Drawing on three years of ethnographic research in an urban public high school in Northern California, Dr. Woolley'’s work examines schooling structures and practices that reproduce heteronormativity and regulate gender and sexuality as well as students’ and teachers'’ everyday practices of resistance. She analyzes the ways institutionalized discourses can shape school climate, student learning, and acceptance of diversity along the lines of gender and sexuality. In her research and teaching, Dr. Woolley pays attention to the ways schooling institutions can produce unequal power relations with regards to sex, gender, and sexuality and their intersections with other lines of difference. Her work contributes to the study of diversity by focusing on operations of power along the lines of gender and sexuality and by addressing LGBTQ issues in education—al subfield that is situated at the margins of various disciplines. Susan W. Woolley'’s research and teaching are centered on critically engaging "“safe spaces"” for diversity, putting into practice pedagogy that challenges dominant structures, and supporting students in their analysis of power relations and their ongoing education. She aims to improve the educational experiences of LGBTQ youth in schools and raise awareness of the ways social and linguistic practices can work to regulate students'’ gender and sexuality, reproduce heteronormative structures, and marginalize youth who are perceived as different from the hegemonic norm.