Menu HR Main PageEmployee BenefitsProspective Employees Applicant Login Update your profile details, view your application and progress. LOGIN Job Alerts Keep informed about job opportunities at UMass Boston. SUBSCRIBE Job Search e.g. "registrar" or "UMass Boston" Refine Search Position Type Faculty Full Time 1 Locations UMass Boston UMass Boston 1 Categories Faculty 1 Human Resources Employment Opportunities
Assistant Professor Apply now Job no: 529798 Position Type: Faculty Full Time Campus: UMass Boston Department: Women/Gender/Sexuality Studies Date opened: 29 Apr 2026 Eastern Daylight Time Applications close: Assistant Professor (Women's Gender Sexuality Studies) The Department of Women’s, Gender, and Sexuality Studies at the University of Massachusetts Boston invites applications for a tenure track assistant
position beginning September 1, 2026. This position will support our undergraduate minor in Queer and Transgender Studies. We are seeking a scholar-educator with expertise in Black Feminisms, Black Queer Studies, Black Trans Studies, Queer of Color Critique, Indigenous Studies, and/or Transnational Feminisms. The standard teaching load for research-active tenure track faculty is two courses per semester, including
courses in the candidate’s area of specialization in addition to rotating responsibility for required courses in the minor. Responsibilities also include advising students in the WGS major and Queer and Trans Studies minor. Must have a PhD in Gender Studies or related field. Application instructions: Applicants should submit a letter of interest, a curriculum vitae, statements of research and teaching
interests/experiences, one writing sample of no more than 30 pages, and arrange for three letters of recommendation to be sent. Initial review of applications will begin May 31, 2026 and continue until the position is filled. UMass Boston is an urban public research university with a teaching soul, whose impact is both local and global. We are the third most diverse university in the country - more than 60% of our
undergraduate students come from minoritized communities and groups and more than half of our students are the first in their families to attend a college or university. Thus, our students come to us from richly diverse life experiences and backgrounds; they bring to our classrooms and research settings the robust range of perspectives growing out of the socio-cultural, economic, and historical contexts in which they
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