BCNY TEAM

Vidal Annan Jr., a clinical psychologist, serves as the Senior Director of the Center for Mental Health Care and Resources and Georgia Institute of Technology. Annan received his Ph.D. from Rutgers University in 2000 with a focus on cognitive processing and experimental psychology. After graduating, he worked for three years at the Rutgers University Center for Cognitive Science, researching visual perception and attention topics. Upon receiving his clinical license, Annan worked in several mental health and wellness areas, including K-12 schools and universities, youth development programs, hospitals, mental health consulting, and private practice. Prior to Georgia Tech, Vidal was the Director of Counseling and Alcohol and Other Drug Services at Kean University in Union, New Jersey.

bianca_baldridge@gse.harvard.edu

Bianca J. Baldridge, Ph.D is a Sociologist of Education who studies the socio-political context of community-based youth work and afterschool education. Bianca’s research critically examines the confluence of race, class, and gender, and its impact on educational reforms that shape community-based spaces that engage Black and Latinx youth. She explores the organizational and pedagogical practices employed by youth workers/community-based educators amidst neoliberal education restructuring. Her book, with Stanford University Press, Reclaiming Community: Race and the Uncertain Future of Youth Work, examines how market-based education reforms, with its emphasis on privatization and accountability, undermines Black community-based organizations’ efforts to support comprehensive youth development opportunities. As a National Academy of Education/Spencer Foundation Postdoctoral Fellow, Bianca’s current research studies how racial discourse shapes community-based spaces that engage Black youth in predominantly white cities that espouse a liberal and progressive ethos. Bianca’s research has been published in the American Educational Research Journal, Review of Research in Education, Teachers College Record, Contemporary Sociology, and Race, Ethnicity, and Education. Bianca’s experiences as a community-based youth worker in domestic and international contexts continue to inform her research in profound ways.

David L. Bell, MD, MPH (he, him, his) is a professor in the Department of Pediatrics (College of Physicians & Surgeons) and in the Heilbrunn Department of Population and Family Health (Mailman School of Public Health) at Columbia University Medical Center. Since 1999, Dr. Bell has been medical director of the Young Men’s Clinic delivering primary care to adolescent and young adult males and advocating for the right of young men to have access to high quality and respectful services which includes attention to their sexual and reproductive health.

He is currently the President of the Society of Adolescent Health and Medicine. He also served on Mayor de Blasio’s Sexual Health Education Task Force. He is on the boards of the Partnership for Male Youth and Promundo Global.

Judy Y. Chu, Ed.D. (she, her, hers) is a researcher and educator whose work highlights boys’ relational strengths and aims to support boys’ healthy development by fostering essential connections to themselves and to other people. She is the author of When Boys Become BOYS, which focuses on early childhood, and co-editor of Adolescent Boys: Exploring Diverse Cultures of Boyhood. She taught a course on Boys’ Psychosocial Development at Stanford University for over 20 years and developed curricula for The Representation Project’s film, The Mask You Live In. She has had the honor and pleasure of serving in advisory roles for the APA Task Force on Supporting Boys in Schools, Boys’ Club of New York, Build Up Boys, Equimundo, kNEWjoy, Movember, Next Gen Men, Roots of Empathy, The Foundation for Positive Masculinity, The Partnership for Male Youth, and The Representation Project.

Dr. Crystal Clarke is a social psychologist, organizational strategist, and the founder of The Higher Ground Project, a social impact initiative and consulting practice dedicated to helping individuals, organizations, and communities build healthier cultures and systems. 

She has extensive experience guiding change initiatives across nonprofit, philanthropic, and educational settings, supporting leaders and teams in strengthening culture, aligning systems with values, and building organizational capacity. Her work focuses on leadership transformation, organizational development, and community engagement, helping organizations navigate transition, repair relational breakdowns, and create resilient, high-performing teams and systems. 

 Dr. Clarke addresses the systemic and relational factors that contribute to burnout, disengagement, and misalignment. Her approach blends systems thinking, reflective practice, and equity-driven strategies to foster healthier ways of working and relating. She has collaborated closely with youth-serving institutions to design programs that promote youth development, collective well-being, and stronger relationships between organizations and the communities they serve. 

In addition to her applied work, Dr. Clarke has served as a professor, engaging students in research and critical thinking on human connection, polarization, and public health. Across all of her work, she is committed to creating more humanizing, effective, and connected organizations and communities. 

Dr. Clarke holds a Ph.D. in Social Psychology from New York University. Her interdisciplinary approach integrates psychological insight with organizational strategy to support thoughtful, human-centered transformation. 

Tao Leigh Goffe (she/her/hers) is a London-born, Black British writer, theorist, and interdisciplinary artist who grew up between the UK and New York. Specializing in colonial histories of race, climate, and sound technology, Dr. Goffe is writing a book called AFTER EDEN on how the climate crisis is a racial crisis (Doubleday and Hamish Hamilton (Penguin UK)). She lives and works in Manhattan. Her work explores Black diasporic intellectual histories, political, and ecological life. She is a member of NEW INC, an incubator for art and technology led by the New Museum in New York City. She studied English literature at Princeton University before pursuing a PhD at Yale University.

Dr. Goffe’s research and curatorial work is rooted in literatures and theories of labor that center Black feminist engagements with Indigeneity and Asian diasporic racial formations. Much of her artistic and sound design practice examines the bedrock of colonial histories.  Tao has provided screenwriting consultation for screenplays, TV show development, and has been an expert legal witness on histories of Black and Asian race relations for court cases. Her life story was featured as the subject of an episode of Hulu’s Your Attention Please, Initiative 29, a television show that celebrates Black creatives and futures on the 29th of each month.

Committed to building intellectual communities beyond institutions, she is the founder of the Dark Laboratory, an engine for the study of race, technology, and ecology through digital storytelling (virtual reality (VR) augmented reality (AR) (XR)). Dr. Goffe is also the Executive Director of the Afro-Asia Group, an organization that centers the intersections of African and Asian diasporas, futurity, and solidarities.

An avid home cook, she gives lectures on food histories at museums and has led corporate cooking demos. From aubergine curry to jerk snapper to vegan Jamaican patties, her recipes have been published in various collections and cookbooks. Tao documents her cooking experimentation on ‘Gastropoetics of Tao’ her Instagram account @taoleighgoffe. She tweets @taoleighgoffe.  taoleigh@gmail.com 

Dr. Saed Deryck Hill, Ph.D. is a Counseling Psychologist, Independent Consultant, and the Harm Reduction and Community Support Specialist for Yale University where he specializes in the promotion of pro-social masculinities and alternative resolutions as a means of violence prevention and response. He provides trainings, 1on1 coaching, and strategic consulting on the topic of expansive and restrictive masculinities and has also been featured on several podcasts and other forms of media addressing the broad topics of domestic and global prevention, divesting from the Manosphere, and how advancing technology like Artificial Intelligence (AI) is influencing men and boys online. Dr. Hill works with national organizations, school districts, higher education institutions, nonprofits, and other communities to train staff, facilitate workshops, design curricula, and promote bystander intervention. Dr. Hill also advised the White House Task Force to Address Online Harassment and Abuse, served as the Director of Prevention & Masculine Engagement at Northwestern University for six years, and is the current President-Elect for the American Psychological Association’s Society for the Psychological Study of Men and Masculinities. Dr. Hill earned his Ph.D. from The University of Missouri-Kansas City and completed his Doctoral Internship at the University of North Carolina at Chapel Hill. In his spare time, he enjoys psychoanalyzing trashy reality TV, obsessing about fantasy football, kayaking, and attempting (sometimes successfully) to cook his mother’s best Guyanese food recipes.

Christopher S. Reigeluth, Ph.D. is a professor, author, and licensed clinical psychologist with expertise in boys and men’s mental health, masculine gender socialization, and child and adolescent psychology and therapy. He currently serves as an Associate Professor in the Division of Clinical Psychology at Oregon Health & Science University. Below is some additional information on background, training, and interests.  Dr. Reigeluth completed his doctoral training at Clark University including a two-year fellowship at the Yale University Child Study Center. Throughout graduate school and his career, Dr. Reigeluth’s clinical training and academic interests have included boys and men’s mental health and understanding ways that dominant messages about “manhood” can influence well-being. An additional area of specialization is adolescent masculinities and treatment engagement.

Dr. Reigeluth’s research explores adolescent boys, masculine gender socialization, and psychological well-being. For five years, he directed the Masculinities and Mental Health Research Group at Pacific University. His publications include peer-review journal articles and book chapters, along with The Masculinity Workbook for Teens: Discover What Being a Guy Means to You. Dr. Reigeluth’s current academic pursuits focus on school-based gender education and awareness-building programs for teen boys and teachers, along with treatment engagement interventions. He co-developed and is piloting a school-based Acceptance and Commitment Therapy (ACT) group for teens with anxiety. See Publications for more information.

Dr. Reigeluth is licensed in the state of Oregon (No. 2939). As a clinical psychologist, his primary orientation and therapeutic modality is Acceptance and Commitment Therapy (ACT), a third wave cognitive behavioral therapy. Along with boys and men’s mental health, Dr. Reigeluth’s clinical expertise includes child and adolescent trauma, anxiety and other stress-related conditions. He has worked extensively with individuals, families and groups. Dr. Reigeluth provides therapy and supervises doctoral students and medical fellows at the Oregon Health & Science University – Child and Adolescent Outpatient Clinic.  reigelut@ohsu.edu 

Carlos Santos, Ph.D (he, him, his) is Assistant Professor of Social Welfare at UCLA Luskin School of Public Affairs. He received his PhD in Developmental Psychology from New York University. His research draws on diverse disciplines, theories and methods to better understand how oppressions (e.g., racism, heterosexism, etc.) overlap to create unique conditions for individuals; conditions that are shaped by the contexts one occupies, with implications for one’s development and well-being. He is interested in how individuals cope with these overlapping stressors through attitudes associated with membership in different social groups (e.g., having pride in one’s ethnic-racial and/or sexual identity group), and positions one occupies (e.g., being undocumented), and whether such coping attenuate or amplify the negative consequences of overlapping oppressions on mental health, educational outcomes, and civic engagement. His research is concerned with questions such as: How are racist and heterosexist events uniquely and jointly related to mental health among queer Latinx youth? Does having pride in being Latinx and/or queer buffer or amplify these effects? Ultimately, the aim is to translate this research into practical intervention.

Dr. Santos has authored nearly 30 peer reviewed publications and co-edited one book: Studying Ethnic Identity: Methodological and Conceptual Approaches Across Disciplines with Adriana Umaña-Taylor. He has also co-edited a peer reviewed journal section on the applications of intersectionality to the helping professions published in the Journal of Counseling Psychology, and he co-edited a special issue on the integration of an intersectionality lens in developmental science published in New Directions for Child and Adolescent Development.

Dr. Adriana Villavicencio is an assistant professor of Educational Leadership and Policy Studies at New York University. Her research is focused on K-12 educational policy and practice that deepen or disrupt inequities for students who are typically marginalized because of race, ethnicity, and immigration status. Specifically, she uses mixed-methods designs and community-engaged approaches to study the implementation and impact of models and interventions that aim to meet the needs of historically marginalized students, while highlighting the voices and experiences of educators, families, and students. She is the author of the award-winning book, Am I My Brother’s Keeper: Educational Opportunities and Outcomes for Black and Brown Boys (Harvard Education Press) and a recipient of the 2025 Jack A. Culbertson Early Career Award from UCEA. She began her career in education as a middle and high school English teacher in Brooklyn, New York; Oakland, California; and Bangalore, India. She earned her Ph.D. in Educational Leadership and Policy Studies from NYU Steinhardt; an M.A. in English Education from Teachers College, Columbia University; and a B.A. in English from Columbia University.

José Luis Vilson, Ph.D. Candidate (he, him, his) is a veteran educator, writer, speaker, and activist in New York City, NY. He has spoken about education, math, and race for a number of organizations and publications, including the New York Times, The Guardian, TED, El Diario / La Prensa and The Atlantic. He’s a National Board Certified teacher, a Math for America Master Teacher, and the executive director of EduColor, an organization dedicated to race and social justice issues in education. He is currently a doctoral student studying sociology and education at Teachers College, Columbia University. He is now on the board of directors for the National Board of Professional Teaching Standards and PowerMyLearning.

He is the author of This Is Not A Test: A New Narrative on Race, Class, and Education.