses in the School of Integrative Studies at George Mason in 2015 as a graduate student, and previously served as a student affairs professional in sorority and fraternity life, residence life, and academic advising. Before her transition into higher education, she taught middle school students in inner-city charter schools in Dayton and Cincinnati, Ohio.

Her research and professional practice center on creating inclusive, equitable environments in education. She is a member of a research collective focused on shifting research practices to be more inclusive, less oppressive, and explicitly anti-racist and decolonial. Her scholarly interests include first-generation college students, Black women in higher education, DEI pedagogy, social justice leadership, and critical participatory action research. Her dissertation, First-Generation Women of the African Diaspora Collective: Finding fullness through (re)membering, was an endarkened feminist participatory action research project amplifying the voices and experiences of marginalized student populations.

Dr. Hassell-Goodman is excited to join the Higher Education Program at George Mason University as affiliate faculty, where she looks forward to supporting graduate students and advancing research that connects scholarship, practice, and social justice.

Selected Publications

Yamanaka, A., & Hassell-Goodman, S. (2025). Deconstructions of colonialism in global leadership education. In L. Guo-Brennan, M. Guajardo, K. Arar, & M. Guo-Brennan (Eds.), Global leadership for equity and inclusion in education: Geopolitical issues, diverse perspectives, and critical praxis (1st ed.). Routledge. https://doi.org/10.4324/9781003611189

Hassell-Goodman, S., McDole, A., Rigaud, S., McCarty-Harris, Y., Clifton, J., Said, R., & Mhonda, R.D. (2024). Chapter 4: First-Generation Women of the African Diaspora: Endarkened Feminist Critical Participatory Inquiry Project. In. M. Call-Cummings, M. Hauber-Özer, G. Dazzo. The Routledge International Handbook of Critical Participatory Inquiry in Transnational Research Contexts.

Hassell-Goodman, S., Yamanaka, A., Athanasiou, J., & Arminio, J. (2024). Students encouraging other students' learning: Leadership shared metacognition in practice. New Directions for Student Leadership, 2024(181), 69–78. https://doi.org/10.1002/yd.20634

Call-Cummings, M., Hassell-Goodman, S., Best, A. L., Castillo, M., Espinoza-Villejo, S., Moore, K., Moore, A., Revell, M., & Romero, A. (2024). Decolonizing Relationality: Reflections From the Summer Institute in Anti-Racist and Decolonizing Research Methods. Cultural Studies ↔ Critical Methodologies, 25(3), 194-203.

Hassell-Goodman, S., Yamanaka, A., Pender, K. & Kikhia, N. (2024). “Me! I am Leadership!”: Leadership evolutions and disruptions of systemic oppression by Black, Indigenous, and Women of Color. In T. Teig, B. Devies, & R. Shetty (Eds.), Rooted and radiant: Women’s narratives of leadership. Information Age Publishing. [Book Chapter].

Irwin, L. N., Reynolds., D. J., Bitton, A. L., Hassell-Goodman, S., Teig, T., & Tapia-Fuselier, N. (2023). Insights from a critical inquiry in leadership scholarship. In S. R. Komives & J. E. Owen (Eds.), A research agenda for learning and developing leadership in higher education. Edward Elgar Publishing. [Book Chapter].

Bitton, A. L., Devies, B., Hassell-Goodman, S., Shetty, R., & Owen J. E. (2023). Exploring the utility, limitations, and possibilities of the Leadership Identity Development (LID) Model. New Directions for Student Leadership (178), 119-128.

Call-Cummings, M., Hassell-Goodman, S., Dazzo, G. Scicli, E., Sultana, K., Elfaki, M., Clyde, A., Beardsley, L., Hauber-Özer, M. (2022). The “Impact” of YPAR: In their own words. Educational Action Research.

Arminio, J., Yamanka, A., Hassell-Goodman, S., Athanasiou, J., Hess, R. (2022). The need for more alliances in advocating for, with, and to others in higher education. Journal of Diversity in Higher Education.

Arminio, J., Yamanka, A., Athanasiou, J., Hassell-Goodman, S., Hess, R., Quiles, B. (2021). Archetypes of advocates. Journal of College and Character.

Hauber-Özer, M., Call-Cummings, M., Hassell-Goodman, S., Chan, E. (2021). Counter-Storytelling: Toward a critical race praxis for participatory action research. International Journal of Qualitative Studies in Education (TQSE).

Beatty, C., Irwin, L., Owen, J., Tapia-Fuselier, N., Guthrie, K., Cohen-Derr, E., Hassell-Goodman, S., Rocco, M., Yamanaka, A. (2020). A call for centering social identities: Priority 1 of the national leadership education research agenda 2020-2025. Journal of Leadership Studies (14)3:39-44.

Owen, J., Hassell-Goodman, S., & Yamanaka, A. (2017). Culturally-relevant leadership learning: Identity, capacity, and efficacy. Journal of Leadership Studies. 11(3):48-54.

Courses Taught

INTS 436: Social Justice in Education

INTS 203: Introduction to Social Science Research: Inquiry for Action Facilitating Change

INTS 202: Public Speaking and Critical Thinking Skills

INTS 101: Narratives of Identity

Education

Ph.D. Higher Education, Concentration Women and Gender Studies and Social Justice, George Mason University - Fairfax, Virginia

M.S. College Student Personnel, Miami University - Oxford, Ohio

M.Ed. Educational Leadership and Curriculum Development, Miami University - Oxford, Ohio

B.S. Elementary Education, Miami University - Oxford, Ohio