Dr Ruby Grant

UTAS Home Dr Ruby Grant

Ruby Grant

Senior Lecturer, Sociology
School of Social Sciences

Room L231 , Arts Building

6226 2386 (phone)

Dr Ruby Grant is a Senior Lecturer in Sociology, specialising in gender and sexuality studies. Dr Grant’s research explores how gender equity, diversity, and inclusion are achieved in: 1) Healthcare, 2) Education, and 3) Civic Life. Ruby’s research is particularly focused on lesbian, gay, bisexual, transgender, and queer (LGBTQ) identities and wellbeing, providing key insights into LGBTQ-inclusive practices in Tasmania.


Dr Grant has a PhD in Sociology from the University of Tasmania. Her thesis broke new ground in advancing understandings of lesbian, bisexual, and queer young women’s identities and health. That research formed the basis of her book, Sexual Citizenship and Queer Post-Feminism, published with Routledge in 2020. Since then, Dr Grant was appointed to her position as a Lecturer in Sociology at UTAS and has continued to expand her research on LGBTQ wellbeing and inclusive practice, receiving competitive funding from the Department of Premier and Cabinet, Department of Communities, and the Australian Lesbian Medical Association. Ruby’s work has tangible impacts, informing Tasmanian Government policy and service provision for LGBTQ Tasmanians and their families.

Career summary


DegreeThesis titleUniversityCountryAwarded
PhD The Queer Sexual Citizen: Bisexual and queer young women’s sexual health in Tasmania University of Tasmania Australia 2018
BA (1st Class Hons) Going Commando: Prosthetics and the Politics of Gender University of Tasmania Australia 2014


Professional practice

The Australian Sociological Association (TASA)
Australian Women’s and Gender Studies Association (AWGSA)

Elected member, Academic Senate
Board member, Equality Tasmania

Administrative expertise

Project management, research assistance


Teaching expertise

Dr Grant is an experienced educator, including coordinating large first year undergraduate units as well as developing second- and third-year electives in sociology and gender studies. Ruby is passionate about undergraduate teaching in sociology and aims to introduce diverse learners to sociological concepts and feminist theory in an accessible and engaging ways.

Teaching Responsibility:
Perspectives on the Social World (HGA202)
Sociology: Experiencing Social Life (HGA102)
Gender, Culture, and Identity (HGA372)

Teaching responsibility

  • Gender, Culture and Identity HGA272 / 372
  • Sociology: Experiencing Social Life HGA102
  • Gender & World HAF105

View more on Dr Ruby Grant in WARP


Ruby’s interdisciplinary qualitative work examines key questions in Sociology and Gender Studies including:

  • How is gender inequality reproduced in everyday life?
  • How are gender and sexuality shaped by multiple, intersecting social forces?
  • What are the institutional responses to sexuality and gender diversity and how do these impact on individuals’ health and wellbeing?

To explore these questions, Ruby’s research examines 4 key sites:

  1. Identity and self-understanding
  2. Sexual citizenship
  3. Healthcare and medical practices
  4. Education


Dr Grant is a nationally recognised leader in queer studies who is known for the trusted partnerships she builds with collaborators across the university community and professional sector. Ruby has led and collaborated with a range of multi-disciplinary teams exploring a wide range of issues around gender, sexuality, and inclusion.


  • Visiting Research Fellowship, Five Colleges Women’s Studies Research Centre, Mount Holyoke College (US) (2017)
  • Janet Cretan Elite Research Scholarship (2015)
  • University Medal for Academic Achievement, University of Tasmania (2014)
  • First Class Honours, University of Tasmania (2014)
  • The Australian Sociology Association Honours Student Award (2014)
  • L.F. Giblin Memorial Prize for Highest Proficiency in Sociology, University of Tasmania (2013)
  • Dean’s Roll of Honour for Academic Excellence, University of Tasmania (2011, 2012, 2013)

Current projects

Current Projects include:
1. LGBTIQ+ Tasmanians’ Mental Health and Wellbeing: Rethink 2020 Implementation
2. The impact of COVID-19 on LGBTIQ+ young people
3. LGBTIQ+ students experiences in Australian higher education
4. LGBTQ+ small business owners in Tasmania
5. Australian Survey of the HIV and Sexual Health Needs of Bi+ People

Fields of Research

  • Gender, sexuality and education (390406)
  • Sexualities (440506)
  • Sociology of education (390203)
  • Social change (441004)
  • Sociology of gender (441010)
  • Screen and media culture (470214)
  • Rural sociology (441003)
  • Sociology of health (441011)
  • Cultural geography (440601)
  • Gender studies (440599)
  • Mental health services (420313)
  • Aged health care (420301)
  • Feminist theory (440503)
  • Feminist and queer theory (440501)
  • Gender relations (440504)
  • Urban sociology and community studies (441016)
  • Applied sociology, program evaluation and social impact assessment (441001)
  • Social policy (440712)
  • Curriculum and pedagogy theory and development (390102)
  • Health and community services (420305)

Research Objectives

  • Expanding knowledge in human society (280123)
  • Gender and sexualities (230108)
  • Gender aspects in education (160202)
  • Women's and maternal health (200509)
  • Other education and training (169999)
  • Specific population health (excl. Indigenous health) (200599)
  • Equity and access to education (160201)
  • Social structure and health (200207)
  • Expanding knowledge in the health sciences (280112)
  • Health related to ageing (200502)
  • Pedagogy (160302)
  • Expanding knowledge in psychology (280121)
  • Structure, delivery and resourcing (230113)
  • Evaluation of health and support services (200299)
  • Other culture and society (139999)
  • Expanding knowledge in philosophy and religious studies (280119)
  • Teacher and instructor development (160303)
  • Mental health services (200305)
  • Public services policy advice and analysis (230204)
  • Mental health (200409)
  • Health system performance (incl. effectiveness of programs) (200206)
  • Diagnosis of human diseases and conditions (200101)
  • Urban planning (120406)
  • The creative arts (130103)


Conference Presentations

  • Grant, Ruby (2017) ‘The Unremarkable Queer: (De)Constructing Identity in a Post-Gay World.’ Eastern Sociological Society Annual Meeting, Philadelphia, USA, 25 February 2017.
  • Grant, Ruby (2016) ‘Navigating the Unintelligible: Queer Young Women’s Experiences Negotiating Safe Sex and Sexual Health in Tasmania.’ Lesbian, Bisexual and Queer Women’s Health Conference, Melbourne, 27 May 2016.

Other Public Output

  • Grant, Ruby (2017) ‘On Tasmanian Queerness and (Not) Going to the Mainland.’ Archer Magazine Online
  • Grant, Ruby (2016) ‘“Part Time Gay: Bisexual Women Putting the B in LGBT.”’ Open Forum Blog.

Total publications


Journal Article

(21 outputs)
2021Beasy KM, Grant R, Emery S, 'Multiple dimensions of safe space for LGBTQ students: school staff perceptions', Sex Education pp. 1-14. ISSN 1468-1811 (2021) [Refereed Article]

DOI: 10.1080/14681811.2021.2018677 [eCite] [Details]

Co-authors: Beasy KM; Emery S


2021Goddard E, Grant R, Tatman L, Baltzly D, Leon de la Barra B, et al., 'Women in Philosophy, Engineering & Theology: gendered disciplines and projects of critical re-imagination', Women's Studies International Forum, 86 Article 102479. ISSN 0277-5395 (2021) [Refereed Article]

DOI: 10.1016/j.wsif.2021.102479 [eCite] [Details]

Co-authors: Tatman L; Baltzly D; Leon de la Barra B; Black R


2021Grant R, Beasy K, Coleman B, 'Homonormativity and celebrating diversity: Australian school staff involvement in gay-straight alliances', International Journal of Inclusive Education, 25, (8) pp. 960-975. ISSN 1360-3116 (2021) [Refereed Article]

DOI: 10.1080/13603116.2019.1592249 [eCite] [Details]

Citations: Scopus - 4Web of Science - 4

Co-authors: Beasy K; Coleman B


2021Grant R, Beasy K, Emery S, Coleman B, 'Beyond safety': teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools', International Journal of Inclusive Education, 25, (3) ISSN 1360-3116 (2021) [Refereed Article]

DOI: 10.1080/13603116.2018.1555866 [eCite] [Details]

Citations: Scopus - 4Web of Science - 4

Co-authors: Beasy K; Emery S; Coleman B


2021Grant R, Gorman-Murray A, Walker BB, 'The spatial impacts of COVID-19 restrictions on LGBTIQ wellbeing, visibility, and belonging in Tasmania, Australia', Journal of Homosexuality, 68, (4) pp. 647-662. ISSN 0091-8369 (2021) [Refereed Article]

DOI: 10.1080/00918369.2020.1868188 [eCite] [Details]

Citations: Scopus - 17Web of Science - 17

Co-authors: Walker BB


2021Grant R, Smith AJK, Newett L, Nash M, Turner R, et al., 'Tasmanian healthcare professionals' & students' capacity for LGBTI+ inclusive care: a qualitative inquiry', Health and Social Care in the Community, 29, (4) pp. 957-966. ISSN 0966-0410 (2021) [Refereed Article]

DOI: 10.1111/hsc.13130 [eCite] [Details]

Citations: Scopus - 4Web of Science - 3

Co-authors: Smith AJK; Newett L; Nash M; Turner R; Owen L


2021Grant R, Smith AK, Nash M, Newett L, Turner R, et al., 'Health practitioner and student attitudes to caring for transgender patients in Tasmania: an exploratory qualitative study', Transgender Health, 50, (6) pp. 416-421. ISSN 2688-4887 (2021) [Refereed Article]

DOI: 10.31128/AJGP-05-20-5454 [eCite] [Details]

Co-authors: Smith AK; Nash M; Newett L; Turner R; Owen L


2021Grant R, Walker B, 'Place, belonging, and more-than-human community: a visual study of older lesbians in rural Tasmania', Australian Geographer, 52, (4) pp. 357-372. ISSN 0004-9182 (2021) [Refereed Article]

DOI: 10.1080/00049182.2021.2012317 [eCite] [Details]

Citations: Scopus - 2Web of Science - 2

Co-authors: Walker B


2021Nash M, Grant R, Moore R, Winzenberg T, 'Male allyship in institutional STEMM gender equity initiatives', PLoS One, 16, (3) Article e0248373. ISSN 1932-6203 (2021) [Refereed Article]

DOI: 10.1371/journal.pone.0248373 [eCite] [Details]

Citations: Scopus - 5Web of Science - 5

Co-authors: Nash M; Moore R; Winzenberg T


2020Grant R, 'Not going to the mainland: queer women's narratives of place in Tasmania, Australia', Gender, Place and Culture pp. 1-21. ISSN 0966-369X (2020) [Refereed Article]

DOI: 10.1080/0966369X.2020.1784101 [eCite] [Details]

Citations: Scopus - 3Web of Science - 3


2020Grant R, Nash M, 'Homonormativity or queer disidentification? rural Australian bisexual women's identity politics', Sexualities, 23, (4) pp. 592-608. ISSN 1363-4607 (2020) [Refereed Article]

DOI: 10.1177/1363460719839921 [eCite] [Details]

Citations: Scopus - 4Web of Science - 3

Co-authors: Nash M


2020Grant R, Nash M, Hansen E, 'What does inclusive sexual and reproductive healthcare look like for bisexual, pansexual and queer women? Findings from an exploratory study from Tasmania, Australia', Culture, Health and Sexuality, 22, (3) pp. 247-260. ISSN 1464-5351 (2020) [Refereed Article]

DOI: 10.1080/13691058.2019.1584334 [eCite] [Details]

Citations: Scopus - 7Web of Science - 5

Co-authors: Nash M; Hansen E


2020Grant R, Walker B, 'Older Lesbians' experiences of ageing in place in rural Tasmania, Australia: an exploratory qualitative investigation', Health and Social Care in The Community, 28, (6) pp. 2199-2207. ISSN 0966-0410 (2020) [Refereed Article]

DOI: 10.1111/hsc.13032 [eCite] [Details]

Citations: Scopus - 3Web of Science - 5

Co-authors: Walker B


2020La Paglia H, Nash M, Grant R, 'Studying gender in the neoliberal, postfeminist university: Australian university students' perspectives', Journal of Sociology, 57, (2) pp. 380-393. ISSN 1440-7833 (2020) [Refereed Article]

DOI: 10.1177/1440783320911465 [eCite] [Details]

Citations: Scopus - 1Web of Science - 1

Co-authors: La Paglia H; Nash M


2020Nash M, Grant R, Lee L, Martinez-Marrades A, Winzenberg T, 'An exploration of perceptions of gender equity among SAGE Athena SWAN self-assessment team members in a regional Australian university', Higher Education Research and Development, 40, (2) pp. 356-369. ISSN 0729-4360 (2020) [Refereed Article]

DOI: 10.1080/07294360.2020.1737657 [eCite] [Details]

Citations: Scopus - 9Web of Science - 11

Co-authors: Nash M; Lee L; Martinez-Marrades A; Winzenberg T


2019Grant R, Nash M, 'Educating queer sexual citizens? A feminist exploration of bisexual and queer young women's sex education in Tasmania, Australia', Sex Education: sexuality, society and learning, 19, (3) pp. 313-328 . ISSN 1468-1811 (2019) [Refereed Article]

DOI: 10.1080/14681811.2018.1548348 [eCite] [Details]

Citations: Scopus - 13Web of Science - 13

Co-authors: Nash M


2019Grant R, Nash M, 'Young bisexual women's sexual health care experiences in Australian rural general practice', Australian Journal of Rural Health, 27, (3) pp. 224-228. ISSN 1038-5282 (2019) [Refereed Article]

DOI: 10.1111/ajr.12505 [eCite] [Details]

Citations: Scopus - 5Web of Science - 6

Co-authors: Nash M


2018Tranter B, Grant R, 'A class act? Social background and body modifications in Australia', Journal of Sociology, 54, (3) pp. 412-428. ISSN 1440-7833 (2018) [Refereed Article]

DOI: 10.1177/1440783318755017 [eCite] [Details]

Citations: Scopus - 1Web of Science - 1

Co-authors: Tranter B


2017Grant R, Nash M, 'Navigating unintelligibility: queer Australian young women's negotiations of safe sex and risk', Journal of Health Psychology, 23, (2) pp. 306-319. ISSN 1359-1053 (2017) [Refereed Article]

DOI: 10.1177/1359105317741658 [eCite] [Details]

Citations: Scopus - 16Web of Science - 14

Co-authors: Nash M


2015Grant R, 'Going Commando: Prosthetics and the Politics of Gender', Platform: journal of media and communication, 6, (2) pp. 61-73. ISSN 1836-5132 (2015) [Refereed Article]

[eCite] [Details]

Citations: Scopus - 1


2015Nash MB, Grant R, 'Twenty-something girls v. thirty-something Sex And The City women: paving the way for post? feminism'?', Feminist Media Studies, 15, (6) pp. 976-991. ISSN 1471-5902 (2015) [Refereed Article]

DOI: 10.1080/14680777.2015.1050596 [eCite] [Details]

Citations: Scopus - 40Web of Science - 30

Co-authors: Nash MB



(1 outputs)
2020Grant R, 'Sexual Citizenship and Queer Post-Feminism: Young Women's Health and Identity Politics', Routledge, United Kingdom, pp. 158. ISBN 9780367341794 (2020) [Authored Research Book]

DOI: 10.4324/9780429324321 [eCite] [Details]


Chapter in Book

(1 outputs)
2017Nash M, Grant R, 'From Sex and the City to Girls: paving the way for post? feminism'', Reading Lena Dunham's Girls: feminism, postfeminism, authenticity and gendered performance in contemporary television, Palgrave Macmillan, M Nash and I Whelehan (ed), London, United Kingdom, pp. 61-74. ISBN 978-3-319-52971-4 (2017) [Research Book Chapter]

[eCite] [Details]

Co-authors: Nash M


Conference Publication

(4 outputs)
2019Grant R, Beasy K, 'Homonormativity and Celebrating Diversity: Australian School Staff Involvement in Gay-Straight Alliances', Proceedings of The Australian Sociological Association Conference, 25 - 28 November 2019, Parramatta City ISBN 978-0-6482210-2-9 (2019) [Conference Extract]

[eCite] [Details]

Co-authors: Beasy K

2018Beasy K, Emery S, Coleman B, Grant R, 'Supporting gender non-conforming students: learnings from school staff from Australia', ECER 2018 Abstracts, 4-7 September 2018, Bolzano, Italy (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Beasy K; Emery S; Coleman B


2018Beasy KM, Dyer L, Grant RF, Coleman BJ, Emery SG, 'Visualising LGBT-inclusive practices: A resource informed by teachers and support staff', #GEACONF2018, December, Newcastle, Australia (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Beasy KM; Dyer L; Coleman BJ; Emery SG

2018Beasy KM, Grant RF, Coleman BJ, Emery SG, 'Context matters: Supporting staff working with LGBT students in schools', #GEACONF2018, December, Newcastle, Australia (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Beasy KM; Coleman BJ; Emery SG

Other Public Output

(4 outputs)
2021Dwyer A, Grant R, Mason R, Barnes A, ''Just Listen Properly, Like with Intent': LGBTIQ+ Tasmanians: Telling us the Story', Final Report, Tasmanian Government Department of Communities, Hobart, Tasmania, pp. 1-81. (2021) [Government or Industry Research]

[eCite] [Details]

Co-authors: Dwyer A; Mason R; Barnes A

2021Grant R, Pisanu N, 'What wellbeing means for LGBTIQ Tasmanians', The Tasmania Project, UTAS Institute for Social Change, Hobart, Tasmania, Report 44 (2021) [Report Other]

[eCite] [Details]

Co-authors: Pisanu N


2018Beasy K, Grant R, 'More than just lip service: done right, awareness-raising days can pack a punch', The Conversation, Victoria, Australia (2018) [Magazine Article]

[eCite] [Details]

Co-authors: Beasy K

2018Beasy K, Grant R, Emery S, Coleman B, 'Inclusive Practices: Supporting Schools, Supporting Students', Summary Report, University of Tasmania, Australia (2018) [Government or Industry Research]

[eCite] [Details]

Co-authors: Beasy K; Emery S; Coleman B

Grants & Funding

Funding Summary

Number of grants


Total funding



Rethink 2020 Implementation Plan: LGBTQIA+ Community Consultation (2021 - 2022)$22,474
Rethink 2020 is Tasmania's mental health plan, representing a shared approach to improving mental health outcomes for all Tasmanians. It evolves and strengthens the State Government's initial Rethink Mental Health plan (Mental Health: A Long-Term Plan for Mental Health in Tasmania 2015-2025) released in 2015, to keep pace with mental health reforms happening on a national and state level. Reform Direction 7 of the Rethink 2020 Implementation Plan seeks to 'ensure population groups at higher risk of mental illness can access the support they need, when they need it.' Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) people have been identified as a target group given their well-documented poorer mental health outcomes in Tasmania and elsewhere. Due to varied, ongoing stigma and discrimination against LGBTQIA+ people, this group experiences higher rates of a range of mental illnesses, including depression, anxiety, and suicidal ideation (Whitehead et al. 2016). LGBTQIA+ people also face specific barriers to accessing inclusive mental healthcare, especially in rural and regional areas like Tasmania. Importantly, previous research has identified gaps in Tasmanian practitioners' and health services' awareness and capacity to support LGBTQIA+ communities (Grant et al. 2021a, 2021b; Grant and Nash 2019). To address these gaps and improve LGBTQIA+ mental health outcomes and service access in Tasmania, this project will draw on the lived experiences of LGBTQIA+ Tasmanians to co-design policy and practice recommendations for the future. This will be achieved through a two-phase community consultation process involving: 1) an online questionnaire; and 2) community focus groups. Findings from the project will be analysed thematically and developed into actions alongside key stakeholders in the LGBTQIA+ community, the health sector, and the State Government. These actions will be included in an upcoming report for Rethink 2020 and will help to achieve the goals of the Implementation Plan.
Department of Health and Human Services Tasmania ($22,474)
Contract Research
Administered By
University of Tasmania
Research Team
Grant RF
2021 - 2022
LGBTIQ+ Tasmanian community survey (2020)$18,922
We are conducting this study so the Tasmanian Government can better understand the experiences of the lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ+) community in accessing and using government services. The project will identify issues that are of strongest interest to the LGBTIQ+ community and inform decisions of the Tasmanian Government in relation to delivering services to this community over the next three years. The results of this study will form the basis for a refreshed Whole of Government Framework for LGBTIQ+ Tasmanians and Action Plan 2020 - 2023.
Department of Communities Tasmania ($18,922)
Contract Research
Administered By
University of Tasmania
Research Team
Dwyer AE; Grant RF
Enhancing Tasmanian Health Professionals Capacity for LGBTI-inclusive Care (2019)$15,126
The project will investigate Tasmanian medical students' and health professionals' self-assessed competency treating LGBTI patients and identify additional supports to help overcome challenges. It will evaluate current best practice and develop online resources to assist practitioners.
Department of Premier and Cabinet ($15,126)
Grant-Lesbian, Gay, Bisexual Transgender
Administered By
University of Tasmania
Research Team
Grant RF; Nash MB
Inclusive practices: Supporting teachers, supporting students (2017)$8,849
Australian Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) young people report high levels of bullying, harassment, and discrimination at school, resulting in negative educational and health outcomes (see Hillier et al., 2010; Robinson et al., 2014). Previous Australian research has identified significant need for LGBTI-inclusive teaching practice and schooling environments (Jones and Hillier, 2012). However, little is known about the competencies of Tasmanian school staff to provide LGBTI inclusive practice nor how Tasmanian teachers support their LGBTI students. To address these knowledge gaps and better inform teaching practice, this project will explore the needs of Tasmanian teachers in schooling contexts. This study will address the following research questions: 1. How are teachers supporting LGBTI students in Tasmanian schools? 2. What are the needs of teachers in creating and sustaining inclusive school environments?In partnership with the Government-funded gender, sexuality and intersex status support and education service, Working It Out, we will conduct focus groups and interviews with teachers in relation to their support of LGBTI students and staff and explore their knowledge, attitudes and approaches to LGBTI-inclusive teaching practice and school cultures.This exploratory study aims to provide evidence-based directives for further professional learning and policy development in this area. Given the 3 year Safe Schools Coalition Australia program is ending in October, it is timely and crucial that informed, evidence-based resources be developed to explore practices that promote inclusive classrooms in Tasmania. Our findings will also inform and enhance partnering organisations' ability to support pre-service teachers, Tasmanian teachers and school communities in embracing diverse and inclusive learning cultures.
University of Tasmania ($8,849)
Creativity, Culture & Society Research Development
Administered By
University of Tasmania
Research Team
Coleman BJ; Beasy KM; Grant RF; Emery SG