New faculty Q&A: M Stang

M Stang

Over the next three years, Randolph’s American Culture Program, led by new professor M Stang, will explore the political economy of theme parks.

“Students will be putting their hearts, minds, and bodies into not just understanding what makes an American theme park work, but also examining the effects the amusement industry has had on U.S. history,” said Stang, who holds a bachelor’s degree in history and history of art from the University of Michigan-Ann Arbor.

Stang also holds a master’s in cinema and media studies from the University of Southern California’s School of Cinematic Arts, and a master of arts, a master of philosophy, and a PhD in American studies and film & media studies from Yale.

“Alongside and in between my degrees, I worked in collections management, art installation, and/or academic outreach for institutions such as the Motown Museum, the University of Michigan Museum of Art, and the Yale University Art Gallery,” they said. “Randolph, in many ways, is an exciting next step in my career, and I am so honored to be able to share my interests and experiences with new students.”

The Ainsworth Visiting Scholar Program is now a three-year appointment, so Stang will have plenty of time to do that, while also refining their book manuscript, a comprehensive study of the Halloween haunted house attractions industry in the United States.

The American Culture Program officially begins this spring, and Stang is teaching Media, Culture, Power during Session 1 and Religion & Popular Culture in Session 2.

How did you first become interested in your field of study?

Because I always knew I wanted to work with or within visual culture, I initially planned to pursue an additional degree in the history of art after my BA. However, in my senior year of college, I took two courses that completely altered my path: one called “Camp, Cult, and Exploitation Cinema” and another called “Disney’s Lands.” Both of those courses’ instructors were the passion projects of two extremely talented teachers. I was and remain inspired by how they engaged with their material and their students.

Finding myself changed by what and how I learned in my senior year of college, I began nurturing my own passion for interdisciplinary scholarship and teaching. After graduating, I took a few years off to work, giving myself time to gain clarity about what I truly wanted to dedicate my life to researching. It then took a few more years of graduate work to find my intellectual home between American studies, film and media studies, and religious studies.

When did you know you wanted to teach?

My very first week of college! I had the great fortune of learning from two outstanding History of Art professors who poured everything they had into their massive 300-seat lectures. Their passion, creativity, and ability to turn any topic into an eye-opening revelation left a lasting impression on me. Whenever I put together a lesson plan, I think of all the incredible strategies they used to bring their material to life for me and my peers.

Describe your teaching style. What can students expect in your classes?

My classes tend to be super interactive. I love engaging in roundtable discussions where I can talk with—and learn from—my students, and even my lectures typically include moments when I invite students to contribute directly to the lesson. Because I research popular culture, student contributions are often my greatest resources for staying current with emerging trends and perspectives.

If a student enrolls in my class, they’re likely to develop a newfound appreciation for the everyday entertainments they might otherwise take for granted—and that’s always the most rewarding part of teaching what I do. Students can expect a collaborative, curious, and open learning environment where their thoughts and experiences are important to the stakes of the course.

What attracted you to the job at Randolph?

In all my searching, I haven’t come across an American Culture Program quite like the one Randolph offers its students. The opportunity to design entire courses around my research interests, while also introducing students to my fieldwork methods in a hands-on way, is truly a dream come true. That dream traces back to the two courses that most inspired me during my senior year of college!

I also love Randolph’s scale, location, and community. Being nestled near the Blue Ridge puts me near some of my key fieldwork sites and close to family, which has been a wonderful bonus for both my research and personal life. And, finally, when I learned about the Pumpkin Parade during my campus visit… I was sold!

What are your initial impressions of Randolph and its students?

Everyone has been incredibly welcoming, and I already feel right at home! The students I’ve met so far have struck me as eager, passionate, and creative. I can’t wait to see what they bring to assignments and discussions. It’s clear that Randolph fosters a strong sense of community and curiosity, and I’m stoked to be a part of it.

What do you like to do outside of the classroom as far as hobbies or other activities?

One of the best parts of my research interests is that many of my hobbies are also important parts of my job. I love playing tabletop and video games, visiting theme parks, keeping up with new TV shows and movies, and exploring new haunted houses.

When I’m not “on the job,” you can usually find me swimming laps, thrifting for new art to decorate my office, trying new restaurants around Lynchburg (I’m on a mission to visit all seven La Carreta locations so I can offer students a definitive ranking), or hanging at home with my spouse and our cats.