1207 W. Oregon St.
Urbana, IL 61801
Nic Flores is an Assistant Professor in the Department of Latina/Latino Studies at the University of Illinois, Urbana-Champaign. He specializes in public and sexual health, HIV/AIDS prevention, ethnography, comparative ethnic and racial studies, and gender and sexuality studies with additional interests in queer of color critique, disability studies, and feminist science and technology studies.
Dr. Flores earned his Ph.D. in Comparative Studies with certificates in Latina/o Studies and Sexuality Studies from The Ohio State University in 2019. He also holds an M.A. in Comparative Studies from The Ohio State University and B.A. in Anthropology and Women’s, Gender, and Sexuality Studies from DePauw University. Previously, Dr. Flores was a Visiting Assistant Professor of American Studies and Latina/o Studies at Kenyon College. His scholarship has appeared in Latino Studies and The Journal of Visual Inquiry: Learning and Teaching Art, as well as been featured in several local news and popular academic outlets.
In the blank spaces of his calendar, Dr. Flores enjoys cooking, tending to his plants, and co-hosting the podcast “Learning on the Job” with his dear friend James. Additionally, Dr. Flores and Dr. Michelle Rivera-Clonch host the annual Writing in Depth: An Academic Writing Retreat hosted at Hope Springs Institute in Ohio.
HIV/AIDS Prevention & Sexual Health
Comparative Racial & Ethnic Studies
Gender & Sexuality Studies
Feminist Science & Technology Studies
Dr. Flores is currently working on two projects. The first is his book manuscript, tentatively titled Becoming HIV-Negative (under contract with the University of Minnesota Press), based on his interdisciplinary dissertation research in central Ohio. He investigates the relationship between a newly introduced biomedical HIV prevention medication known as pre-exposure prophylaxis (“PrEP”) and its effects on minoritized communities in local, everyday settings. Drawing on two years of ethnographic research in a mid-sized Midwestern city, his work illustrates how the material, political, and affective work that HIV prevention technologies are leveraged for manifest and emerge from contested histories of racialization and sexualization. Additionally, Dr. Flores attends to PrEP’s proliferation in people’s lives and to the reconfiguration of what types of intimacy, pleasure, and affective registers are made available through HIV prevention work.
Dr. Flores is a co-Principal Investigator on an Ohio State University campus-wide grant (2020-21) titled the Transformative Access Project (TAP). The aim of TAP is to re-imagine “access” as a collective and deliberate process that centers race, ethnicity, gender, sexuality, and class. He is leading the efforts to have their work compiled and published.
Ph.D., Comparative Studies with specializations in Latina/o Studies and Sexuality Studies, The Ohio State University, 2019
M.A., Comparative Studies, The Ohio State University, 2015
B.A. Anthropology and Minor in Women's, Gender, and Sexuality Studies, DePauw University, 2012
Co-Principle Investigator, Transformative Access Project, The Ohio State University, 2020-2021
LLS 230: Latina/o Genders & Sexualities
LLS 387: Race, Gender and the Body
LLS 465: Race, Sex, and Deviance
Additional Campus Affiliations
Assistant Professor, Women & Gender in Global Perspectives
Flores, N. (2023). Learning How to Fuck on PrEP. In A. R. Spieldenner, & J. Escoffier (Eds.), A Pill for Promiscuity: Gay Sex in an Age of Pharmaceuticals (Q+ Public). Rutgers University Press. https://doi.org/10.36019/9781978824591-009
Spieldenner, A., & Flores, N. (2021). Sweet Nothings: A Journey of (Gay) Sex without Condoms. In A. Cooke-Jackson, & V. Rubinsky (Eds.), Communicating Intimate Health (pp. 3-17). (Communicating Gender). Lexington Books.
Flores, N. (2017). Book Review: Performing the US Latina and Latino Borderlands. Latino Studies, 15, 112-114.
Manjon, S. B., Ndzuta, A., Greene, C., Sarkar, K., Flores, N., & Guo, W. (2016). A transdisciplinary approach to mentoring through collaboration. Visual Inquiry: Learning & Teaching Art, 5(3), 353-367.