Susan Woolley

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Susan Woolley

Associate Professor of Educational Studies and LGBTQ Studies

Department/Office Information

Education, LGBTQ Studies


BA, Anthropology -- Wesleyan University
MA, Education in Language, Literacy, Society, and Culture -- University of California, Berkeley
PhD, Education, Designated Emphasis in Women, Gender, and Sexuality -- University of California, Berkeley 

Associate Professor, Educational Studies and LGBTQ Studies, Colgate University 2019-present 

Assistant Professor. Educational Studies, Colgate University. 2013-2019

Lecturer. Urban Education. University of California, Santa Cruz. 2013

Graduate Student Instructor. University of California, Berkeley. 2006-2012

Undergraduate courses taught: The American School; Queering Education; The Teaching of Reading; Research Methods in Educational Studies; Democratic Education; Urban Education; CORE California

Graduate courses taught: Diagnosis and Remediation of Reading Problems

Outstanding Faculty Award. LGBTQ+ Initiatives, Colgate University (2018)

Spencer Small Research Grant. Spencer Foundation (2016)

Picker Research Fellowship. Research Council, Colgate University (2016)

Concha Delgado Gaitan CAE Presidential Fellow. Council for Anthropology and Education, AAA (2014-2015)

Outstanding Faculty and Staff Award. LGBTQ+ Initiatives, Colgate University (2014)

Dissertation of the Year. Queer Studies SIG, American Educational Research Association (2013)

Honorable Mention, Frederick Erickson Dissertation Award. Council for Anthropology and Education, AAA (2013)

Exemplary Diversity Scholar Award. National Center for Institutional Diversity, University of Michigan (2012)

National GLBTQ Youth Foundation Dissertation Grant (2011)

AAUW American Dissertation Fellowship. American Association of University Women (2010-2011)

Peer-reviewed Edited Volumes

Woolley, S. W., & Airton, L. (in press). Teaching about Gender Diversity: Teacher-Tested Lesson Plans for K-12 Classrooms. Lesson plans and resources for K-12 educators to integrate sex and gender, non-binary lives and experiences, and gender variance into their curriculum. In press at Canadian Scholars Press.

Peer-reviewed Journal Articles

Woolley, S. W. (2019). "When you don't believe something is real, you can't actually advocate for or support it": Trans* inclusion in K-12 schools. Intersections: Critical Issues in Education, 3(1).  

Woolley, S. W. (2017). Contesting silence, claiming space: gender and sexuality in the neo-liberal public high school. Gender and Education, Special Issue on Neoliberalism, Gender, and Education Work, 29(1), 84-99. DOI:10.1080/09540253.2016.1197384

Woolley, S. W. (2016). “Out gay boys? There’s, like, one point seven five”: Negotiating sexuality in superdiversity. International Journal for the Sociology of Language, 2016(241): 39-68. DOI:10.1515/ijsl-2016-0022

Woolley, S. W. (2015). “Boys Over Here, Girls Over There”: A critical literacy of binary gender in schools. TSQ: Transgender Studies Quarterly. 2(3): 376-394. DOI:10.1215/23289252-2926369

Woolley, S.W. (2013). Speech that silences, silences that speak: "That's so gay," "That's so ghetto," and "safe space" in High School. Journal of Language and Sexuality, 2(2), 292-318. DOI:10.1075/jls2.205woo

Woolley, S.W. (2012). "The Silence Itself is Enough of a Statement": The Day of Silence and LGBTQ Awareness-Raising. Anthropology & Education Quarterly, 43(3), 327-344. DOI:10.1111/j.1548-1492.2012.01180.x

Book Chapters

Woolley, S. W. (2018). “Boys over here, girls over there”: A critical literacy of binary gender in schools (reprint). In J. Misra, M. D. Stewart, & M. A. Brown (Eds.), Gendered Lives, Sexual Beings: A Feminist Anthology, pp. 374-384. New York, NY: Sage Publications.

Woolley, S. W. (2018). Contesting silence, claiming space: Gender and sexuality in the neo-liberal public high school (reprint). In S. A. Robert, H. K. Pitzer, & A. L. Munoz Garcia (Eds.), Neoliberalism, Gender and Education Work, pp. 84-99. New York, NY: Routledge.

Woolley, S. W. (2017). My Critical Literacy of Diagnosis: Teaching Reading Assessment in Teacher Education. In J. E. Justice & F. B. Tenore (Eds.), Becoming Critical Teacher Educators: Narratives of Disruption, Possibility, and Praxis, pp. 187-195. New York, NY: Routledge. 

Woolley, S. W., & Wiley, T. (2016). Sex Segregation and Education in the United States. In N. A. Naples (Ed.), The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies. Hoboken, NJ: John Wiley & Sons, Ltd. 5 pages. DOI:10.1002/9781118663219 

Woolley, S.W., Meiners, E.R., & Quinn, T. (2015). The Gender, Sexuality, and Queer Milieu. In M.F. He, B.D. Schultz, & W.H. Schubert (Eds.), Guide to Curriculum in Education, pp. 351-358. New York, NY: Sage Publications. DOI: 

Woolley, S.W. (2014). LGBTQ Student Agendas: Voice, Dialogue, and Visibility. In G. Walton (Ed.), The Gay Agenda: Claiming Space, Identity, and Justice. New York, NY: Peter Lang Publishing.

Woolley, S.W. (2014). (Im)perceptible Silences: Hearing LGBTQ Silences and Voices in School. In E.J. Meyer & D.L. Carlson (Eds.), Gender and Sexuality in Education: A Reader. New York, NY: Peter Lang Publishing.

Baquedano-Lopez, P., & Woolley, S.W. (2012). Language Socialization. In J. Banks (Ed.), Encyclopedia of Diversity in Education. Thousand Oaks, CA: Sage Publications, Inc.

Identity and Difference: Negotiating Gender and Sexuality in High School Contexts.