Rachel Sklar, PhD, MPH
About
Dr. Sklar's research focuses on environmental health, emphasizing exposures to invisible populations that are disproportionately burdened with environmental hazards. These populations have included waste workers in sub-Saharan Africa, people incarcerated in the United States, and frontline communities in wildfire-prone areas.
Her community-based approach centers on supporting efforts of existing community organizations and government programs. She works closely with worker groups and public utility providers in the United States, Rwanda, Kenya, Uganda and Zambia. Her research has brought global attention to the plight of sanitation workers, while her work in the California prison system has led to statewide directives improving indoor air quality in carceral settings.
A cornerstone of Dr. Sklar's work is her commitment to developing community capacity in environmental health research and policymaking. She actively mentors community partners across sub-Saharan Africa and supports their contributions to the scientific enterprise and peer-reviewed literature.
Education
- PhD, Environmental Health Sciences, UC Berkeley
- MPH, Environmental Health Sciences, UC Berkeley
- BS, Neuroscience and Behavior, UC Santa Cruz
Mentorship
Available to mentor new Master's and Doctoral students in autumn 2026. Please follow the instructions on the How To Apply page.
Engagement
Equity, diversity and inclusion
My work is rooted in a desire to undo the oppressive systems at the heart of social inequities. I believe that doing this requires amplifying the voices of stakeholders at the frontlines of the problems they face. My current and previous work focuses on uncovering exposures within often-overlooked populations of workers, incarcerated people, and frontline communities.
Community and research partnerships
As part of my work, I have and will continue to provide training, mentoring and other forms of support to enable community members to participate in the scientific enterprise. I firmly believe in amplifying the voices of those who have been historically excluded from science and academia, many of whom are already pushing towards public health and environmental justice goals. I believe that building and maintaining enduring relationships with community members is key to achieving meaningful progress in environmental justice research and practice, progress that is defined and driven by the communities themselves.
Teaching practices
My teaching philosophy centers on creating an inclusive learning environment where every student feels they belong and can contribute meaningfully. I implement various strategies to support diverse learners: incorporating student input in syllabus development, facilitating small group discussions to encourage participation, and maintaining regular feedback channels with my students and mentees.
Part of my teaching practice is showcasing researchers and practitioners whose work explicitly addresses environmental injustices they encountered in their own lives. I encourage students to develop practical skills such as focus group design and environmental sampling through collaborations with local community partners.