J. Cherie Strachan, Ph.D.
Associate Executive Director of Community Engagement, Office for Institutional Equity, Effectiveness and Success; and Professor of Political Science
BA, Murray State University (1992)
MA, The University of Akron (1994)
PhD, SUNY Albany (2000)
J. Cherie Strachan currently serves as Associate Executive Director of Community Engagement in the Office of Institutional Equity, Effectiveness and Success (IES).
Her political science research combines her interest in political participation, voluntary civic and political organizations, and political communication. Her recent work explores how the #MeToo movement affects women’s political ambition, the effects of partisan polarization and rudeness on political engagement, and the role of civility in a democratic society. Meanwhile, her applied pedagogy research focuses on facilitating student-led deliberative discussions sessions and on enhancing the political socialization that occurs within campus student organizations. These efforts have resulted in on-going work with civic-minded associations such as the Kettering Foundation, The National Institute for Civil Discourse, the American Association of State College and Universities’ American Democracy Project, and the Institute for Democracy in Higher Education,
Strachan actively participates in the American Political Science Association, currently serving on both the Committee on Organized Sections and the Political Science Education Section’s Executive Committee, as well as on a working group titled Rethinking the Political Science Undergraduate Major. She is Reviews Editor for APSA’s Journal of Political Science Education, as well as founder and co-director of a 200-member Consortium designed to help colleges and universities assess civic education efforts – in both campus-wide initiatives and in political science courses,
To address the need for intersectional civic engagement pedagogy, a position explained in her 2020 APSA-TLC keynote, Strachan recently co-authored the textbook Why Don’t Women Rule the World? with Sage-CQ. To address the intersectional experiences and needs of political science graduate students, she is currently co-editing the APSA resource, Strategies for Navigating Graduate School and Beyond.
Jenkins, Shannon, Poloni-Staudinger, Lori, and Strachan, J. Cherie. 2021. Linked Fate, #MeToo, and Political Participation. Politics, Groups, and Identities, published online April 5, 2021.
Castle, Jeremiah J. Jenkins, Jenkins, Ortbals, Candice D., Poloni-Staudinger, Lori and Strachan, J. Cherie. 2020. The Effect of the #MeToo Movement on Political Engagement and Ambition in 2018. Political Research Quarterly, 73:4, 926-941.
Strachan, J. Cherie & Bennion, Elizabeth A. 2016. Extending assessment beyond our own programs and campuses: The National Survey of Student Leaders and the Consortium for Inter-Campus SoTL Research. PS, Political Science & Politics 49:1:111-115
Ortbals, Candice, Strachan, J. Cherie, and Poloni-Staudinger, Lori. 2021. Stop training global political hobbyists! Teaching students how to be engaged global citizens through trans-national women’s activism. In Elizabeth C. Matto, Alison Rios Millett McCartney, Elizabeth A. Bennion, Alasdair Blair, Taiyi Sun, Dawn Whitehead, eds. Teaching civic engagement globally. Washington, DC: American Political Science Association.
Strachan, J. Cherie. 2021. Embedding feminist pedagogy in political science research design with reflections on critical theory and the social construction of reality. In Daniel J. Mallinson, Julia Marin Hellwege, and Eric D. Loepp, eds. Pedagogy through the research process. New York: Palgrave MacMillan.
Strachan, J. Cherie and Wolf, Michael R. 2019. Can civility and deliberation disrupt the deep roots of polarization? Attitudes toward Muslim Americans as evidence of hyperpolarized partisan worldviews. In Robert G. Boatright, Timothy J. Shaffer, Sarah Sobieraj, and Dannagal Goldthwaite Young, eds. A crisis of civility? Political discourse and its discontents. New York: Routledge.
Wolf, Michael R., Strachan, J. Cherie, and Shea, Daniel M. 2017. Lines in the sand: How Americans’ polarization results in unwillingness to accept compromise policy outcomes. In David K. Jesuit and Russell Allen Williams, eds. Public Policy, Governance, and Polarization, Making Governance Work. New York: Routledge.
Strachan, J. Cherie. 2017. Deliberative pedagogy’s feminist potential: Teaching our students to cultivate a more inclusive public sphere. In Elizabeth C. Matto, Alison Rios Millet McCartney, Bennion, Elizabeth, and Dick Simpson, eds. Teaching civic engagement: From student to active citizen, 2nd edition, Washington, D.C.: American Political Science Association. (Reprinted with permission from University of Michigan Press).
Strachan, J. Cherie. 2015. Student and civic engagement: Cultivating the skills, efficacy and identities that increase student involvement in learning and in public life, In John Ishiyama, Will Miller, and Eszter Simon, eds., Handbook of teaching and learning in political science and international relations. North Hampton, MA: Edward Elgar.