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Dr. Katie Lewis, assistant professor and Director of the Multiple Subject Credential Program at ����ɫ��ҹ University of California, will participate in a discussion about effective strategies to support transgender and gender-expansive students at an upcoming book talk sponsored by Columbia University’s Teachers College Record.

Dr. Lewis and Dr. Melinda Mangin, author of Transgender Students in Elementary School: Creating an Affirming and Inclusive School Culture, will discuss how elementary school teachers can provide a supportive school culture and climate for transgender and gender-expansive students. The is on March 22 at 3 p.m. EST.

Dr. Lewis’ detailed was published in Teachers College Record, a journal of research, analysis, and commentary in the field of education.

The book, Dr. Lewis writes, “presents vignettes from 75 educators who are engaged in the messy, imperfect process of continued learning.”

“Through sharing real stories of imperfect practice, Mangin’s work not only helps educators envision the possibilities of an inclusive culture but also encourages us to embrace the lifelong commitment to creating deep, meaningful change that affirms all students.”

At ����ɫ��ҹ, Dr. Lewis works with graduate and undergraduate students in teacher preparation, teacher leadership, and MSED programs in the School of Liberal Arts and Education. In addition to her work as an assistant professor, she serves in the part-time role of Faculty Development Director.

Dr. Lewis received a Ph.D. in school improvement and her award-winning project (Dissertation of the Year, American Educational Research Association's Leadership for Social Justice) focused on the experiences of gender diverse/creative students in K-12 schools.

 Her research, which is informed by her career as a teacher in California, Colorado, and Texas, centers socio-cultural elements of schooling and the role of social justice leaders in creating an inclusive climate and culture. She is interested in exploring the ways in which leaders create welcoming spaces for gender diverse/expansive youth and in professional development models for school personnel that focus on understanding gender expansive students’ experiences.