Mahala Dyer Stewart is a visiting assistant professor at Hamilton College. Her research is focused on race, gender, and class inequalities in families and schools. Her work appears in Sociology of Race & Ethnicity, The Family Journal and Sociology Compass. She earned her doctorate degree in Sociology and her Graduate Certificate in Advanced Feminist Studies from Women, Gender and Sexuality Studies, both from the University of Massachusetts, Amherst.
Her book, Strategic Schooling: How Race, Gender and Class Shape Families’ Schooling Decisions, is forthcoming at New York University Press. The research compares the logics of Black and white mothers’ schooling choices, some of whom teach their children at home, and some send their children to public schools. Across school type, women’s narratives reflect the intensive work they do to navigate schooling options, while the meaning and experience of this work is shaped by race and their class advantage.
In an ongoing collaborative project, Stewart explores how the coronavirus pandemic has impacted families’ schooling decisions and how these decisions are shaped by gender, social class and race. The project is designed to support students in gaining research and publication experience.
Stewart is also engaged in a number of teaching and learning projects. This includes a co-authored book, The Gender Project, which is currently under contract with Oxford University Press and integrates intersectional, masculinities, transgender and global scholarship throughout the text. She is also the co-editor of the anthology, Gendered Lives, Sexual Beings (Sage Publications). The reader provides instructors with important classical and cutting-edge pieces for teaching gender and sexuality in the 21st century classroom, while the complementary website offers the most up-to-date media materials to supplement the readings. She is also co-editor of the reader, Frameworks of Inequality(Cognella Academic Publishing). The collection offers an innovative framework for teaching social inequality, while taking an intersectional approach.