Stephanie Anne Shelton, Ph.D.

Donald G. Tarbet Faculty Scholar in Education

Associate Professor

Director, Graduate Certificate in Qualitative Studies

Journal Article

Shelton, S. (accepted). A fairy tale of a pedagogy of refusal and play to empower critical qualitative inquiry/ies. Departures in Critical Qualitative Research.

Prewitt, N., Jolivette, K., Odom, K., Ma, W., Hester, O., Shelton, S., Preast, J., & Sanders, S. (accepted). Psychometric properties of the Illinois bully/victim scale for youth in restrictive education settings. Assessment for Effective Intervention.

Shelton, S. A., & Jones, A. M. (2026). A layering of selves: Bias, subjectivity, and paper dolls. International Review of Qualitative Research. Accepted. https://doi.org/10.1177/19408447251319436

Shelton, S., Gu, S. Y., & Jones, A. (2026). Unexpected moments in qualitative interviews: Considerations and strategies for navigating the unanticipated and challenging in interviewing. Sage Research Methods. Accepted. https://doi.org/10.4135/9781036242862

Shelton, S., Guyotte, K. W., Coogler, C. H., & Melchior, S. (accepted). Enter the chorus: An ethnodrama of academic motherhood in (and beyond) the covid-19 pandemic. Cultural Studies <–> Critical Methodologies. https://doi.org/10.1177/15327086261423814

Shelton, S., Odom, K. P., Preast, J. L., Prewitt, N. B., Sanders, S., Jolivette, K., Hester, O. R., Ma, W., & Pitzel, A. (2026). Exploring faculty and staff members’ cultural literacies in shaping climate and supporting justice-involved youth. International Journal of Literacy, Culture, and Language Education. Accepted.

Shelton, S., Hester, O. R., Sanders, S., Jolivette, K., Odom, K. P., Preast, J. L., Ma, W., Prewitt, N. B., & Pitzel, A. (2026). Strategies and examples for applying reflexivity in qualitative research: Before, during, and after data collection. Qualitative Research Journal. Accepted. https://doi.org/10.1108/QRJ-02-2025-0072

Shelton, S., Richards, H., & Stanley, T. (2025). An ethnodrama exploring juvenile justice staff members’ perspectives on building community partnerships. Journal of Community Engagement and Scholarship. Published. https://doi.org/10.54656/4rq8f233

Behizadeh, N., & Shelton, S. (2025). Centering care and humanization in difficult conversations. English Education, 57(3). https://doi.org/10.58680/ee2025573244

Shelton, S. A. (2025). Cutting through the briars: Politics and context in teacher education. English Education. Published. https://doi.org/10.58680/ee2025572149

Shelton, S. A., & Gu, S. Y. (2025). How to facilitate focus groups that empower marginalized participant populations. Sage Research Methods. Published. https://doi.org/10.4135/9781036214630

Prewitt, N., Shelton, S., Jolivette, K., Odom, K., Ma, W., Hester, O., Preast, J., & Sanders, S. (2025). Juvenile justice community-based programs and partnerships: Possibilities for collaboration and community. Journal of Community Engagement and Scholarship, 18(2), 1–7.

Prewitt, N., Jolivette, K., Odom, K., Shelton, S., Ma, W., Hester, O., Preast, J., & Sanders, S. (2025). Leveraging facility staff voice: Identifying community partners when strengthening juvenile justice facility climates. Journal of Correctional Education, 76(2), 3–23.

Shelton, S. A. (2025). Queer(ing) the bias monster and subjectivities: Shifting from confessions to reflexivity. International Review of Qualitative Research, 17(4), 546–557. https://doi.org/10.1177/19408447241245980

Shelton, S. A. (accepted). Supporting lgbtqia+ teacher allies in impossible contexts: Resources for agency and action. English Journal.

Odom, K. P., Jolivette, K., & Shelton, S. A. (accepted). The forgotten path: Facility partner perceptions on youth transition from a residential treatment facility school to neighborhood schools. Journal of the American Academy of Special Education Professionals.

Shelton, S. (2025). Trauma-informed strategies to support lgbtqia+ students in contentious and impossible contexts. English Journal, 114(4). https://doi.org/10.58680/ej20251144112

Shelton, S. (2025). The center cannot hold: Censorship and queer(ing) literacies in the rural South. Reading Research Quarterly, 60(3), 1–14. https://doi.org/10.1002/rrq.70034

Prewitt, N., Shelton, S. A., Odom, K., Pitzel, A., Jolivette, K., Hester, O., Sanders, S., Preast, J., & Ma, W. (2025). Juvenile Justice Community-Based Programs and Partnerships: Possibilities for Collaboration and Community. Journal of Community Engagement and Scholarship, 18(2). https://doi.org/10.54656/az06q591

Shelton, S. A., & Guyotte, K. W. (2024). Communities of mutation: Becoming feminist pedagogical monstrosities. Gender and Education, 36(8), 1173–1189. https://doi.org/10.1080/09540253.2024.2370276

Shelton, S. A., Sanders, S., Jolivette, K., Odom, K. P., Hester, O. R., Hackney, A., Preast, J. L., Ma, W., & Prewitt, N. B. (2024). Conducting Trauma-Informed Focus Groups with Vulnerable Participants: Research(er) Reflexivity in Juvenile Justice Facilities. Sage Research Methods. Published. https://doi.org/10.4135/9781529683691

Strunk, K. K., Duran, A., & Shelton, S. A. (2024). Envisioning Queer and Trans Educational Futures in Contentious Times. Journal of Queer and Trans Studies in Education. Published. https://doi.org/10.60808/fsqn-e502

Guyotte, K. W., Coogler, C. H., Shelton, S., & Melchior, S. (2024). Home/work: A feminist poetic inquiry of academic mothers’ pandemic experiences. International Review of Qualitative Research, 17(1), 3–22. https://doi.org/10.1177/19408447231198470

Pope, E. M., & Shelton, S. (2024). How to practice reflexivity in research with diverse participant populations. Sage Research Methods. Published. https://doi.org/10.4135/9781529689303

Strunk, K. K., & Shelton, S. A. (2024). Querying queer quantitative educational research: A systematic literature review. Educational Review, 76(6), 1708–1721. https://www.tandfonline.com/doi/full/10.1080/00131911.2024.2311195

Shelton, S. A. (2024). Watermelons and writing qualitatively: Personal reflections, lessons learned, and process alongside product. International Review of Qualitative Research, 17(3), 220–231. https://doi.org/10.1177/19408447241243316

Shelton, S., & Guyotte, K. W. (accepted). Worthy of trust: A feminist-queer ethic of trustworthiness. Qualitative Inquiry. https://doi.org/10.1177/10778004251383512

Shelton, S. A., & Jones, A. M. (2022). Advantages of and Considerations for Conducting Online Focus Groups. Sage Research Methods. Published. https://doi.org/10.4135/9781529601824

Shelton, S. A., & Flint, M. A. (2019). The Value of Transcription in Encouraging Researcher Reflexivity. Sage Research Methods. Published. https://doi.org/10.4135/9781526477705

Book

Wolgemuth, J. R., Guyotte, K. W., & Shelton, S. A. (Eds.). (2025). Expanding approaches to thematic analysis: Creative engagements with qualitative data. Routledge.

Shelton, S. A., & Campbell, E. T. (Eds.). (2025). Refusals and reflections: Teaching and learning social justice in qualitative research.

Guyotte, K. W., Shelton, S. A., Melchior, S., & Coogler, C. H. (Eds.). (2024). Academic mothering: Fabulating futures for higher education.

Book Chapter

Shelton, S. (2025). Cornbread and community: Queer-affirming learning in a rural Southern high school. In Rural and (out)rooted: Exploring the intersection of rural education and queer identities.

Wolgemuth, J. R., Guyotte, K. W., & Shelton, S. (2025). Expanding Thematic Analysis: Beyond Coding, Toward Engagement. In Expanding Approaches to Thematic Analysis: Creative Engagements with Qualitative Data.

Shelton, S., & Coogler, C. H. (2025). Ma(r)king Themes: Annotating as Thematic Analysis. In Expanding Approaches to Thematic Analysis: Creative Engagements with Qualitative Data.

Guyotte, K. W., & Shelton, S. (2025). Reading Relationally: A Feminist/Queer Analytic Method. In Expanding Approaches to Thematic Analysis: Creative Engagements with Qualitative Data.

Shelton, S. (accepted). Feminist research ethics. In The Sage Encyclopedia of Education and Gender.

Shelton, S. (2024). Queer young adult literature. In The SAGE Encyclopedia of LGBTQ Studies.

Shelton, S. A. (2024). Queer young adult literature. In The SAGE Encyclopedia of LGBTQ Studies, 2nd edition. Sage.

Shelton, S., & Brooks, T. (2024). Reciprocating care and vulnerability as resistance in ELA classrooms. In Acts of resistance: Subversive teaching in the English language arts classroom (2nd edition).

Shelton, S., & Brooks, T. (2024). The other mothers: No, not the ugly stepmothers or fairy godmothers…the teacher mothers. In Fabulating futures with academic mothers: Provocations for higher education.

Newspaper Article

Shelton, S., & Smagorinsky, P. (2025). What is the cause of “gender dysphoria”?. Atlanta Journal-Constitution. Published. https://www.ajc.com/education/get-schooled/gender-dysphoria-discussion-exacerbates-indignities-on-lgbtq-youth/6GUQIU6QZFALVB4DKMDR3TRB4A/