Shanna K. Kattari, PhD, MEd, CSE, ACS is an assistant professor at the University of Michigan School of Social Work, the Department of Women and Gender Studies (by courtesy), and Director of the [Sexuality|Relationships|Gender] Research Collective. A queer, White, Jewish, cisgender, disabled, chronically ill Femme, her practice and community background is as a board certified sexologist, certified sexuality educator, and social justice advocate. Dr. Kattari’s extant research focuses on understanding how power, privilege and oppression systematically marginalize, exclude, and discriminate against people regarding their identities/expressions through negative attitudes, policies reinforcing oppression, oppressive actions and isolation. Recently, she has focused on the health disparities among trans/NB communities, across physical and behavioral health, as well as working with the community through community based participatory research to better understand how the lack of inclusive providers has increased these disparities. She is also interested in examining sexuality in marginalized communities, particularly disabled adults and LGBTQIA2S+ individuals.
Dr. Kattari has been working in the fields of sexuality and social justice since receiving her Master’s of Education in Human Sexuality Education from Widener University. In her work as a sexuality educator and diversity/inclusivity consultant, she has worked with organizations such as The Colorado Department of Public Health Education, Arizona State University, the Mayo Clinic, and the American Medical Students Association’s sexual health scholars program to bring LGBTQIA and disability inclusivity to medicine, and with many colleges and universities to offer accessible sex education on campus. Additionally, she has several popular press books on the market, has written for several publications, and has been on the board of directors for several social justice organizations.
In her work, Dr. Kattari strongly values translational research that benefits the communities being researched, and strongly believes in making research accessible to not only academics but also to society at large. She is also committed to engaging, innovative education and pedagogy, multi-level mentorship models, and supporting individuals from a variety of marginalized identities in entering, navigating, and succeeding in the Academy.