I’m a lot of things, and simply stating my professional activities before anything else seems odd. So, before entering that arena, let me introduce a broader picture of me. First, I’m married to the love of my life. Second, I’m enthusiastic about the great outdoors and spend every minute I can hiking, trail running, climbing, mountaineering, and simply enjoying nature with my wonderful partner and our dogs. I’m trying my hand at gardening, and hope to learn how to grow more of the food we eat; my partner provides the meat with her expert hunting, fishing, and butchery skills. Finally, I’m curious about a multitude of topics, including: culture, language, physics, computers (both hardware and software), philosophy, art, music, and board games.
My early life consisted of a turbulent yet enjoyable childhood punctuated by episodes of severe abuse, trauma, and general instability. I may write more about the details at a future date, but the abstract if you will, is that after another episode of violence from a recently acquired step-father, my mother declared that “he is here to stay” and that “I should make my choice.” Thus, at the ripe old age of 15, I walked out of my mother’s house with a bag slung over my shoulder containing a few personal belongings and the essentials bits of clothing needed for a Rocky Mountain winter. I never returned. Over the next few months I slept on the couch of a friend and eventually received an invitation from my half-sister to come stay with her and her growing family.
At nearly 22 years old I entered college and began what would turn out to be a rather long journey to satiate a thirst for knowledge I barely knew I had. The more I learned the more I wanted to know how we know what we consider knowledge. My curiosity led me around the world, through graduate school, and continues to guide my research today.
My personal experiences with abuse, instability, trauma, and their down-stream consequences, provide me with a unique perspective and drive to explore mechanisms that can potentially help reduce the long-term health consequences of disadvantage faced by individuals, and more importantly populations, with lower socioeconomic means and resources including those due to systemic racism. In short, while I have not experienced the typical love and support of family or the other social structures that many take for granted, I have, and do, benefit from the advantages of a system built for people like me (i.e. White, male, and heteronormative). My goal as a population scientist is to explore the empirical evidence surrounding these disparities and produce knowledge that can help elucidate the connections between human biology and the social world with the hope that these findings will form the basis of public policy and improve the lives of all people by lifting up the most disadvantaged among us.
Now to the professional picture: I’m a Postdoctoral Fellow at the Institute of Behavioral Science and Institute for Behavioral Genetics at the University of Colorado Boulder. My research interests are in social stratification, population health, inequality, advanced quantitative methodologies, and the integration of social science and omics research (mostly genomics at present, but I hope to expand to other omics data in future projects and as they become available).
Prior to coming to CU Boulder I received my Ph.D from the Sociology department at the University of North Carolina at Chapel Hill where I was also a pre-doctoral trainee at the Carolina Population Center. Before attending UNC, I worked as a statistical consultant at Brigham Young University where I earned both Undergraduate (economics) and Master’s (Sociology) degrees.
My dissertation leveraged a novel theoretical and methodological approach to studying gene-environment interactions (GxEs) in educational attainment, in which heritability estimates are used as reflexive measures of the social/institutional values and structures of a society. This approach melds traditional social stratification models of “status attainment” with sociogenomic data and methods to better understand the role of resource inequalities in early life on later life educational outcomes. One advantage of this approach is that it implicitly accounts for the dual inheritance (social and genetic) passed from parents to children. As part of this process I developed a set of polygenic scores (PGSs) for the National Longitudinal Study of Adolescent to Adult Health (Add Health) that are available to researchers with clearance to access the Add Health restricted data.
In other work, a few colleagues and I have a series of papers (1 2) focused on the origins and consequences of social stratification in educational outcomes based on resources such as social capital at home and at school.
Finally, I have a few papers that have recently come out, or are under review, that explore differences in the risk of dying young. There is arguably no more definitive outcome to study social stratification than death. Simply put, certain populations experience a higher risk of dying across the life-course than others and these patterns need to be understood if we as a society are to construct policies capable of reducing the gaps between the most and the least advantaged among us.