Laurie Cooper Stoll profile photo

Laurie Cooper Stoll

Specialty area(s)

Social Inequalities in Education, Gendered Violence, and Fat Studies

Brief biography

Dr. Cooper Stoll is Associate Professor of Sociology in the Department of Sociology and Criminal Justice. Her research explores inequalities in education, rape and sexual assault, and fat studies. Dr. Cooper Stoll's first book, "Race and Gender in the Classroom: Teachers, Privilege, and Enduring Social Inequalities," was awarded the 2015 Distinguished Contribution to Scholarship Book Award by the Race, Gender, and Class Section of the American Sociological Association. Her second book, "Should Schools Be Colorblind?" will be released in June 2019. Dr. Cooper Stoll has published articles in peer-reviewed journals such as Journal of Interpersonal Violence, Race, Ethnicity and Education, Violence Against Women, Qualitative Sociology, Journal of Latinos and Education, Computers in Human Behavior, and Research in Social Movements, Conflict, and Change. Dr. Cooper Stoll is also a publicly elected member of the School District of La Crosse Board of Education. Because of Dr. Cooper Stoll’s expertise, she is often asked to conduct professional development with PreK-12 educators focused on ways to advance equity in schools. 

Current courses at UWL

Dr. Cooper Stoll regularly teaches Sociology of Race and Ethnicity (SOC 225); Gender and Society (SOC 370); Schools and Society (SOC 216); Foundations of Sociological Analysis (SOC 200); and Introduction to Social Justice (SOC 150).

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

Research and publishing

Books

(1) Laurie Cooper Stoll (forthcoming June 2019) "Should Schools Be Colorblind?" Under contract at Polity Press.

(2) 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 Glenn Lilley, and Ray Block (2018). “The Effects of Gender-Blind Sexism on Rape Myth Acceptance: Results from a Nationally Representative Study.” Journal of Interpersonal Violence.

(2) Laurie Cooper Stoll, Terry Lilley, and Kelly Pinter (2017) “Gender-Blind Sexism and Rape Myth Acceptance.”Violence Against Women, 23(1): 28-45.

(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) 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.

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

(6) 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.

(7) 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.

(8) 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 (2018) “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 21stCentury. 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.