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Erin

McCauley

Ph.D. Student
Policy Analysis and Management

Biography

Erin McCauley is a doctoral candidate in the joint Sociology and Policy Analysis and Management program at Cornell University. She conducts research on the intergenerational consequences of incarceration for health and inequality, as well as the experience of incarceration for those with unique health needs. She employs a diverse set of methods in her research, ranging from semi-structured interviews to econometric analysis. Erin is currently pursuing research projects related the intergenerational effect of incarceration on sexual health and fertility and the risk of mortality by police for those with disabilities. She plans to graduate in spring of 2021. 

Prior to her arrival at Cornell, she earned her M.Ed. in Community Development and Action at Vanderbilt University. She completed several research projects in the pursuit of her master's degree, including her thesis entitled "Structure Versus Agency Analysis of the Process of Community Reentry for Previously Incarcerated Males with Child Support Obligations".  Erin's work at Vanderbilt focused on community engaged research, the process of community reentry, and the influence of incarceration on health and healthcare access for special populations (such as transgender adults, or incarcerated adults with serious mental illnesses).

Erin's research focuses on the intergenerational consequences of incarceration on health inequity and social stratification and the experience of justice involvement for those with unique health needs (such as LGBT individuals and those with disabilities). 

In addition to purusing independent research projects, Erin has been a graduate student researcher for the Bronfenbrenner Center for Translational Research in the National Data Archive for Child Abuse and Neglect since 2018. She does research using linked administrative data examining the intersection of the child welfare system and the criminal justice system for youth with disabilities, and leads trainings on how to conduct secondary data analysis with administrative data. 

McCauley, E. (In Press). The potential of college completion: How disability shapes labor market activity differentially by educational attainment and disability type. Journal of Disability Policy Studies.

 

Haskins, A., & McCauley, E. (2018). Casualties of context? Risk of cognitive, behavioral and physical health difficulties among children living in high-incarceration neighborhoods. Journal of Public Health, 27(2), 175-183.

 

McCauley, E., Eckstrand, K., Desta, B., Bouvier, B., Brockmann, B., & Brinkley-Rubinstein, L. (2018). Exploring healthcare experiences for incarcerated individuals who identify as transgender in a Southern jail. Transgender Health Journal, 3(1), 34-41.

 

Brinkley-Rubinstein, L., Zaller, N., Martino, S., Cloud, D. H., McCauley, E., Heise, A., & Seal, D. (2018). Criminal justice continuum for overdose prevention. Addictive Behaviors, 86, 104-110.

 

McCauley, E. (2017). The cumulative probability of arrest by age 28 years in the United States by disability status, race/ethnicity, and gender. American Journal of Public Health, 107(12), 1977-1981.

 

McCauley, E., & Samples, L. (2017). Navigating the disability determination process from the perspective of justice-involved adults with serious mental illnesses. Community Mental Health Journal, 53(8), 905-915.

 

McCauley, E., Brinkley-Rubinstein, L., & Ketterer, E. (2017). Institutionalization and Incarceration. In K. Eckstrand & J. Potter (Eds.), Trauma, resilience, and health promotion for LGBT patients: What every healthcare provider should know. New York City, NY: Springer Press.

 

Zach, G., McCauley, E., Shin, M. B., & Brown, S. R. (2017). Long-term subsidies and SSI/SSDI income: Creating health promoting contexts for families experiencing housing instability with disabilities. Disability and Health Journal, 11(2), 214-220.

Data Development Team, Ultimate Reentry Opportunity, Ithaca, NY, 2018 - Current. 

President, Graduate Students in Policy Analysis and Management, Cornell University, 2017-2018. 

Student Representative, Curriculum Committee for the HOD Department, Vanderbilt University, 2014-2015.

Executive Board, Peabody Graduate Student Association, Vanderbilt University, 2015-2016.

?First-Year Student Representative, Peabody Graduate Student Association, Vanderbilt University, 2015-2016.

Erin has long been involved in public engagement and has continued to do so in her time at Cornell University. Erin serves on the Data Develoment Team for Ultimate Reentry Opporunity, a local non-profit aimed at using collective impact strategies to reduce systemic barriers to reentry from incarceration by engaging those with institutional power and influence to create safeguards that prevent recidivism. Additionally, Erin served as the president of the Graduate Students of Policy Analysis and Management and as a mentor for graduate students. 

I believe students learn best when challenged to understand concepts within the context of the classroom and then apply that knowledge outside of the classroom. Students stay engaged in their learning if the course material is relevant, if they have autonomy in how they learn, and if they feel connected to the course and their new knowledge. In both my experience as a teaching assistant and as a course facilitator, I have stayed true to these tenants of learning. When I was course facilitaor for the graduate class entitled Principles of Population, I designed the final project to align with these values. Students either wrote the front end of a paper or created a grant application connecting a principle of population from the course to their own research. Of the twelve students in the course, four went on to use the front end of the apper they wrote for publication and one student was awarded the grant she drafted the application to in the class. By allowing students to apply the skills and knowledge they learned in the class to their own research they took greater interest in the course materials during the class and quickly incorporated them into their practice as blossoming academics. 

Course Facilitator for PAM 6050: Principles of Population. Graduate level course listed in the departments of Policy Analysis and Management, Sociology, and Economics. 

Teaching Assistant for PAM 3120: Research Methods in Policy Analysis. Undergraduate level course listed in the departments of Policy Analysis and Management and Sociology. 


Ph.D., Current.
Joint in Sociology and Policy Analysis & Management, Cornell University. 

M.A., 2018.
Sociology, Cornell University. 

M.Ed., 2016.
 Community Development and Action, Peabody College of Education,  Vanderbilt University.

B.A., 2012.
Spanish and Family & Human Services, College of Education, University of Oregon.