Biography
Francesca A. Williamson, PhD (she/her), is an interdisciplinary scholar and qualitative methodologist, and her work engages the fields of Black Studies, STEM and medical education, ethnomethodology, and health equity and justice research. Broadly, her work interrogates how educational, healthcare, and research practices reproduce and subvert (de)humanizing systems. Methodologically, she examines philosophical, theoretical, analytical, and practical issues related to using real-time face-to-face and technology-mediated interactional data to inform equity work. She collaborates with patients, caregivers, learners, health teams, and social researchers to explore how learning health systems might advance liberatory and humanizing ways of interacting, healing, and worldmaking together.
Areas of Interest
Research and scholarly interests:
Black and intersectional theories, methodologies, and praxes; learning health systems for equity and justice; interactional and multimodal data and research; community-engaged research and learning; patient/client and caregiver experiences in social and health care settings; patient-provider communication and interactions; equity and justice-centered learning in STEM and medical education.
Subject-matter expertise:
Discourse analysis; disciplinary, graduate, and professional socialization; ethnomethodology/conversation analysis; qualitative methodologies and methods; STEM and medical education
Other professional highlights
Health Systems Science Scholar, American Medical Association
Editorial Board: Teaching and Learning in Medicine
Published Articles or Reviews
Williamson FA, Sharp SN, Hills GD, Dilly CK, Nabhan ZM. Leveraging Resident-As-Teacher training for health equity education: A transformative approach. Teaching and Learning in Medicine. 2022:1-8. doi:10.1080/10401334.2022.2147529
Williamson FA, Overby KM. Breaking bread with storyworlding methodology: Black feminist/womanist commentary on unearthing communal lifeworlds. International Journal of Qualitative Studies in Education. 2022;35(10):1113-1128. doi:10.1080/09518398.2022.2061742
Wilkins‐Yel KG, Williamson FA, Priddie C, Cross Francis D, Gallimore S, Davis‐Randolph JL. A site of radical possibilities: Examining how a multigenerational counterspace promoted STEM persistence among undergraduate Women of Color. Journal of Research in Science Teaching. 2023;60(2):268-303. doi:10.1002/tea.21798
Full list of Publications:
