• Bio:

    Elizabethe C. Payne, Ph.D., is Interim Director of the LGBT Social Science & Public Policy Center, Roosevelt House, and Director of the Queering Education Research Institute© (QuERI), and Distinguished Lecturer at Hunter College, CUNY. QuERI is housed in the LGBT Social Science & Public Policy Center. She is a sociologist of education specializing in LGBTQ issues in education. She has published numerous articles on teacher LGBTQ professional development, LGBTQ bullying, and the school experiences of queer adolescent girls. She also writes for Huffington Post, translating research into lay language for accessibility (http://www.huffingtonpost.com/author/elizabethe-c-payne). Dr. Payne served on the New York State Dignity for All Students Act (DASA) Task Force, the DASA State Policy Group, and the New York State School Professional Certification Committee on Diversity. DASA is the New York State student anti-harassment law, which went into effect July 2012. She has worked with the US Department of Justice on the application of Title IX to LGBT student anti-harassment cases and in the settlement and resolution processes with school districts. She was faculty at Syracuse University in the School of Education and the LGBT Studies Program from 2005-2014. She founded QuERI in 2006. Teaching areas include qualitative research methods, LGBT public policy, and sexuality and gender in education. Prior to returning to graduate school for her doctoral work, she was a high school English teacher in Houston, Texas.

  • Recent Publications:

    Payne, E. & Smith, M. (Forthcoming 2016). Gender Policing. In Queer Studies and Education: Critical Concepts for the Twenty-First Century. Ed. Rodriguez. Palgrave Macmillan.
    Payne, E. & Smith, M. (Forthcoming 2016). The Reduction of Stigma in Schools: A new professional development model for empowering educators to support LGBTQ students. Education and Sexualities: Major Themes in Education. Ed. P. Aggleton. Routledge.
    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. An 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. Children, Sexuality and the Sexualisation of Culture. Editors: Renold, Ringrose, & Egan. 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 for the 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.

  • Current Projects:

    Implementation of the Dignity for All Students Act, LGBTQ inclusion in sex education curricula in use in NYS, HIV education in NYS, Transitioning transgender children in elementary school, teen drag kings and the gender binary.