Associate Professor — Criminal Justice, Social Work & Sociology
I teach a variety of sociology courses, such as Deviant Social Behavior, the Family, Invisible Families, Social Problems, Racial and Ethnic Relations, and Social Stratification and Inequality. I also teach several criminal justice courses, including Intersections of Crime, Social Inequality, and Statistical Analysis in Criminal Justice.
Ph.D. in Sociology, North Carolina State University, 2017
Master of Arts in Sociology, North Carolina Central University, 2012
Bachelor of Arts in Sociology, North Carolina Central University, 2006 (Summa Cum Laude)
Radu, Monica Bixby. 2018. “Do Students’ Perceptions of Unsafe Schools and Experiences with Bullying Hinder the Effects of Family and School Social Capital in Deterring Violence?” American Behavioral Scientist 62(11): 1505-1524.
Radu, Monica Bixby, and Lisa McManus. 2018. “A Qualitative Analysis of Requests for Financial Help via GoFundMe by Victims of Intimate Partner Violence.” Sociological Spectrum 28(5): 312-325.
Branson, Dana C., and Monica Bixby Radu. 2018. “Do Qualitative Researchers Experience Vicarious Trauma? And, Does it Matter?” Journal of Sociology and Social Work 6(1): 12-22.
Radu, Monica Bixby. 2018. “Examining the Victim-Offender Overlap: Does Bully Victimization and Unsafe Schools Contribute to Violent Offending?” Pp. 246-266 in School Violence in American K-12 Education, edited by G. Crews. Hershey, PA: IGI Global.
Radu, Monica Bixby. 2018. “Educational Disparities among Marginalized Groups of Students: How Bully Victimization and Perceived Lack of Schools’ Safety Impede Students’ Educational Attainment.” Pp. 126-152 in Equity, Equality, and Reform in Contemporary Public Education, edited by M. C. Grant. Hershey, PA: IGI Global.
Radu, Monica Bixby. 2017. “Who Runs Away from Home? And Why? How Bullying, Families, and Schools Influence Youth Runaways.” Sociology Compass 11(11): e12537.
Parcel, Toby L., and Monica S. Bixby. 2017. “The Ties That Bind: Social Capital, Families, and Child Wellbeing.” Child Development Perspectives 10(2): 87-92.