My Reflexivity
As a qualitative researcher, my paradigm is both critical and constructivist. My axiology is transformative—to expose uneven power relationships and dismantle historical relations associated with hegemonic ideologies. I also seek transformation of social situations that sustain institutional and systemic racism and sexism. I believe it is the systems that sustain oppression that need transforming, not the individuals experiencing their oppression.
Ontologically, I presume stratified social constructions are historically, culturally, politically, and economically shaped, and people can rectify injustices of this stratified society, if brought into consciousness. I also find realities emerge through co-construction, and people do not discover knowledge, rather they construct realities through dialogue and interaction. Epistemologically, I acknowledge my involvement as a researcher helps me to construct the specific reality I seek to understand.
Ongoing Research
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Sharp, S., Umoye, A., Smith, T., et al. (Accepted.) Black Lives Matter: Medical students analyze connections between statements on racial incidents and LCME standards. Journal of Best Practices for Health Professions Diversity.
Sharp, S., Hixson, A., & Sánchez, B. (Under Review). Latinas in medicine: A narrative review. Academic Medicine.
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Sharp, S., Hixson, A., & Priddie, C. (Ongoing). Examining Black women medical students’ experiences with mistreatment.
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Published Research
Patton L D., Sanchez, B., Sharp, S. (2017). Racism, power, and place: A critical discourse analysis of online commentary associated with the establishment of culturally themed on-campus housing for black men. Journal of College and University Student Housing. 43(3), 28-41.
Tori, A., Sotto-Santiago, S., Sharp, S., & Mac, J. (2019). Defining student success in academic medicine. Journal of Medical Education. 17(3), 175-186.
Sharp, S. (2020). Applying Critical Theories to Social Media Mining and Analysis in (Ed. Qian, J., & Kennedy, E.) Advancing Educational Research with Emerging Technology. IGI Global.
Sharp, S. (2020). Mission Incomplete: A historical examination of Indiana University Bloomington’s student minority recruitment and retention programs. American Educational History Journal.
Sotto-Santiago, S., Sharp, S., Mac. J., Messmore, N., Haywood, A., Tyson, M., & Yi, V., (2021). Reclaiming the mission of academic medicine: An examination of institutional responses to (anti)racism. AEM Education and Training.
Patton, L. D., Copridge, K. & Sharp, S. (2021). Black women undergraduates’ reflections on the path to college: Naming and challenging structural divestments In Investing in the Educational Success of Black Women and Girls. Stylus Publishing.
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Sharp, S. (2022). Conversations among Black women graduate students: exploring social media self-expressions for the purpose of reclamation. International Journal of Qualitative Studies in Education.
Sharp, S., Hixson, A., and Williamson, F. (2022). Understanding the experiences of Black women medical students and residents in medicine: A narrative review. Frontiers in Public Health.
Williamson, F., Sharp, S., Hills, G., Dilly, C., and Nabhan, Z. (2022). Leveraging Resident-as-Teacher training for health equity education: A transformative approach. Teach Learn Med.
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Tucker Edmonds, B., Sharp, S., and Walker, V (2022). Mitigating misogynoir: Professionalism as a health equity strategy. Clinical Obstetrics and Gynecology.
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Sharp, S. (2022). Conversations among Black women graduate students: exploring social media self-expressions for the purpose of reclamation. International Journal of Qualitative Studies in Education.
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LePeau, L., Siberstein, S., Sharp, S., Manlove, J., & Miller, D. (2022) Validation of the term ‘cultural community’ on the culturally engagement campus environments survey. Education Sciences Special Issue.