Laurie Cooper Stoll

Associate Professor
Sociology
Office hours

Specialty area(s)

Race, Class, Gender, Sexuality, Intersectionality, and Education

Brief biography

Dr. Cooper Stoll is an Associate Professor in the Department of Sociology and the founding Director of the Institute for Social Justice at the University of Wisconsin-La Crosse. Her research explores inequalities related to race, class, gender and sexuality in the context of social institutions, particularly education. Dr. Cooper Stoll's first book, "Race and Gender in the Classroom: Teachers, Privilege, and Enduring Social Inequalities," explores the paradoxes of education, race, and gender, as she follows eighteen teachers carrying out their roles as educators in an era of “post-racial” and “post-gender” politics. "Race and Gender in the Classroom" was awarded the 2015 American Sociological Association Section on Race, Gender, and Class Distinguished Contribution to Scholarship Book Award.

Current courses at UWL

Dr. Cooper Stoll regularly teaches Racial and Ethnic Minorities (SOC 225); Gender and Society (SOC 370); Schools and Society (SOC 216); and Foundations of Sociological Analysis (SOC 200).

Professional history

Dr. Cooper Stoll regularly gives presentations on topics related to diversity, inclusion and social justice at UWL, professional conferences, K-12 schools, and other institutions of higher learning.

Research and publishing

Books:
(1) Laurie Cooper Stoll. (2013). "Race and Gender in the Classroom: Teachers, Privilege, and Enduring Social Inequalities.” Lanham, MD: Lexington Books.

Peer Reviewed Journal Articles:
(1) Laurie Cooper Stoll, Terry Lilley, and Kelly Pinter (2016) “Gender-Blind Sexism and Rape Myth Acceptance.” Violence Against Women, 23(1): 28-45.

(2) Enilda Delgado and Laurie Cooper Stoll (2015) “Beyond the Black-White Test Score Gap: Latinos’ Early School Experiences and Literacy Outcomes.” Journal of Latinos and Education, 14(4): 261-274.

(3) Laurie Cooper Stoll and Ray Block (2015) "Intersectionality and Cyberbullying: A Study of Cybervictimization in a Midwestern High School." Computers in Human Behavior, 52: 387-397.

(4) Laurie Cooper Stoll (2014) “Constructing the Color-Blind Classroom: Teachers’ Perspectives on Race and Schooling.” Race Ethnicity & Education, 17, 5: 688-705.

(5) Todd Fuist, Laurie Cooper Stoll, and Fred Kniss (2012) "Beyond the Liberal-Conservative Divide: Assessing the Relationship Between Religious Denominations and Their Associated LGBT Organizations.” Qualitative Sociology, 35, 1: 65-87.

(6) Laurie Cooper Stoll and Larry R. Petersen (2008) "Church Growth and Decline: A Test of the Market-Based Approach." Review of Religious Research, 49, 3, 251-268.

(7) Stephen J. Scanlan, Laurie Cooper Stoll, and Kimberly Lumm (2008) "Starving for Change: The Hunger Strike and Nonviolent Action, 1906-2004." Research in Social Movements, Conflict, and Change, 28, 275-323.

Book Chapters:
(1) Laurie Cooper Stoll and Megan R. Klein(forthcoming) "Not in my Backyard: How Abstract Liberalism and Colorblind Diversity Undermines Racial Justice." In S. Collins and D. Embrick (Eds.), Challenging the Status Quo: Diversity, Democracy, and Equality in the 21st Century. The Netherlands: Brill Academic Publishers.

(2) Laurie Cooper Stoll (2015) “Teachers’ Perspectives on Race and Racial Inequality: Strategic Intersectionality and the Countervailing Effects of Privilege.” In D.J. Davis, R.J. Brunn and J.L. Olive (Eds.), Intersectionality in Education Research. Sterling, VA: Stylus Publishing, LLC.

Education

Ph.D. Sociology, Loyola University Chicago, August 2011
Concentration in Women’s and Gender Studies, December 2007

M.A. Sociology, University of Memphis, May 2004

B.A. Sociology, University of Memphis, May 2001, Magna cum Laude