Associate Professor Jacqueline Ullman

Associate Professor Jacqueline Ullman

Associate Professor in Adolescent Development, Behaviour, Well-Being & Pedagogical Studies,
Secondary Education (SoE)

Biography

Associate Professor Jacqueline Ullman received her PhD in Educational Psychology from the University of Sydney in 2007.  She holds two Masters degrees, one in Research Methodology in Education (USYD) and another in Sociology in Education (Columbia University, Teachers College).  As a former secondary school teacher, A/Prof. Ullman brings her classroom experiences to her lectures, having worked in an under-funded Manhattan public school for a number of years.  She is a certified English teacher with a Bachelors degree in English Education (Secondary) from New York University (NYU).

As an Associate Professor of Adolescent Development, Behaviour and Wellbeing, Ullman teaches in the areas of educational psychology, sociology of education, research design and research methods for preservice secondary teachers and educators looking to pursue continued education.  

A/Prof. Ullman's research focus links well to her teaching practice, as she examines issues of school climate, school-based social relationships, and belonging, as they relate to motivation, academic self-concept and related school behaviours for marginalised secondary school students.  Her primary research focus is in the area of diversity of genders and sexualities and associated inclusive educational practices.  A/Prof. Ullman is a Senior Researcher in the Centre for Educational Research (CER), a founding member of the Australian Forum for Sexuality, Eduation and Health (AFSEH) and a member of the School of Social Sciences and Psychology-based Sexualities and Genders Research group (SaGR).  Alongside Associate Professor Tania Ferfolja (WSU) and Professor Tara Goldstein (OSIE), A/Prof. Ullman is working on an Australian Research Council (ARC) Discovery Project (2018-2020) exploring parents' perceptions of gender and sexuality diversity (GSD)-inclusive education in K-12 schooling.

A/Prof. Ullman has numerous publications in the areas of school-climate, motivation, and diversity of genders and sexualities, including articles in Sex Education, Journal of Youth Studies, and Teaching Education.  Her co-edited book Understanding Sociological Theory for Educational Practices (Cambridge University Press, 2015;2018), currently in its second edition, combines her research with same-sex attracted and gender-diverse young people with her goals of engendering praxis as a habit of teachers' professional practice in her role as a pre-service teacher educator.  This text is currently prescribed in pre-service teacher education courses in five universities across Austalia.

Her co-authored text Sexuality and Gender Diversity and a Culture of Limitation: Student and Teacher Experiences in Schools with A/Prof. Ferfolja is part of the Routledge series Critical Studies in Gender and Sexuality in Education and will be published mid-2020.

This information has been contributed by Associate Professor Ullman.

Qualifications

  • PhD University of Sydney
  • MEd University of Sydney

Professional Memberships

  • Gender and Education Association (2017)
  • American Educational Research Association (2010)
  • Australia Forum on Sexuality, Education and Health (2013)

Awards

  • Global Education Fund Awardee 2019-03-01
  • Australian Research Council Kathleen Fitzpatrick Laureate Fellow 2019-02-01

Interests

  • Equity and Social Justice Education
  • Gender and Sexuality
  • LGBTQI issues in education
  • Developmental Psychology
  • Research Design and Analysis
  • Self-Concept
  • Sociology of Education
  • Sociology of Gender and Sexuality
  • Stigma Management

Organisational Unit (School / Division)

  • Secondary Education (SoE)

Committees

  • Master of Education (Leadership) Course
  • Disabilities Coordinator, School of Education
  • Research and Higher Degree Committee, School of Education

Contact

Email: N/A
Phone:
Mobile:
Location:

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Teaching

Previous Teaching Areas

  • 101642 Positive Learning Environments, 2014
  • 101656 Researching Practice, 2012
  • 102083 Diversity, Social Justice and Learning, 2017
  • 102096 Researching Teaching and Learning 1, 2015
  • 102096 Researching Teaching and Learning 1, 2018
  • 102096 Researching Teaching and Learning 1, 2019

Publications

Books

  • Ferfolja, T. and Ullman, J. (2020), 'Gender and Sexuality Diversity in a Culture of Limitation: Student and Teacher Experiences in Schools', : Routledge 9781138062313.
  • Ferfolja, T., Jones Diaz, C. and Ullman, J. (2018), 'Understanding Sociological Theory for Educational Practices', : Cambridge University Press 9781108434409.
  • Ullman, J. and Ferfolja, T. (2018), 'Gender and Sexuality in Education and Health: Advocating for Equity and Social Justice', : Routledge 9781138493452.

Chapters in Books

  • Ferfolja, T. and Ullman, J. (2020), 'Parent perceptions of GSD-related content inclusions in school education : voices from Australia', Schools as Queer Transformative Spaces: Global Narratives on Sexualities and Gender, Routledge 9781138493148.
  • Ullman, J. (2019), 'Sexuality and sexualization in youth (Australia)', Bloomsbury Education and Childhood Studies, Bloomsbury Publishing 9781350996267.
  • Ferfolja, T. and Ullman, J. (2017), 'Exploring 'thing-power' and the 'spectre of fear' on schooling subjectivities : a critical posthuman analysis of LGBT silencing', Reimagining Sustainability in Precarious Times, Springer 9789811025488.
  • Ullman, J., Sullivan, G. and Gilchrist, H. (2017), 'Sexual orientation, gender, and inclusive education : the impact of learning environment and social support for lesbian, gay, bisexual, and transgender children and youth', Global Perspectives on Gender and Sexuality in Education: Raising Awareness, Fostering Equity, Advancing Justice, Information Age Publishing 9781681237954.
  • Ullman, J., Sullivan, G. and Gilchrist, H. (2017), 'Sexual orientation, gender, and inclusive education : the impact of learning environment and social support for lesbian, gay, bisexual, and transgender children and youth', Global Perspectives on Gender and Sexuality in Education: Raising Awareness, Fostering Equity, Advancing Justice, Information Age Publishing 9781681237954.
  • Ullman, J. (2015), 'Regulating 'gender climate' : exploring the social construction of gender and sexuality in regional and rural Australian schools', Understanding Sociological Theory for Educational Practices, Cambridge University Press 9781107477469.
  • Ferfolja, T., Jones Diaz, C. and Ullman, J. (2015), 'The unseen half : theories for educational practices', Understanding Sociological Theory for Educational Practices, Cambridge University Press 9781107477469.
  • Ullman, J., Jones Diaz, C. and Ferfolja, T. (2015), 'Final ruminations on the 'unseen half'', Understanding Sociological Theory for Educational Practices, Cambridge University Press 9781107477469.
  • Ullman, J. and McGraw, K. (2014), 'Troubling silences and taboo texts : constructing safer and more positive school climates for same-sex-attracted high-school students in Australia', Gender and Sexualities in Education: A Reader, Peter Lang 9781433123252.
  • Ferfolja, T. and Ullman, J. (2014), 'Opportunity lost and (re)written out : LGBTI content in Australia's "new" National Health and Physical Education curriculum ', Contemporary Issues of Equity in Education, Cambridge Scholars 9781443863322.
  • Kahne, J., Ullman, J. and Middaugh, E. (2012), 'Digital opportunities for civic education', Making Civics Count: Citizenship Education for a New Generation, Harvard Educational Press 9781612504773.

Journal Articles

  • Ullman, J. (2020), 'Present, yet not welcomed : gender diverse teachers' experiences of discrimination', Teaching Education, vol 31, no 1 , pp 67 - 83.
  • Salter, M., Robinson, K., Ullman, J., Denson, N., Ovenden, G., Noonan, K., Bansel, P. and Huppatz, K. (2020), '[In Press] Gay, bisexual, and queer men's attitudes and understandings of intimate partner violence and sexual assault', Journal of Interpersonal Violence, .
  • Russell, D., Anderson, J., Riggs, D., Ullman, J. and Higgins, D. (2020), 'Gender diversity and safety climate perceptions in schools and other youth-serving organisations', Children and Youth Services Review, vol 117 .
  • Dune, T., Ullman, J., Ferfolja, T., Thepsourinthone, J., Garga, S. and Mengesha, Z. (2019), 'Are services inclusive? : a review of the experiences of older GSD women in accessing health, social and aged care services', International Journal of Environmental Research and Public Health, vol 17, no 11 .
  • Orlando, J., Hanham, J. and Ullman, J. (2018), 'Exploring intentional use of a technological proxy, Turnitin, to enhance student academic literacy practices', Australasian Journal of Educational Technology, vol 34, no 4 , pp 44 - 56.
  • Ullman, J. (2018), 'Breaking out of the (anti)bullying 'box' : NYC educators discuss trans/gender diversity-inclusive policies and curriculum', Sex Education, vol 18, no 5 , pp 495 - 510.
  • Gannon, S., Tracey, D. and Ullman, J. (2018), 'Bolstering graduates' success through working as student ambassadors in university widening participation programs', Higher Education Research and Development, vol 37, no 4 , pp 715 - 729.
  • Ullman, J. (2017), 'Teacher positivity towards gender diversity : exploring relationships and school outcomes for transgender and gender-diverse students', Sex Education, vol 17, no 3 , pp 276 - 289.
  • Ferfolja, T. and Ullman, J. (2017), 'Gender and sexuality diversity and schooling : progressive mothers speak out', Sex Education, vol 17, no 3 , pp 348 - 362.
  • Ferfolja, T. and Ullman, J. (2017), 'Gender and sexuality in education and health : voices advocating for equity and social justice', Sex Education, vol 17, no 3 , pp 235 - 241.
  • Breault-Hood, J., Gray, T., Truong, S. and Ullman, J. (2017), 'Women and girls in outdoor education : scoping the research literature and exploring prospects for future body image enquiry', Research in Outdoor Education, vol 15 , pp 21 - 46.
  • Ullman, J. and Ferfolja, T. (2016), 'The elephant in the (class)room : parental perceptions of LGBTQ-inclusivity in K-12 educational contexts', Australian Journal of Teacher Education, vol 41, no 10 , pp 15 - 29.
  • Ullman, J. and Ferfolja, T. (2015), 'Bureaucratic constructions of sexual diversity : 'sensitive', 'controversial' and silencing', Teaching Education, .
  • Ullman, J. (2015), ''At-risk' or school-based risk? : testing a model of school-based stressors, coping responses, and academic self-concept for same-sex attracted youth', Journal of Youth Studies, .
  • Cole, D., Ullman, J., Gannon, S. and Rooney, P. (2015), 'Critical thinking skills in the International Baccalaureate's "Theory of Knowledge" subject : findings from an Australian study', Australian Journal of Education, vol 59, no 3 , pp 247 - 264.
  • Hanham, J., Ullman, J., Orlando, J. and McCormick, J. (2014), 'Intentional learning with technological proxies : goal orientations and efficacy beliefs', Australian Journal of Education, vol 58, no 1 , pp 36 - 49.
  • Ullman, J. (2014), 'Ladylike/butch, sporty/dapper : exploring 'gender climate' with Australian LGBTQ students using stage-environment fit theory', Sex Education, vol 14, no 4 , pp 430 - 443.
  • Mikulsky, J. (2005), 'Use of web-based surveys in social science and education research: Practical and methodological considerations', Change: Transformations in Education, vol 8 , pp 71 - 90.

Conference Papers

  • Breault-Hood, J., Gray, T., Truong, S. and Ullman, J. (2016), 'The impact of outdoor education on the body image and self-efficacy of adolescent girls', International Outdoor Education Research Conference, Unama?ki/Cape Breton Island, Nova Scotia, Canada.
  • Ullman, J. (2012), 'Testing a Model of School-Based Stressors, Coping Responses, and Academic Self-Concept for Same-Sex Attracted Youth', American Educational Research Association Annual Conference, 2012, Vancouver, Canada.
  • Mikulsky, J. (2006), 'Investigating the relationship between school climate, school-related outcomes and academic self-concept for Australian, secondary school-aged same-sex attracted youth', Australian Association for Research in Education (AARE) Annual Conference, Sydney Australia.

Other Publications

  • 2020, 'Advancing LGBTQ+ Safety and Inclusion: Understanding the Lived Experiences and Health Needs of Sexuality and Gender Diverse People in Greater Western Sydney', Report
  • 2019, 'Resilient Families Plus: Evaluation Report and Executive Summary', Report
  • 2019, 'Sorting it Out: Gay, Bisexual, Transgender, Intersex and Queer (GBTIQ) Men's Attitudes and Experiences of Intimate Partner Violence and Sexual Assault', Report
  • 2018, 'LGBTIQA+ Teachers' Experiences of Workplace Discrimination and Disadvantage: Report to New South Wales Departmental Stakeholders', Report
  • 2018, 'Welcoming Social Wellness: Exploring the Impact of LGBTIQ-Affirming Health and Community Care on Older Gender and Sexuality-Diverse Women's Wellbeing and Sense of Belonging', Report
  • 2017, 'Evaluation of the Widening Participation Student Ambassadors Initiative: Project Report for Office of Widening Participation, Western Sydney University', Report
  • 2015, 'Free2Be?: Exploring the Schooling Experiences of Australia's Sexuality and Gender Diverse Secondary School Students', Report
  • 2014, 'IB Programme: Theory of Knowledge (TOK): Exploring Learning Outcomes, Benefits, and Perceptions', Report

With a background in both educational psychology and sociology of education, A/Prof. Ullman has led research in the areas of student motivational processes and student/teacher self-beliefs (self-concept and self-efficacy).  Her expertise investigating the impact of school-climate on student belonging and well-being through large-scale quantitative studies evidences her strong drive to promote social justice and equity in schooling.  A/Prof. Ullman's research work is cross-disciplinary and extends to stigma, marginalisation and equity from the standpoint of critical sociology.  A/Prof. Ullman has expert knowledge in the areas of quantitative and mixed-method design and she has served as the methods 'lead' on a number of externally-funded projects spanning multiple related substantive areas in education.  

A/Prof. Ullman specialises in research on the school experiences and wellbeing of same-sex attracted and gender-diverse young people, including LGBTQI-inclusive curriculum and policy and she is currently working on a multi-year ARC-funded national survey of parents exploring these topics.

This information has been contributed by Associate Professor Ullman.

Current Projects

Title: Gender and Sexuality Diversity in Schools: Parental Experiences
Funder:
  • Australian Research Council (ACRG)
Western Researchers: Tania Ferfolja and Jacqueline Ullman
Years: 2018-01-01 - 2021-09-30
ID: P00023899
Title: ACON Western Sydney LGBTIQ safety and Inclusion
Funder:
  • ACON Health Limited
Western Researchers: Kerry Robinson, Peter Bansel, Nida Denson and Jacqueline Ullman
Years: 2019-03-18 - 2021-06-25
ID: P00025655

Previous Projects

Title: IB Diploma Programme: Theory of Knowledge (TOK): Exploring learning outcomes, benefits, and perceptions
Funder:
  • International Baccalaureate Organization (INT'L B)
Western Researchers: David Cole, Susanne Gannon, Jacqueline Ullman and Paul Rooney
Years: 2012-10-01 - 2014-06-30
ID: P00021163
Title: The Elephant in the (Class)room: Parents' and students' perceptions of LGBTQ education
Funder:
  • University of Western Sydney
Western Researchers: Tania Ferfolja and Jacqueline Ullman
Years: 2013-12-09 - 2015-03-31
ID: P00021833
Title: Welcoming Social Wellness (WSW): Exploring the impact of LGBTQI-affirming health and community care on older gender and sexually diverse women's wellbeing and sense of belonging
Funder:
  • Department of Family and Community Services
Western Researchers: Tinashe Dune, Jacqueline Ullman and Tania Ferfolja
Years: 2016-06-06 - 2017-11-13
ID: P00023178
Title: Exploring Inclusivity: Teachers' and school leaders' framing of LGBT - inclusive practices and working with(in) policies and community
Funder:
  • University of Western Sydney
Western Researchers: Jacqueline Ullman
Years: 2016-01-04 - 2016-12-21
ID: P00023615
Title: Inclusivity in practice: Exploring how NSW teachers' perceptions of their school climate influences LGBTIQ-inclusive practices
Funder:
  • NSW Teachers Federation
Western Researchers: Jacqueline Ullman
Years: 2017-09-04 - 2018-06-01
ID: P00024518
Title: Safe Schools Coalition Australia Research and Evaluation tender
Funder:
  • The Foundation For Young Australians
Western Researchers: Kerry Robinson and Jacqueline Ullman
Years: 2015-03-23 - 2017-03-09
ID: P00024201
Title: Resilient Families: Engaging parents in social-emotional learning curriculum for high school students in a community-based resilience program
Funder:
  • Social Ventures Australia
Western Researchers: Katrina Barker, Danielle Tracey and Jacqueline Ullman
Years: 2017-03-06 - 2019-07-08
ID: P00023824
Title: Locating "Gender Climate" inside "School Climate" to Safeguard Academic Identity Development for Australia's Same-sex Attracted Youth
Funder:
  • University of Western Sydney
Western Researchers: Jacqueline Ullman
Years: 2012-10-24 - 2014-03-30
ID: P00021133

Supervision

Associate Professor Ullman is available to be a principal supervisor for doctoral projects

Current Supervision

Thesis Title: An exploration of gender dynamics in an all-boys school as it transitions to co-educational student intake
Field of Research:
Thesis Title: Relations between queer young people and queer parents in Mainland China: to explore the conflict and interplay betwen generations in China
Field of Research:
Thesis Title: The Impact of Outdoor Education on the Body Image and Self-Concept of Adolescent Females
Field of Research:
Thesis Title: A Study of International Students' Experiences of being Female and Mother when Studying in Australian Universities
Field of Research:
Thesis Title: An Investigation into the Relational Dynamics of Power, Exploring Awareness and Skill Development
Field of Research:
Thesis Title: Investigating the Relationship between Locus of Control, Motivation and Academic Performance of Second Chance Learners
Field of Research:

Previous Supervision

Thesis Title: Investigating the Lived Experiences of Career Change Teachers within New South wales Department of Education High Schools.
Field of Research: Other Education

Media

Title: Future Makers Magazine
Description:
Title: Western Sydney University News Centre
Description:
Title: Feature - Teacher Magazine
Description: "Teachers and discrimination at work"
Title: Interview with Teacher Magazine (ACER)
Description: Parental views on LGBTQ-inclusive curriculum
Title: The Conversation Article
Description: Scott-Curwood, J. & Ullman, J. (2015).
Title: Research Gate
Description: Profile listing on Research Gate
Title: Academia.edu Site
Description: Profile listing on Academia.edu

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