Dr. Kay S. Varela is a Presidential Postdoctoral Scholar in the School of Criminology and Criminal Justice at Arizona State University. Dr. Varela received her PhD in Sociology from Texas A&M University in 2020. Dr. Varela's research focuses on Critical Race Theory; critical race criminology and punishment; risk assessment; and qualitative methods. Specifically, Dr. Varela's research focuses on the ways in which race, class, and gender impact perceptions of and experiences with public and personal safety. Her research can be found published in journals such as Critical Criminology; Urban Education; Youth Violence and Juvenile Justice; and Sociology of Race and Ethnicity. Prior to joining ASU, Dr. Varela was a Postdoctoral Scholar in the School of Social Work at the University of Southern California.
Katherine Irwin, Kay S. Varela, and Anthony A. Peguero. 2022. “Punishment in Racially Segregated Schools: Against Racial Threat and Toward a Racial Control Perspective.” Critical Criminology. DOI: 10.1007/s10612-022-09625-0.
Varela, Kay S., Sanna King, Anthony A. Peguero, and Alicia Pantoja. 2020. “School Procedural Justice and Being Pushed Out: Examining the Intersection of Sex and Race/Ethnicity.” Sociological Spectrum 40(2): 247-268.
Peguero, Anthony A., Kay S. Varela, Miner P. “Trey” Marchbanks III, Jamilia Blake, and John M. Eason. 2018. “School Punishment and Education: Racial/Ethnic Disparities with Grade Retention and the Role of Urbanicity.” Urban Education 56(2): 228-260.
Marchbanks III, Miner P. “Trey”, Anthony A. Peguero, Kay S. Varela, Jamilia Blake, and John M. Eason. 2018. “School Strictness and Disproportionate Minority Contact: Investigating Racial and Ethnic Disparities with the “School-to-Prison Pipeline.” Youth Violence and Juvenile Justice 16(2): 241-259.
Varela, Kay S., Anthony A. Peguero, John M. Eason, Miner P. “Trey” Marchbanks III, and Jamilia J. Blake. 2017. “School Strictness and Education: Investigating Racial and Ethnic Educational Inequalities Associated with being Pushed Out.” Sociology of Race and Ethnicity 4(2): 261-280.