Professor Profiles: Dr. Sabrina Agarwal

April 18th 2025

The Handprint is excited to announce Dr. Sabrina Agarwal as our first Professor Profile! Dr. Agarwal is a Professor and Chair of the Anthropology Department here at UC Berkeley.

Dr. Agarwal is an anthropological bioarchaeologist whose research examines age, sex, and gender-related changes in bone variation and quality through biocultural and life course approaches. Her work explores skeletal maintenance and fragility in relation to social identity, embodiment, developmental plasticity, disability, and inequality. She has analyzed cortical bone microstructure, trabecular architecture, and mineral density in archaeological populations from Britain, Italy, Turkey, and Japan, with a particular focus on the long-term effects of growth, reproduction, and maternal physiology on the skeleton. Dr. Agarwal is also actively engaged in the ethics of skeletal conservation and repatriation, serving on NAGPRA-related advisory committees for UC Berkeley, and most recently the American Anthropological Association Commission for the Ethical Treatment of Human Remains.

In recent semesters, Dr. Agarwal has taught courses such as Anthro 113: The Palaeopathological Perspective, and the Anthro 1: Introduction to Biological Anthropology course, while also mentoring students through the Undergraduate Research Apprentice Program (URAP) and graduate students in the department Skeletal Biology Laboratory.

In recent semesters, Dr. Agarwal has taught courses such as Topics in Folklore, Survey of Anthropological Research, and Professional Development in Anthropological Archaeology, while also mentoring students through the Undergraduate Research Apprentice Program (URAP).

Interview Questions:

1. What inspired you to pursue a career in anthropology/teaching? 

Well I never knew what anthropology was when I was in high school, so when I started university my interest was in going to a graduate program eventually, but I thought I was going to be a psychologist (I still did a second major in psych). And then I took a breadth class, with a weird description, that I had no idea what it really was – Intro to Anthropology- and that changed everything for me. I probably was always interested in things in antiquity and archaeology, but didn’t know there was a whole field for it you could get a job in.  I remember, in kindergarten, a paleontologist visited for show-and-tell with a corporlite (fossilized poop). All the kids thought it was gross and ran away, and I went up to hold and touch it, I thought it was the most fascinating thing I’d ever seen. 

2. How do you approach teaching anthropology?

I love teaching, and I love teaching anthropology to students at Cal because our students are the best! For me teaching is about a dialogue and learning from my students. I love getting excited about a topic with my students and co-discovering new things with them.  My approach is not just me lecturing, but also finding out what student think, and I try to do that by bring an energy in class that is low-stakes, fun, joyful while also challenging. My goal in every class is to help students to grow and hone their skills as critical thinkers – the content is actually secondary. Sure, I love and live the content as an anthropologist, and I am super excited to share it –  but I know that one day you will only remember some of the stuff you learn in your years at college. So instead, my hope is that while students continue to grow as a life-long learners, gain skills to communicate, be confident to express themselves, respect others opinions and positionality, and appreciate new insights. 

3. What are some of the most significant findings/ insights or takeaways from your fieldwork or studies?

I’m an anthropological bioarchaeologist. I look at health and disease by looking at ancient archeological remains together with archaeological, historical and archival data, focusing on age, sex and gender-related changes in bone variation. I am engaged in applying research in health to dialogues of social identity, embodiment, developmental plasticity and inequality in bioarchaeology. One of the most surprising or significant things I have learned in studying bone aging and bone loss (called osteoporosis) in women is that it is not a predetermined disease caused solely by predictable deterministic forces like sex or aging. It is not inevitable, but determined by experiences over the life course, encompassing many trajectories and outcomes. Factors such as diet, exercise, as well as experiences in utero and socio-environmental contexts, play crucial roles. I have observed and demonstrated these different trajectories by examining communities from various time periods and locations in the past. 

The other significant part of my research has been contributing to dialogues about the ethics of looking human remains. Studying modern or ancient human remains is not inherently unethical. Rather, ethical concerns arise when examining ancestral remains that were obtained without consent through historical injustice, racism, or violence. It’s crucial to meaningfully involve descendant communities in both research and potential repatriation decisions. While some researchers may resist calls to return remains they’ve previously studied or feel entitled to examine, having these necessary but challenging conversations about historical truth and justice is essential. Modern research involving human remains must recognize and respect the beliefs, wishes, and cultural practices of affected communities. The public should understand both the scientific value of studying human remains and the importance of descendant communities’ roles in determining how such research proceeds, and that there are circumstances all over the globe where human remains need to be excavated and many communities with cultural beliefs that are interested in the study of ancestral remains. When ethical considerations and community engagement become fundamental to the research process, the work becomes more meaningful and enriching for all involved.

4. Can you share an example of a particularly memorable or challenging experience during your career/fieldwork?

One of my most memorable experiences is not necessarily one that was enjoyable or happy experience. When you’re doing field or lab archaeology you travel the worldm and sometimes work in all kinds of different museums, institutions and/or field situations. Usually these are all great experiences but sometimes you work with other people in close quarters, and you don’t always get along or have differences of opinion. I remember one field project that went bad pretty quickly and there was a lot of hostile behavior by various people who were on the team and in the project. It took a lot of time and soul searching to figure out how to communicate as a young scholar, and also protect myself. This was a challenging experience but also one that was important because it helped me learn how to self-advocate, how to speak up, and also to know when maybe you should leave a project or change the working conditions of our project when you’re in a hostile environment.

5. What’s the best piece of advice you’ve ever received, and how has it impacted your career?

The best piece of advice I ever got was from my postdoctoral mentor. She was always very supportive, and very proud of me, and always telling me that what I was doing was fantastic and great. But one time, when I felt I wasn’t doing enough and was not productive as quickly as I should have been as a young researcher, she reminded “ that what we’re doing is not the cure for cancer all the time”. She herself had had a long battle, that eventually took her life. But this gave her a strong sense of what was really important in life to worry about. She reminded me that what we did was exciting and important, but to have a little bit of perspective and not be so hard of myself.

6. What advice would you give to students interested in pursuing a career in anthropology or related fields?

My advice to students is always to do what they love AND what they are good at. The trick is in finding something that is both, that you can do as a career your whole life. Also, I advise students to aim high not low, not just sell themselves short, and if you really love anthropology, and are dedicated (put in the work and commitment to develop a career), you will find a related job. It just takes perseverance and flexibility (like maybe moving away from home or travel). 

7. What activities or hobbies do you enjoy outside of teaching?

I particularly like hanging out with family my family (son and husband), walking my dog, I love to snorkel, read, make jewelry, explore new cities and eat gourmet vegetarian food. and clothes shopping, that is a hobby right?

8. Do you have any hidden talents that your students might be surprised to learn about?

Well here a silly one: I am a squirrel whisperer. There isn’t a squirrel I can’t tame. Even non-North American ones. And that probably includes chipmunks too. I am Queen of Squirrels. 

9. If you hadn’t become a professor, what do you think you would be doing instead?

Easy. Dino paleontologist or marine biologist (doesn’t everyone say that?)

10. Lastly, what piece of advice do you have for students to maximize their studies here at Cal?

Take lots of classes in areas that you think are really cool, that you will never get a chance to take again in your life (especially anthropology classes). Take time to meet and say hello to your professors in office hours. Participate in the URAP program!!

Link to UC Berekeley Staff Page : https://anthropology.berkeley.edu/sabrina-c-agarwal-department-chair