Johanna S. Quinn

Johanna S. Quinn is an Assistant Professor in the Department of Sociology and Anthropology at Fordham University. As a former New York City public school teacher, educational theories feature centrally in the three strands of her research, which seek to understand: 1) how race, gender, and class inequalities intersectionally shape school workplace experiences for school employees, 2) how individuals, groups, and organizations contribute to producing, reproducing, and challenging inequalities, and 3) how educational programs can best support youth thriving. Her work is collaborative, incorporating feminist and critical epistemologies and employs a wide range of methods, including ethnography, interviews, surveys, and textual analysis. Recent scholarship from her work appears in Gender, Work, and Organizations, Research in Human Development, Socius, and the Journal of Adolescent Research and has been supported by multiple fellowships and grants, including a Ford Foundation Fellowship, a National Academy of Education/Spencer Foundation Fellowship, an American Association of University Women Fellowship, and the William T. Grant Foundation.

B.A. in Psychology, Columbia University
M.S. in Education, Mercy College
M.S. in Sociology, University of Wisconsin-Madison
Ph.D. in Sociology, University of Wisconsin-Madison (2017)

Sociology of education, race & ethnicity, intersectionality, organizations occupations & work, youth

Gonalons-Pons, Pilar and Johanna S. Quinn. 2024. “Pandemic Pathways: The Pandemic's Employment Impacts on Paid and Unpaid Care of Children 0-11.” Socius.

Gonalons-Pons, Pilar, and Johanna S. Quinn. 2023 “Caring for Children and Economy: The Uneven Effects of the Pandemic on Childcare Workers, Primary School Teachers, and Unpaid Caregivers.” In From Crisis to Catastrophe: Care, COVID, and Pathways to Change, edited by M. Duffy, A. Armenia, and K. Price Glynn. Rutgers University Press.

Quinn, Johanna S., E. Danielle Roberts, Wei-lin Chen, Rachael Doubledee, Miriam R. Linver, and Jennifer Brown Urban. 2022. “Motivating Positive Youth Outcomes through Proximal, Relevant, and Attainable Inspirational Figures.” Journal of Adolescent Research

Tevington, Patricia, Lisa M. Chauveron, Jennifer Brown Urban, Lauren Gama, Monica Glina, Johanna Quinn, and Miriam R. Linver. 2020. “Emerging Evidence of Positive Youth Constructs and Purpose Development: Results from a Qualitative Approach.” The Journal of Early Adolescence 41(5):778–802.

Linver, Miriam R., Jennifer Brown Urban, Marisa MacDonnell, E. Danielle Roberts, Johanna Quinn, Satabdi Samtani, Rachael Doubledee, Lauren Gama, and Derek Morgan. 2018. “Mixed Methods in Youth Purpose: An Examination of Adolescent Self-Regulation and Purpose.” Research in Human Development 15(2):118–38.

Quinn, Johanna S., and Myra Marx Ferree. 2017. “Schools as Workplaces: Intersectional Regimes of Inequality.” Gender, Work & Organization 26(12):1806–15.

Introduction to Sociology
Sociological Theory
Gender, Race, and Class
Politics of Race, Class, and Gender in Higher Education
Social Problems of Race and Ethnicity