is a Professor of Child and Adolescent Studies at California State University, Fullerton. His university work currently involves reducing equity gaps in retention and graduation rates through the creation and assessment of evidence-based, equity-minded pedagogical programs for faculty. He formerly served as a Faculty Fellow of Student Success and Associate Dean of Student Success, and recently completed two terms as a member of the Advisory Board of the California State University’s Student Success Network. He chairs his university’s Assessment and Educational Effectiveness Committee and is Vice-Chair of the Institutional Review Board.

s a professor of counseling and the director of the Center for Boys and Men at California State University-Fullerton. Dr. Englar-Carlson’s scholarship focuses on training helping professionals to work more effectively with boys and men across the full range of human diversity. He is the co-developer of the of Positive Psychology Positive Masculinities model that examines a prosocial and strength-based approach of understanding men. As a clinician, he has worked children, adults, and families in school, community, and university mental health settings.

is Associate Professor in the Department of Educational Studies at Swarthmore College, and Chair of the Black Studies Program. He is also a sociologist of education, and his research to date has employed interdisciplinary frameworks to examine two interrelated strands of inquiry: (1) race, boyhood, and education, and (2) identity, culture, and school reform. For the last eight years, his scholarship has been situated within learning environments that largely serve Black students from neighborhoods with concentrated poverty, particularly single-sex schools for boys of color. His forthcoming book with Harvard Education Press is entitled, (Re)Imagining Black Boyhood: Portraits of Middle School Success, and he also recently co-edited the Routledge Handbook on Boyhood in the United States.

is an Associate Professor at Oregon Health & Science University where he practices as a child and adolescent psychologist and teaches. He completed his doctoral training at Clark University and a fellowship at the Yale University Child Study Center. Dr. Reigeluth’s research explores the psychological implications of masculine gender socialization for boys, and his book, “The Masculinity Workbook for Teens: Discover What Being a Guy Means to You” comes out November of 2022. He previously served on the faculty at Pacific University and directed the Masculinities and Mental Health Research Group. Dr. Reigeluth’s clinical interests include boys and men’s mental health, crisis response and trauma, and Acceptance and Commitment Therapy. Learn more at Chris Reigeluth and OSHU.

is a faculty member at the Pullias Center for Higher Education in the Rossier School of Education at the University of Southern California. He is an expert on boys and men of color, gang-involved populations in the educational pipeline, and the high school-to-college transition. His research has been published in competitive academic journals, including the Community College Review, Journal of College Student Development, Teachers College Record, Urban Review, Urban Education, and other outlets. He is a 2022 National Academy of Education/Spencer Foundation Postdoctoral Fellow for his research on former/inactive gang members who have earned college degrees. He was also awarded the Early Career Award from the Association for the Study of Higher Education in 2022. He earned his PhD in Education from UCLA

is the Executive Director of the Foundation for Positive Masculinity in Melbourne, Australia. Holding a PhD in Medical Education from the University of Melbourne, he also serves as an honorary post-doctoral fellow. Dr. Swann's career spans government and independent contexts, leading initiatives in education, wellbeing programs and evidence-informed practices. As an internationally published academic and reviewer, he authored "The Seven Stories for Boys' Wellbeing" and hosts the Understanding Boys podcast. Dr. Swann founded Identity Theatre in 2002, an award-winning non-profit, conducting allied health workshops for men and creativity.

is a Licensed Marriage and Family Therapist and Licensed Professional Clinical Counselor who provides services for children, adolescents, and young adults. Maddy has a niche for providing gender-informed psychotherapy for young males and has experience supporting young males in a range of settings including community mental health, school settings, and residential settings. Maddy serves as a Clinical Supervisor and the Director for a group of multidisciplinary mental health clinics in Southern California. Maddy is involved in a range of leadership, advocacy, and service roles for organizations supporting young males at the national, regional, and county levels. Maddy is also currently completing a Ph.D. in Counseling at Oregon State University where she is conducting her dissertation research on the intersection of mental health, masculinity, and technology in male youth.

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is a high school English teacher with over 20 years of experience in diverse educational settings, including U.S. public schools and international schools in American Samoa, Egypt, and Cambodia. She currently lives and teaches in Budapest, Hungary. A dedicated advocate for all students, Dr. Weggelaar’s scholarship has focused on the critical role of authentic, caring relationships in engaging boys in secondary classrooms. She holds an Ed.D. in Educational Leadership from Portland State University in Portland, Oregon, where she also taught pre-service educators in the Graduate Teacher Education Program. She has been co-developing resources with task force co-chair Dr. Christopher Reigeluth to support schools in fostering more inclusive and effective learning environments for boys.