Doctor Jacqueline Ullman

Doctor Jacqueline Ullman

Aca - Advisor Master Of Education (leadership),
Secondary Education (soe)

Senior Lecturer In Adolescent Development, Behaviour, Well-being & Pedagogical Studies,
Secondary Education (soe)


Dr. Jacqueline Ullman (neé Mikulsky) 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, Dr. 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 a Senior Lecturer in Adolescent Development, Behaviour and Wellbeing, Dr. 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.  She further serves the School of Education as the Academic Course Advisor for the Master of Education, Leadership course.

Dr. 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.  Dr. 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 an associate member of the UWS, School of Social Sciences and Psychology-based Sexualities and Genders Research Network (SaGRN).  Alongside Professor Kerry Robinson (SSAP; UWS), Associate Professor Rachel Skinner (USYD) and Cristyn Davies (USYD), Dr. Ullman is currently conducting a multi-year evaluation of the national Safe Schools Coalition Australia (SSCA) in their work to train K-12 educators in the areas of LGBTQI-inclusive curriculum and policy.  

Dr. 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 2015 co-edited book Understanding Sociological Theory for Educational Practices (Cambridge University Press) 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 information has been contributed by Doctor Ullman.


  • PhD University of Sydney
  • MEd University of Sydney

Professional Memberships

  • Sexualities and Genders Research Network (2013)
  • American Educational Research Association (2010)
  • Australia Forum on Sexuality, Education and Health (2013)


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

Organisational Unit (School / Division)

  • Secondary Education (soe)
  • Secondary Education (soe)


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


Phone: (02) 47360 270
Location: J.G.09
Penrith (Kingswood)

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Current Teaching Areas

  • 102083 Diversity, Social Justice and Learning

Previous Teaching Areas

  • 101642 Positive Learning Environments, 2014
  • 101656 Researching Practice, 2012
  • 102096 Researching Teaching and Learning 1, 2015


Chapters in Books

  • 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.
  • Sullivan, G., Ullman, J. 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. (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: Sexuality, Society and Learning, 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.
  • 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: Sexuality, Society and Learning, 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.
  • Mikulsky, J. (2005), 'Silencing (Homo) Sexualities in School...A Very 'Bad' Idea', M/C Journal, vol 8, no 1 .

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

  • 2017, 'Evaluation of the Widening Participation Student Ambassadors Initiative: Project Report for Office of Widening Participation, Western Sydney University', Research Report
  • 2015, 'Free2Be?: Exploring the Schooling Experiences of Australia's Sexuality and Gender Diverse Secondary School Students', Research Report
  • 2014, 'IB Programme: Theory of Knowledge (TOK): Exploring Learning Outcomes, Benefits, and Perceptions: Final Report', Research Report

With a background in both educational psychology and sociology of education, Dr. 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.  Dr. Ullman's research work is cross-disciplinary and extends to stigma, marginalisation and equity from the standpoint of critical sociology.  Dr. 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.  

Dr. 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 conducting a multi-year evaluation of the national Safe Schools Coalition Australia (SSCA) initative alongside an interdisciplinary team of researchers from UWS and USYD.

This information has been contributed by Doctor Ullman.

Current Projects

Title: Inclusivity in practice: Exploring how NSW teachers' perceptions of their school climate influences LGBTIQ-inclusive practices
  • NSW Teachers Federation
Western Researchers: Jacqueline Ullman
Years: 2017-09-04 - 2018-03-01
ID: P00024518
Title: Resilient Families: Engaging parents in social-emotional learning curriculum for high school students in a community-based resilience program
  • Social Ventures Australia
Western Researchers: Katrina Barker, Danielle Tracey and Jacqueline Ullman
Years: 2017-03-06 - 2020-02-28
ID: P00023824

Previous Projects

Title: IB Diploma Programme: Theory of Knowledge (TOK): Exploring learning outcomes, benefits, and perceptions
  • International Baccalaureate Organization (INT'L B)
Western Researchers: David Cole, Susanne Gannon and Jacqueline Ullman
Years: 2012-10-01 - 2014-06-30
ID: P00021163
Title: The Elephant in the (Class)room: Parents' and students' perceptions of LGBTQ education
  • 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
  • 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
  • University of Western Sydney
Western Researchers: Jacqueline Ullman
Years: 2016-01-04 - 2016-12-21
ID: P00023615
Title: Safe Schools Coalition Australia Research and Evaluation tender
  • The Foundation For Young Australians
Western Researchers: Kerry Robinson and Jacqueline Ullman
Years: 2015-03-23 - 2017-03-09
ID: P00024201
Title: Locating "Gender Climate" inside "School Climate" to Safeguard Academic Identity Development for Australia's Same-sex Attracted Youth
  • University of Western Sydney
Western Researchers: Jacqueline Ullman
Years: 2012-10-24 - 2014-03-30
ID: P00021133


Doctor 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: Investigating the Lived Experiences of Career-change Teachers in their First Year of Teaching
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: Investigation Into the Role of School Counsellors in NSW Public Schools: Do Counsellors, Students, Parent & Teachers Agree?
Field of Research:
Thesis Title: An Investigation into the Relational Dynamics of Power, Exploring Awareness and Skill Development
Field of Research:
Thesis Title: Providing Access to Higher Education: A Univeristy Pathway Program in Engineering
Field of Research:
Thesis Title: Investigating the Relationship between Locus of Control, Motivation and Academic Performance of Second Chance Learners
Field of Research:
Thesis Title: Outcomes for UWS College Diploma in Business Studies
Field of Research:
Thesis Title: Diploma Programs Providing Opportunities for Students to Enter Science and Engineering Studies at University
Field of Research:


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