Dr. Meyer's research is focused on gender and sexual diversity issues in K-12 schools with an emphasis on understanding bullying and harassment and school climate for lesbian, gay, bisexual, transgender, queer, and gender-creative youth and educators. Recent projects include: a large-scale survey of Canadian educators' attitudes and knowledge of gender and sexual diversity issues in K-12 schools, studying school policies and practices that are inclusive and affirming for transgender and gender-creative youth and, the implementation of Title IX in K-12 school districts and free speech issues in K-12 and higher ed classrooms.
bullying and harassment, gender and sexual diversity in schools, teacher identity, lesbian, gay, bisexual, transgender, and queer youth, social justice education, teacher education, multicultural education, queer theory, school law and policy, professional learning, co-teaching, free speech, first amendment
EDUC 3013 - School and Society
Introduces students - both future teachers and those simply interested in education - to pressing issues surrounding education within the United States. The course reveals the complex relationship between schools and the larger society of which they are a part. Examines issues of diversity and equity from different disciplinary lenses, including history, philosophy, sociology and anthropology.
EDUC 4800 - Special Topics
Designed to meet needs of students with topics of pertinent interest. May be repeated up to 18 total hours.
EDUC 6220 - Gender Issues in Education
Provides a strong foundation in the various issues of gender and sexual diversity in education. Stimulates explorations into the ways the construct of gender affects and is affected by the educational system and process. Presents theory and research about contemporary educational issues related to sexism and homophobia. Encourages development of well-considered views about the various issues, research, and theories.
EDUC 8125 - Seminar: Radical Education Theories
Examines radical analyses of schooling, based on class, gender, sexual identity and race, through which U.S. public schooling is said to maintain dynamics of oppression and domination that undermines the schools' democratic premise. Scrutinizes the conceptual framework, interpretive and explanatory adequacy, and ethical justification of radical claims.