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Board of Advisors

140 David Bell David L. Bell
Assistant Clinical Professor, Population and Family Health
Assistant Clinical Professor of Pediatrics, College of Physicians and Surgeons, Columbia University

David L. Bell is Assistant Clinical Professor of Population and Family Health and Assistant Clinical Professor of Pediatrics, College of Physicians and Surgeons, Columbia University. He is an adolescent medicine physician who works primarily with ages 12-24 and is the medical director of the Young Men's Clinic and the School-Based Clinic Program. He provides direct patient care for adolescent and young adult males and females within the Young Men's Clinic and the Family Planning Clinic. Dr. Bell is currently on the board of directors for the Guttmacher Institute. He has consulted for the federal Office of Family Planning, and assisted with trainings on male health with Federal OFP Regions I, II, IV and VI, as well as with Engender Health (formerly AVSC). He has appeared on MTV, BET, and CBS, promoting male health issues. Dr. Bell completed a three-year adolescent medicine specialty fellowship at the University of California, San Francisco School of Medicine.

Jermane Bond, Ph.D.
Health Policy Institute, Joint Center for Political and Economic Studies
Washington, DC
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Dr. Jermaine Bond is currently a Research Associate in the Health Policy Institute at the Joint Center for Political and Economic Studies.  His research interests include paternal involvement in pregnancy outcomes, men"s preconception health and care, preterm birth, infant mortality, and men"s reproductive health.

With funding from the Office of Minority Health in the Department of Health and Human Services, Dr. Bond recently formed and currently directs the Commission on Paternal Involvement in Pregnancy Outcomes, (a transdisciplinary working group of social scientist and public health professionals) to raise awareness for the importance of paternal involvement in pregnancy and family health by reframing debates, informing research, policy and practice to support greater involvement of expectant fathers in pregnancy.  

Dr. Bond is also Vice President of the Board of Directors at the Family Health and Birth Center in the District of Columbia, a member of the American College of Epidemiology and has been recently appointed to serve on the Editorial Board of the American Journal of Public Health.

Alison A. Carr Chellman
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Alison A. Carr Chellman is currently the head of the Learning and Performance Systems department in the College of Education at the Pennsylvania State University. Her current research and teaching includes work with games in schools, both educational and commercial/entertainment.  She is currently interested in the attitudes of teachers and parents toward gaming in the classroom and has a TED talk on the topic of using games to re-engage boys in their own schooling.  She has published more than 100 refereed journal articles, books, book chapters and manuscripts around issues associated with systemic change and emancipation.  She serves on the editorial board for *Educational Technology Research and Development.  *Her most recent book, *Instructional Design for Teachers* from Routledge publishers helps to improve classroom practice with systematic approaches to the creation of new curriculum and instruction.  She is currently working on a book called *Bring Back the Boys: Gaming to Re-engage our Boys in Schools* and plans to have it published in 2012.  She is currently serving on the Commission to create a White House Council on Boys to Men.

More information can be found at her website: https://ed.psu.edu/lps/ldt/research/ali-carr-chellman.
Her recent TED talk can be found at:http://www.ted.com/talks/ali_carr_chellman_gaming_to_re_engage_boys_in_learning.html

Lamont A. Flowers, Ph.D.
Eugene T. Moore School of
Education at Clemson University
Clemson, SC
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Lamont A. Flowers is the Distinguished Professor of Educational Leadership in the Department of Leadership, Counselor Education, Human and Organizational Development and the Executive Director of the Charles H. Houston Center for the Study of the Black Experience in Education in the Eugene T. Moore School of Education at Clemson University.  

Dr. Flowers received a Bachelor of Science degree in Accounting from Virginia Commonwealth University. He received a Master of Arts degree in Social Studies Education as well as a Doctorate in Higher Education from the University of Iowa. Dr. Flowers also received a Master of Industrial Statistics degree from the University of South Carolina. 

Dr. Flowers has authored several scholarly publications pertaining to the educational experiences and outcomes of African Americans from pre-kindergarten through college, diversity issues in education, as well as organizational and leadership issues in education.

David Geary David C. Geary, Ph.D.
Curators' Professor
Thomas Jefferson Professor Department of Psychological Sciences
University of Missouri

Dr. David C. Geary received a B.S. in psychology from Santa Clara University, an M.S. in child clinical/school psychology from California State University, and an M.A. and Ph.D. in developmental psychology from the University of California, Riverside. Upon completion of his Ph.D. in 1986, he held faculty positions at the University of Texas at El Paso and the University of Missouri, first at the Rolla campus and then in Columbia. Dr. Geary served as chair of his department from 2002 to 2005 and as the University of Missouri"s Middlebush Professor of Psychological Sciences from 2000 to 2003.

He is currently a Curators" and Thomas Jefferson Professor. He has published nearly 200 articles, commentaries, and chapters across a wide range of topics, including three sole-authored books; Children's mathematical development, Male, female: The evolution of human sex differences (now in second edition, 2010), and The origin of mind: Evolution of brain, cognition, and general intelligence as well as one co-authored book, Sex differences: Summarizing more than a century of scientific research. He served as a member of the President"s National (U.S.) Mathematics Advisory Panel and Chaired the Learning Processes subcommittee, is a recipient of a MERIT award from the National Institutes of Health, and was appointed by President G. W. Bush to the National Board of Directors for the Institute for Education Sciences. His research includes directing the Missouri Longitudinal Study of Mathematical Development and Disability, funded by NIH; studying the relation between circulating hormones and competition in men and women; and, studying the effects of prenatal exposure to endocrine disruptors (by-products of industrial chemicals) on spatial cognition and male-male aggression in mice.

Miles Groth Miles Groth, Ph.D.
Professor, Department of Psychology, Wagner College
Staten Island, New York This email address is being protected from spambots. You need JavaScript enabled to view it.

Dr. Groth is full professor in the Department of Psychology at Wagner College, Staten Island, New York. He chaired his department for six years and for seven years directed the college"s Honors Program. Dr. Groth studied at Franklin and Marshall College, Duquesne University and Fordham University, where he completed his PhD. He trained as a psychoanalyst in New York and has been in private practice since 1977. Dr. Groth is the author of three books and co-editor of another volume, chapters in nine books, twenty-four articles and forty-eight book reviews in twenty different peer-reviewed journals. He has contributed occasional pieces to newsletters and newspapers, entries in two encyclopedias, and has served as a consultant for publications and international policy-making organizations on boys" and men"s health. He edited two journals, International Journal of Men"s Health and Thymos: Journal of Boyhood Studies, which he founded. He co-founded the website www.boyhoodstudies.com. Dr. Groth has lectured residents in psychiatry on integrating psychodynamic psychotherapy with traditional inpatient treatment. He has written invited papers for presentation in Australia, Canada, England, Italy and Lithuania, as well as at ten colleges and universities in the United States. His current areas of scholarly interest are the psychology of boyhood, existential psychotherapy, and continental philosophy. He resides in New York and may be reached at This email address is being protected from spambots. You need JavaScript enabled to view it..

Michael Gurian Michael Gurian, Ph.D.
Spokane, Washington

Michael Gurian is a family therapist and the New York Times bestselling author of twenty five books, including The Wonder of Boys, The Minds of Boys, Boys and Girls Learn Differently!, The Wonder of Girls, and Leadership and the Sexes.  Over the last two decades, he has advocated for boy- and girl-friendly research in the public dialogue, providing books and articles, school visits, public forums, conference keynotes, district wide trainings, and media outreach.  He is co-founder of the Gurian Institute, a training organization that helps teachers and other professionals improve their effectiveness with both genders.  The Gurian Institute has been featured in various media for its success in helping close achievement gaps in diverse school settings.  Michael is married to Gail Reid-Gurian, who is also a family therapist, and they are the parents of two daughters.  To learn more about Michael's work, please visit www.michaelgurian.com and www.gurianinstitute.com.  

Jame'l R. Hodges, Ed.D. 
Association of Public and
Land-grant Universities
Washington, DC
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Dr. Jame'l Hodges received his Bachelor of Arts degree in English with a minor in Mass Communication from Virginia State University and his Masters of Science degree from Florida State University in Higher Education Administration. For three years he worked in the Division of Student Affairs at the University of Georgia prior to accepting the position of Coordinator of Greek Life and Education in 2005 at Cal Poly Pomona followed by a promotion as the Coordinator of Residential Education and Leadership in 2007. Obtaining his Doctorate of Education from the University of Southern California"s Rossier School of Education, he is passionate about the access, retention and graduation rates of males of color through the pipeline of higher education.  

Dr. Hodges is well versed in presenting leadership programs and workshops at local, national and regional conferences. He has worked as a facilitator with Harbor Institute & co presented with Warmack and Associates.  He served as the Director of Multicultural Affairs at Lehigh University and is an active member of Alpha Phi Alpha Fraternity, Inc.  On July 1, 2011 he began working as the Staff Associate for the Office for Access and the Advancement of Public Black Universities at the Association for Public &Land-grant Universities where he provides advice and support to the Vice President for OAAPBU on programmatic efforts such as the Minority Male STEM Initiative, as well as planning, managing and coordinating special projects/initiatives and meetings sponsored by OAAPBU. He also manages the development, design and delivery of all routine communication with Councils, Commissions, and boards supported by the office, to include the Commission on Access, Diversity and Excellence, the Council of 1890 Universities, and the OAAPBU Advisory Board. 

Under his leadership, his students have won regional and national awards and scholarships. He was named Rookie of the Year within the Division of Student Affairs at Cal Poly Pomona, and was a recipient of the Amelia Hammond Staff Council Scholarship in 2009.

Michael Kimmel
University Distinguished Professor of Sociology at SUNY Stony Brook

Michael Kimmel is University Distinguished Professor of Sociology at SUNY Stony Brook. He is the author or editor of more than 20 books on men and masculinities, including GUYLAND: THE PERILOUS WORLD WHERE BOYS BECOME MEN, and MANHOOD IN AMERICA; A CULTURAL HISTORY. Among the founders of the academic subfield of Masculinity Studies, he is the co-editor of the ENCYCLOPDEDIA OF MEN AND MASCULINITIES, and the HANDBOOK ON STUDIES OF MEN AND MASCULINITIES. He is the founder and Editor of MEN AND MASCULINITIES, the field's scholarly journal. Dr. Kimmel has lectured at more than 350 colleges and universities, and consults regularly with corporations and governments about engaging men in campaigns promoting gender equality.

Robert Kodama Robert Kodama
Encino, CA

Robert Kodama has been an administrator at Crespi Carmelite High School for the past 7 years and has been working at the all-boys high school for the past 16 years. He has worked with the Gurian Institute as a certified trainer for the past 4 years. He has trained multiple schools throughout the country. Worked with pre-schools, grade schools, middle schools, and high schools on how boys and girls learn differently. He was recently the Keynote Speaker at Pierce College (Woodland Hills) for the early childhood development program. He has presented on multiple other topics at the Gurian Summer Institute.

Robert teaches a course called "Becoming a Man" that he presented at the Gurian Institute. It is a course dedicated to the development of adolescent boys into men. In this course he talks about the important qualities of manhood and explore the issues that men face in our society today. Through the use of multiple different books, they use movies, songs, and lectures to connect their material together. He is also the director of K-sports Soccer camps and head soccer coach at Crespi Carmelite High School and has been coaching high school and club soccer (boys and girls) for the past 21 years.

Tom Mortenson Tom Mortenson
Higher Education Policy
Analyst Postsecondary Education OPPORTUNITY - Oskaloosa, IA
Senior Scholar, The Pell Institute
for the Study of Opportunity in 
Higher Education - Washington, DC

Thomas Mortenson is a Senior Scholar at The Pell Institute for the Study of Opportunity in Higher Education in Washington, DC., and an independent higher education policy analyst living in Oskaloosa, Iowa.

Tom's policy research focuses on opportunity for postsecondary education and training and the ways public policy fosters or impedes access to that opportunity.  He has special concern for populations that are under-represented in higher education. He has been employed in policy research and budget analysis roles for the University of Minnesota, Illinois Board of Higher Education, Illinois State Scholarship Commission, and the American College Testing Program.

Currently Tom is editor and publisher of Postsecondary Education OPPORTUNITY, a monthly research letter devoted to analysis and reporting on the demographics, sociology, history, politics and economics of educational opportunity after high school.  He provides consulting services on higher educational opportunity policy to state and national organizations, and makes presentations on educational opportunity throughout the country and in Europe.

Stephanie Moyers Stephanie Moyers, Ph.D.
Collins, Colorado
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Dr. Stephanie Moyers is Founder and President of Ties to Literacy, LLC, an educational consulting practice focused on the learning needs of boys.  Dr. Moyers provides educators with research-based strategies and resources for understanding and actively engaging boys in literacy and learning.  Dr. Moyers received a B.S. in Elementary Education from Boston University, a M.A. in Language, Reading, and Culture from The University of Arizona, and a Ph.D. in Educational Leadership, Renewal and Change from Colorado State University.  Dr. Moyers has experience as an elementary teacher, a K-8 Spanish teacher, and a teacher educator at the college level having taught both undergraduate and graduate level courses.  Currently, Dr. Moyers has an interest in how teacher attitudes impact the learning experience for boys in early childhood and elementary classrooms, and how to engage parents as advocates for the learning needs of their sons in school.

Marty Nemko Marty Nemko, Ph.D.
San Francisco, California

Dr. Nemko holds a Ph.D. in educational psychology from the University of California, Berkeley and subsequently taught there. He is the author of six books and over 600+ published articles, including many on boys and men's issues.  They are archived on www.martynemko.com.

William Pollack William Pollack, Ph.D.
Founder/President Centers for Men & Boys Senior Consultant, Mental Health Of Men, Young Men & Boys
Cambridge Health Alliance
Faculty, MGH-McLean Psychiatry Residency Program

William S. Pollack, Ph.D. is the Director of the Centers for Men and Young Men and the Director of Continuing Education (Psychology) at McLean Hospital; and is Assistant Clinical Professor (Psychology) in the Department of Psychiatry at Harvard Medical School. He is the Past President of the Massachusetts Psychological Association, a member the Boston Psychoanalytic Society, a Diplomate in Clinical Psychology (ABPP, Board Certified), and a Founding Member and Fellow of The Society for the Psychological Study of Men and Masculinity, a division of the American Psychological Association. An internationally recognized authority on boys and men, Dr. Pollack is Founder & Director of the REAL BOYS®Educational Programs. He has served on the U.S. Presidential initiative, The National Campaign Against Youth Violence and is a consultant to The United States Secret Service, including its collaborative Safe Schools Initiative with the U.S. Department of Education.

His newest work, Real Boys Workbook (Random House/Villard, 2001), just released, has been seen as "the definitive guide to understanding and interacting with boys of all ages". His nationally Best-selling book, Real Boys' Voices (Random House, 2000/paperback, Penguin, 2001) revealed the wide range of the "secret emotional lives" of America"s young males, including the survivors of Columbine to the "boys next door"—from their fears of violence and the scourge of bullying and the "Boy Code". His earlier, New York Times bestseller, Real Boys--Rescuing Our Sons From The Myths Of Boyhood [Random House, 1998/ paperback Holt/Owl, 1999] is based upon Dr. Pollack's groundbreaking research project--Listening to Boys" Voices--on the inner emotional experiences of boys and has already had profound impact upon how we raise, teach and relate to our boys.

Dr. Pollack is also the co-author of a current book redefining the psychology of men and male/female relationships, entitled: In A Time of Fallen Heroes: The Re-Creation of Masculinity(Simon & Schuster); and Co-Editor of a comprehensive volume addressing boys" and men's roles in work, family, love and health, entitled: A New Psychology of Men (Basic Books), as well as a recent book redefining psychological treatment for males: New Psychotherapy for Men (Wiley).

Dr. Pollack resides in Newton, Massachusetts with his family, where he also maintains a private practice in psychotherapy, psychoanalysis, organizational consultation (as a principal in the psychological consulting firm Spectrum, O.E.D., Inc.) and consultation in violence prevention as a founder and Director of The National Violence Prevention and Study Center.

Maria Elena Reyes Maria Elena Reyes, Ph.D.
Professor, Department of Curriculum & Instruction College of Education
The University of Texas Pan American

Dr. Maria Elena Reyes is a third generation, Mexican American who was born in Eagle Pass, located along the Texas-Mexico border, and was raised in San Antonio, Texas, where she attended public school. Her father, Jorge V. Reyes, was a WW II veteran who worked at Kelly Field Air Force Base for over 30 years; her mother was a homemaker.

As a first generation college graduate, Dr. Reyes attended the University of Texas at Austin during the mid 60's, where she participated in the Civil Rights and Anti-War Movement while a student at the University. After this, she worked to unionize Mexican and Mexican American agricultural workers in the Rio Grande Valley in Texas for Cesar Chavez's United Farm Workers' Union in McAllen, Texas.

For ten years, Dr. Reyes worked as a high school English teacher for the Eagle Pass School District. During this period, she earned a master"s degree in secondary education, and in 1991, she obtained her doctorate in Curriculum and Instruction at The University of Texas in Austin. After obtaining her doctorate, Maria developed and implemented the highly regarded University of Texas at Austin Hispanic Mother-Daughter Program, a successful educational intervention program that targeted potential first generation college graduates (grades 8-12) and their families. The program had an academic focus on science, mathematics and technology; in 1995, Dr. Reyes received a National Hispanic Achievement Award for her work with Latino families.

Dr. Reyes went to the University of Alaska Fairbanks (UAF) in summer of 1996, first heading the University of Alaska Fairbanks Teachers For Alaska Secondary Licensure Program, then working as a member of the graduate faculty. From 1998-2001, she was the founder and faculty advisor to the first Latino college group in Alaska, the UAF Latina/o Culture Club. Her work at UAF included serving as PI to Alaska"s a PT3 Project, developing distance delivered course work and workshops for primarily Alaska Native rural residents, conducting research on the educational accountability movement in the U. S., and conducting research on the educational disengagement of males at the secondary and post secondary levels.

In spring of 2003, Maria became the first Latina to be tenured at UAF and, in 2006, she became a founding board member of The Boys Project an organization that supports the social and educational development of boys throughout the educational pipeline. In summer of 2006, Dr. Reyes accepted a position at the University of Texas Pan American where she continues her work on equity issues in education including on-going research on Latino immigrant students at the secondary and post secondary levels. In 2010, she worked as a consultant and Race to the Top reviewer for the U.S. DOE, experiences.

Leonard Sax Leonard Sax, MD Ph.D.
Exton, Pennsylvania

Dr. Sax is the founder and executive director of the National Association for Single Sex Public Education. His first book, Why Gender Matters: what parents and teachers need to know about the emerging science of sex differences was published in hardcover by Doubleday (2005) and in an expanded softcover edition by Random House (2006). His second book, Boys Adrift: The five factors driving the growing epidemic of unmotivated boys, was published by Basic Books in 2007; an expanded softcover edition was published in January 2009. His third book, Girls on the Edge: the four factors driving the new crisis for girls, will be published by Basic Books in April 2010.

Sax graduated Phi Beta Kappa from the Massachusetts Institute of Technology (MIT) in 1980 with a bachelor's degree in biology. He completed the combined M.D.-Ph.D. program at the University of Pennsylvania in 1986. His Ph.D. was in psychology. He completed the 3-year residency in family practice at Lancaster General Hospital (Lancaster, Pennsylvania) in 1989. In 1990, he founded Poolesville Family Practice, a primary care practice in Montgomery County, Maryland. He retired from medical practice in the spring of 2008 in order to be "a better husband and a better father, and also in order to have more time to visit schools, to learn more about gender differences, to lead professional development workshops.  More information about Dr. Sax is available on his personal web page.

Scott Steinbrecher Scott Steinbrecher
Denver, Colorado

Scott Steinbrecher has served in several capacities in public schools in Colorado: teacher, substitute teacher and coach. His public policy work included stints at the National Conference of State Legislatures and the University of Colorado Denver, where he edited several Resource Guides for families and individuals with disabilities. He also has served as an Adjunct Faculty member at the School of Public Affairs, teaching the American Public Service Environment course for International students and with Colorado Technical University Online. He has extensive volunteer experience with the University of Colorado System and with community and civic organizations.

Sandra Stotsky Sandra Stotsky
Professor of Education Reform
University of Arkansas

Sandra Stotsky is Professor of Education Reform at the University of Arkansas and holds the 21st Century Chair in Teacher Quality.   She served on the Validation Committee for the Common Core State Systemic Initiative (2009-2010) and on the National Mathematics Advisory Panel  (2006-2008), co-authoring its final report: Foundations for Success: Final Report of the National Mathematics Advisory Panel.  From 2004 to 2006, she was a Research Scholar in the School of Education at Northeastern University.  From 1984 to 2000, she was a research associate at the Harvard Graduate School of Education affiliated with the Philosophy of Education Research Center (PERC).  From 1991-1997, she served as editor of Research in the Teaching of English, the research journal sponsored by the National Council of Teachers of English. 

She is editor of What's at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and author of Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). Her publications address many areas and disciplines in education.    She served on the Steering Committee for the National Assessment of Educational Progress (NAEP) reading assessment framework for 2009. She received a B.A. degree with distinction from the University of Michigan and a doctorate in reading research and reading education with distinction from the Harvard Graduate School of Education.

Ken Wallace Ken Wallace, Ph.D.
Park Ridge, Illinois
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Dr. Ken Wallace received a B.S. is English and Journalism Education and an M.S. in Education from the University of Southern Indiana, an Educational Specialist (Ed. S) Degree and a Ph. D in Educational Leadership and Foundations from Indiana State University. A past Indiana Collegiate Press Association Award winner and a Hoosier Scholar, he is the Superintendent for Maine Township High School District 207 in Park Ridge, Illinois. His dissertation, The Differences in Language Arts Performance Between Male and Female Students in American Public Schools, focused on what is universally acknowledged to be the largest academic performance gap between boys and girls in American public schools.

Ken leads workshops in Illinois and the Midwest teaching school administrators and teachers about basic physiological and biological differences between boys and girls that impact teaching and learning in the class room. His work is informed by recent neurological discoveries in brain science that are helping us better understand how language ability develops within humans. A former high school principal, English and computer Science teacher  as well as a wrestling coach, Ken is the Past President of the North Suburban Educational Region for Vocational Education (NSERVE), a founding board member of the national Boys" Project, a member of the Oakton Community College Council of Industry and Academic Advisors.

Peter West Peter West Ph.D.
Sydney, Australia
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Dr Peter West has worked for many years as university lecturer, teacher and consultant. He has been an advocate for boys and pioneered some of the work identifying boys' underachievement. He has contributed to several enquiries on boys' learning and on men in teaching at State and Federal level in Australia. He is author of Fathers, Sons and Lovers (Finch, 1996) and What is the Matter with Boys? (Choice Books, 2002).