Stephanie Anne Shelton

Stephanie Anne Shelton is an Associate Professor in the Culture, Curriculum, and Teacher Education (CCTE) department at the UNC School of Education, University of North Carolina at Chapel Hill. Her research focuses on qualitative methodologies, feminist and queer theories, LGBTQ+ issues in education, and equity-driven pedagogical practices. She holds a Ph.D. in Qualitative Research from the University of Georgia and prior degrees in English Literature and Education.

Her work bridges theory and practice, emphasizing reflexive research ethics, trauma-informed strategies for marginalized groups, and queer-affirming educational environments. Shelton has been recognized with prestigious awards including the AERA Division D Early Career Award (2020), NCTE LGBTQ+ Advocacy Award (2021), and the Nellie Rose McCrory Teaching Excellence Award (2022). Her scholarship has been funded by institutions like the Spencer Foundation and the U.S. Department of Justice.

Shelton’s research explores sociopolitically restrictive contexts for LGBTQ+ students, innovative qualitative interviewing techniques, and the intersection of pedagogy with social justice. She currently serves as editor of the Journal of Queer and Trans Studies in Education and advocates for decolonizing research methodologies. Her publications span journals like Qualitative Inquiry and GLQ, addressing topics from queer temporalities to trans visibility in education.

• Education:
  • Ph.D. 2016, University of Georgia (Qualitative Research)
  • M.A.T. 2004, Georgia College & State University (English Education)
  • M.A. 2003, Georgia College & State University (English Literature)
  • B.A. 2001, Mercer University (English Literature)
• Grants & Awards:
  • Funded by Spencer Foundation, AERA, NCTE, and SEC Faculty Grant Program
  • Recipient of 2020 AERA Early Career Award, 2021 NCTE LGBTQ+ Award, and 2024 UGA LLED Distinguished Alumni Award
• Labs & Teams: Editor of Journal of Queer and Trans Studies in Education, leading initiatives on queer pedagogy and methodological innovation.