Faculty and Staff Directory
Kelly, Bridget Turner
Dr. Bridget Turner Kelly is Associate Professor of Higher Education at Loyola University Chicago. Dr. Kelly’s scholarship is focused on marginalized populations in higher education; more specifically, she studies the experiences of students of color on predominantly White campuses, women and faculty of color at research universities, and how all students can become socially just educators. She has authored over 20 publications, including articles in peer-refereed journals of high national reputation, two articles have received over 100 citations each and two have been cited in AMICUS briefs for U.S. Supreme Court cases. Dr. Kelly has also presented numerous refereed papers at national conferences. She won Distinguished Faculty Award for Excellence in teaching from the School of Education at Loyola University Chicago in 2014, was named a 2013 Diamond Honoree for College Student Educators International (ACPA), awarded the NASPA IV-East Outstanding Contribution to Student Affairs through Teaching in 2011, recognized as an Emerging Scholar by ACPA in 2005, and received the Peggy R. Williams Emerging Professional Award in 2004 from the Office on Women in Higher Education, a division of the American Council on Education.
"I will continue to research under represented groups and ways higher education programs can influence the multicultural attitudes and interracial interactions of students and faculty. I will continue to teach courses where students are able to learn ideas and listen to experiences that dispel stereotypes and falsehoods. I will use the skills and knowledge that I acquire in my research and teaching to prepare students to face the increasing multicultural society and workforce we will inhabit in the next century."
- Ph.D., University of Maryland, College Park, MD
- M.A. University of Maryland, College Park, MD;
- B.S., University of Tennessee, Knoxville, TN
- Higher Education
- International Higher Education
- White women and women of color faculty members at research universities
- Preparing socially just college educators
- Equitable campus environments
Given this focus, I am drawn to the Critical Race Feminist (CRF) conceptual framework. CRF provides a way to highlight the mediating impacts of gender and race throughout women and people of color’s experiences in higher education. CRF avoids essentialism of experience and emphasizes that there is not one, solitary experience for faculty, women, and students of particular races and/or ethnicities. This framework situates my scholarship in a larger context for understanding university campus climate for racial diversity, gender equity, and preparing socially just educators.
Professional & Community Affiliations
- American College Personnel Association (ACPA)
- ACPA Mid-Level Management Institute Faculty Member
- ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners Taskforce Member
- Faculty Research and Scholarship Advisory Council Member
- Executive Director Search Committee Member
- Association for the Study of Higher Education (ASHE)
- Nominations Committee Member
- Research/scholarly paper Discussant at Annual Meeting
- National Association of Student Personnel Administrators (NASPA)
- Associate Editor for Media and Publications of the Journal of Student Affairs Research & Practice (JSARP)
- Emerging Faculty Leaders Selection Committee, Region IV-East
- Publicity, Promotions, Publications committee member, Annual Convention
- ELPS 429 Women in Higher Education
- ELPS 432 Multiculturalism for Social Justice in Higher Education
- ELPS 433 Student Development in Higher Education
- Distinguished Faculty Award for Excellence in Teaching, Loyola University Chicago, School of Education, 2014
- Diamond Honoree, awarded by the American College Personnel Association (ACPA) for distinguished teachers, administrators, researchers, writers and association leaders, 2013
- Outstanding Contribution to Student Affairs through Teaching, awarded by National Association of Student Personnel Administrators (NASPA) IV-East Region, 2011
- Gayles, J.G., Kelly, B.T., Grays, S., Zhang, J. & Porter, K. (2015). Difficult dialogues: Faculty experiences teaching diversity in graduate preparation programs. Journal of Student Affairs Research and Practice, 52(3), 300-312.
- Kelly, B.T. & McCann, K. (2014). Women faculty of color: Stories behind the statistics. The Urban Review, 46(4), 681-702. (10% acceptance rate)
- Kelly, B.T. & McCann, K. (2013). Women faculty of color: Success stories from the margins. Journal of the International Association for the Study of the Global Achievement Gap, 2013-2104 Special Issue: The Contemporary Global Glass Ceiling in the Academy, 1, 29-44.http://digitalcommons.georgiasouthern.edu/jiasgag/
- Kelly, B.T. & Fetridge, J. (2012). The role of students in the experience of women faculty on the tenure track. NASPA Journal About Women in Higher Education, 5(1), 22-45.
- Kelly, B.T. & Gaston-Gayles, J. (2011). Resistance to racial/ethnic dialogue in graduate preparation programs: Implications for multicultural competence. College Student Affairs Journal, 29(1), 77-87. (11-20% acceptance rate)