CURRICULUM VITAE (PDF)
(first name: "Kyle", he/him, they/them)
I am an art historian dedicated to investigating how marginalized bodies have been made to appear throughout the history of art, especially those of transgender and disabled people. Titled Deep Cuts: Transgender History in American Art since WWII, my dissertation explores how historically transsexual medicine and now transgender healthcare have appeared in art from the nineteenth century to the present. This project has been supported by: a 2020-2021 Smithsonian American Art Museum Predoctoral Fellowship; a 2019-2020 Luce/ACLS Dissertation Fellowship in American Art; a library fellowship from the Getty Research Institute; the Don Kelly Research Fellowship at the Cushing Library at Texas A&M University; Stanford's Diversity Dissertation Research Opportunity Fellowship; and a graduate fellowship with Stanford's Center for Ethics and Society. I plan to transform my dissertation into a book, and, once finished, my second book project will consider overlapping issues in transgender art history and disability art history by asking how and to what end disability is seen—or not—in American art.
I entered the field of art history through studio art, studying interdisciplinary art as an undergraduate at Bennington College (BA, 2008) and as a graduate student in the Mount Royal School of Art at the Maryland Institute College of Art (MICA - MFA, 2010). As a lecturer at George Mason University, Towson University, and other colleges in the Baltimore/DC area from 2011 to 2013, I found that I became especially alive not just by teaching how to make art but by discussing with students why art is so culturally potent and historically important. To strengthen my ability to facilitate these conversations, I returned to graduate school to pursue art history, first in 2013 as an MA student at the University of California, Riverside, then as a PhD student at Stanford University in 2015. I advanced to candidacy at Stanford in 2017, and plan to finish my doctoral degree in 2021.
Knowledge gained through personal experience has driven me to focus my teaching and research on identifying, describing, and investigating how and to what end marginalized people are made to appear in works of art and visual materials. Being a transgender person in the United States has given me the opportunity to see how current and historic power structures have shaped the experiences of women and gender variant people in the US and, to some extent, beyond. As a sibling of a disabled person, I have also gained intimate knowledge of the effects of ableism as it manifests linguistically, in the physical world, and through institutional structures. Additionally, I have worked to support myself through school and borrowed a dizzying amount of money to pursue my education. As a result, I am deeply committed to addressing works of art and visual materials that activate a range of class experiences, empathetic to the financial difficulties many students face in pursuing education, and invested in making institutions of higher education accessible to people in challenging socioeconomic positions.
In tandem with my teaching and research, I also serve on the organizing committee for the Sibling Transformation Project, an international organization rooted in anti-ableist practices and committed to supporting adult siblings of disabled people to become strong advocates for themselves, their families, and their communities. To find out more about the Sibling Transformation Project, please see the project website.
Stanford University, Department of Art and Art History