Photo of Sherria Taylor smiling

Sherria D. Taylor

( She/Her/Hers )
Associate Professor
Faculty Advisor

Dr. Sherria D. Taylor is an Associate Professor at San Francisco State University. She earned her doctoral degree in 2013 from Loma Linda University in Family Studies with a concentration in Systems-Organizational Consultation. Her dissertation was titled: A Family Resilience Model of Behavioral Health for Low-Income, Ethnic Minority Families. She has been involved in research funded by HUD and the Family Process Institute related to family resilience and family support services among low-income families. As the former Executive Director and current Director of Program Development and Evaluation for the nonprofit agency Access for Community & Cultural Education Programs & Trainings (ACCEPT) in Reno, Nevada, she has been successful in securing over 1.5 million dollars in grant funding for community programming. Dr. Taylor and colleagues have produced peer-reviewed publications and reports that seek to change the odds stacked against BIPOC communities rather than asking BIPOC communities to beat them. Her research interests include family, community, and cultural resilience and survivance through a lens of Indigenous and Womanist theories, mental health, compassionate inquiry as substance abuse prevention, family life education, social justice pedagogy, and the buffering effects of spirituality.

Educational Background

B.A. Psychology, Oral Roberts University

M.A. Marriage & Family Counseling/ Community Counseling, University of Nevada, Reno

Ph.D. Family Studies, Loma Linda University

Selected Publications

Veri, M., Taylor, S., Eliason, M., Bolter, N., & Olphen, J. (2022). “I can’t unsee what I’ve seen:” Doing Social Justice Pedagogy in the research methods classroom. Teaching in Higher Education: Critical Perspectives, Advance online publication.

Bolter, N., Taylor, S., Gomez, D. (Graduate Student), Eliason, M., Olphen, J., Veri, M., & Hermoso, J. (2021). Transforming undergraduate research methods courses using the Social Justice Pedagogy Plus Model: A Pre-post analysis. Journal on Excellence in College Teaching, 32(1), 47-66.

Love, M.B., Kased, R. A., Malik, S. M., Taylor, S., Legion, V., Graterol, C., Shada, A., Previde, P., & Wirth, P. (2021). Achieving Equity: An Evaluation of a Multi-Component, Lower Division Student Success Program. Journal of Educational Research and Practice, 11(1), 64-80.

Taylor, S., Stahl, M. (Graduate Student) & Distelberg, B. (2021). The Spiritual Perspective Scale-Family Version (SPS-FV): A Tool for Assessing Perceptions of Spirituality Within Families. Journal of Family & Consumer Sciences, 113(2), 50-61.

Taylor, S., Veri, M., Eliason, M., Hermoso, J., Bolter, N., & Olphen, J. (2019). The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy. Journal Committed to Social Change on Race and Ethnicity (JCSCORE)), 5 (2), 132-166.

Taylor, S. & Distelberg, B. (2016). Predicting behavioral health outcomes among low-income families: Testing a socioecological model of family resilience determinants. Journal of Child and Family Studies, 25 (9), 2797-2807.

Taylor, S. (2015). Value of community: A key to preserving our sense of community. Journal of Family & Consumer Sciences, 107(2), 15-17. Distelberg, B. & Taylor, S. (2013). The roles of social support and family resilience in accessing healthcare and employment resource among families living in traditional public housing communities. Journal of Child and Family Social Work. doi:10.1111/cfs.12098.