Elizabethe Payne

Director, Queering Education Research Institute (QuERI)

Background

Elizabethe C. Payne, PhD, is director of the Queering Education Research Institute (QuERI) and faculty in the Hunter College School of Education. She is a sociologist of education with a focus on anti-bullying policy, LGBTQ issues in K-12 education, sex education, qualitative research methodology, and queer girlhoods. Her current research explores educator responses to transgender elementary school students, and the implementation of the NY Dignity for All Students Act (DASA). She has worked with state legislators and NYSED on DASA, the US Department of Justice on the application of Title IX to LGBTQ student harassment cases, and in the settlement and resolution processes with school districts as they address patterns of LGBTQ discrimination. For more information about QuERI: www.queeringeducation.org; Twitter & FB, @QueeringEDU.

Teaching

Foundations of Education; LGBTQ Issues in Education; LGBT Public Policy; Qualitative Research Methods

Research

LGBTQ Issues in K-12; Teacher Education; Teacher PD; State Anti-bullying Policy; Sex Education Policy; Teacher experiences with LGBTQ students.

Publications

Payne, E., & Smith, M. (2018). Violence against LGBTQ students: Punishing and marginalizing difference. In Shapiro, H. (Ed.), Handbook on Violence in Education: Forms, Factors, and Preventions. Wiley Blackwell.

Payne, E., & Smith, M. (2018). Refusing relevance: School administrator resistance
to offering professional development addressing LGBTQ issues in schools. Education Administration Quarterly. *2018 American Educational Research Association (AERA) Article of the Year Award in Gender and Sexuality.

Payne, E., & Smith, M. (2017). The Reduction of Stigma in Schools: A new professional development model for empowering educators to support LGBTQ students. In Aggleton, P. (Ed.), Education and Sexualities: Major Themes in Education. Routledge.

Payne, E., & Smith, M. (2016). Gender policing. In Rodriguez, N. (Ed.), Queer Studies and Education: Critical Concepts for the Twenty-First Century. Palgrave Macmillan.

Smith, M., & Payne, E. (2016) Educator evaluations of school climate for LGBTQ students: A reiteration of the bullying discourse. In Voices of LGBTQ Students and Teachers:  Changing the Culture of Schooling. Paradigm Publishers.

Fields, J., & Payne, E. (2016) Gender and sexuality: Taking up space in schooling. Editorial Introduction. Sex Education, 16:1, 1-7.

Smith, M., & Payne, E. (2016). Binaries and biology: Conversations with elementary education professionals after professional development on supporting transgender students. The Educational Forum, 80:1, 34-47.

Payne, E. (2015). Resisting the taint, marking the slut: Middle class lesbian girls and claims to sexual propriety. In Renold, E., Ringrose, J., & Egan, D. (Eds.), Children, Sexuality and the Sexualisation of Culture. Palgrave.

Payne, E., & Smith, M. (2014). The big freak out: Educator fear in response to the presence of transgender elementary school students. Queering Education: Serving LGBTIQQ Students in P-12 Schools, Special Issue, Journal of Homosexuality, 61:399-418.

Payne, E., & Smith, M. (2013). LGBTQ kids, school safety, and missing the big picture: How the dominant bullying discourse prevents school professionals from thinking about systemic marginalization or… Why we need to re-think LGBTQ bullying. QED: A Journal of GLBTQ World Making, 1:1.

Payne, E., & Smith, M. (2012). Rethinking “Safe Schools” approaches for LGBTQ students: Changing the questions we ask. Perspectives in Multicultural Education, 14:4, 187-193.

Payne, E., & Smith, M. (2012). Safety, celebration and risk: Educator responses to LGBTQ professional development. Teaching Education, 23:3, 265-285.

Payne, E., & Smith, M. (2011). The Reduction of Stigma in Schools: A new professional development model for empowering educators to support LGBTQ students. Journal of LGBT Youth, 8:2, 174-200.

Payne, E. (2010). Sluts: Heteronormative policing in the stories of lesbian youth.
Educational Studies: Journal of the American Educational Studies Association, 46: 3, 317 – 336.

Payne, E., & Smith, M. (2010). Reduction of Stigma in Schools: An evaluation of the
first three years. Issues in Teacher Education, 19: 2, 11-36.

Payne, E. (2009). Lesbian youth and the “Not Girl” gender: Explorations of adolescent
lesbian lives through critical life story research. In Winkle-Wagner, Lawrence, & Hunter (Eds.), Methods on the Margins: Doing the Subversive in Educational Research. Palgrave MacMillan.

Payne, E. (2009). Stand up, keep quiet, talk back: Agency, resistance and possibility in
the school stories of lesbian youth. In Ayers, W., Quinn, T., & Stovall, D. (Eds.), The Handbook of Social Justice in Education. Taylor & Francis.

Payne, E. (2007). Heterosexism, perfection and popularity: Young lesbians’ experiences
of the high school social scene. Educational Studies: Journal of the American Educational Studies Association, 41:1, 60-79.

Journal Editing

Payne, E., & Fields, J. (2016). Co-editors. Special Edition. Sex, Gender, and Sexuality in
the Everyday Spaces of Schooling. Journal of Sex Education: Sexuality, Society and Learning, 16:1.

Encyclopedia Entries

Payne, E., & Smith, M. (2016). Violence and victimization of youth. Invited entry. Goldberg, A. (Ed.), The SAGE Encyclopedia of LGBTQ Studies. SAGE.

Smith, M. & Payne, E. (2016). School professionals’ responses to LGBTQ training. Invited entry. Goldberg, A. (Ed.), The SAGE Encyclopedia of LGBTQ Studies. SAGE.