Profiles

Ruby Grant

UTAS Home Dr Ruby Grant

Ruby Grant

Lecturer, Sociology
School of Social Sciences

Room 485, Social Sciences, Sandy Bay Campus

6226 2386 (phone)

rfgrant@utas.edu.au

Dr Ruby Grant is an Associate Lecturer and early career researcher in Sociology. Drawing on inter-sectional feminist philosophies and queer theory, Dr Grant’s research focuses on queer identity politics, sexual citizenship, and gender equity and diversity. Grant is particularly interested in bisexual and queer-identifying women’s understandings of sexuality and gender identity and the implications these have for education and healthcare access.

Biography

Dr Grant completed her undergraduate degree and postgraduate studies at the University of Tasmania. Her PhD research examined bisexual and queer-identifying young women's sexual health in Tasmania. More recently Dr Grant has been researching LGBTIQ-inclusive teaching practice and organisational responses to gender inequality in higher education.

Career summary

Qualifications

Degree

Thesis title

University

Country

Awarded

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

Memberships

Professional practice

Australian Women’s and Gender Studies Association, the Australian Sociological Association

Administrative expertise

Project management, research assistance

Teaching

Bisexuality, queer, sexual health, women’s health, LGBTI, transgender

Teaching expertise

Dr Grant is passionate about undergraduate teaching in Sociology and Gender Studies and aims to introduce diverse learners to sociological concepts and feminist theory in an accessible and engaging ways.

Teaching responsibility

Gender, Culture and Identity HGA272 / 372

Sociology: Experiencing Social Life HGA102
Gender & World HAF105

View more on Miss Ruby Grant in WARP

Expertise

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

Research Themes

Dr Grant’s research aligns with the University’s research themes of Creativity, Culture and Society and Better Health. Her research interests broadly include gender and sexuality studies, queer theory, feminist sociology, sexual health, and diversity and inclusion.

Awards

  • 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

Ruby’s PhD research seeks to explore how queer young women navigate intersectional identity politics, sexual citizenship, and health in a neoliberal post-feminist climate. The aim of the project is to examine queer young women’s understandings and experiences of sexuality and sexual health in Tasmania. Despite popular perceptions that lesbian, bisexual and queer women are a low risk group when it comes to sexual health, there is evidence to suggest that, due to combined experiences of sexism and homophobia, queer women experience sexuality and gender specific sexual health issues. However, there is a dearth of Australian feminist sociological literature around queer young women’s experiences and understandings of ‘safe sex’ and sexual health. Current Australian sociological research on sexual health is predominantly quantitative and tends to focus on heterosexuals’ and gay men’s experiences. By allowing queer young women’s experiences, needs and concerns to ‘speak’ through this research, the project aims to collect evidence to inform the ongoing improvement of social supports, public policy, education and health service provision in Tasmania and beyond.

Fields of Research

  • Gender, Sexuality and Education (130308)
  • Social Change (160805)
  • Sociology (160899)
  • Sociology of Education (160809)
  • Gender Specific Studies (169901)
  • Rural Sociology (160804)
  • Curriculum and Pedagogy Theory and Development (130202)

Research Objectives

  • Expanding Knowledge through Studies of Human Society (970116)
  • Gender Aspects of Education (939904)
  • Women's Health (920507)
  • Gender and Sexualities (940113)
  • Social Structure and Health (920413)
  • Pedagogy (930201)
  • Moral and Social Development (incl. Affect) (930104)
  • School/Institution Community and Environment (930402)
  • Cultural Understanding (959999)
  • Equity and Access to Education (939903)
  • Specific Population Health (excl. Indigenous Health) (920599)
  • Teacher and Instructor Development (930202)
  • The Creative Arts (incl. Graphics and Craft) (950104)

Publications

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

16

Journal Article

(10 outputs)
YearCitationAltmetrics
2019Grant R, Nash M, 'Homonormativity or queer disidentification?: rural Australian bisexual women's identity politics', Sexualities, (3 April) pp. 1-17. ISSN 1363-4607 (2019) [Refereed Article]

DOI: 10.1177/1363460719839921 [eCite] [Details]

Co-authors: Nash M

Tweet

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

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

Co-authors: Nash M

Tweet

2019Grant RF, Beasy K, Coleman B, 'Homonormativity and celebrating diversity: Australian school staff involvement in gay-straight alliances', International Journal of Inclusive Education pp. 1-16. ISSN 1360-3116 (2019) [Refereed Article]

DOI: 10.1080/13603116.2019.1592249 [eCite] [Details]

Co-authors: Beasy K; Coleman B

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2019Grant RF, 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, (8 April 2019) ISSN 1464-5351 (2019) [Refereed Article]

DOI: 10.1080/13691058.2019.1584334 [eCite] [Details]

Co-authors: Nash M; Hansen E

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2018Grant 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 pp. 1-17. ISSN 1360-3116 (2018) [Refereed Article]

DOI: 10.1080/13603116.2018.1555866 [eCite] [Details]

Citations: Scopus - 1Web of Science - 2

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

Tweet

2018Grant 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 pp. 1-16. ISSN 1468-1811 (2018) [Refereed Article]

DOI: 10.1080/14681811.2018.1548348 [eCite] [Details]

Citations: Scopus - 3

Co-authors: Nash M

Tweet

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

Tweet

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 - 5Web of Science - 3

Co-authors: Nash M

Tweet

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]

Tweet

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 - 24Web of Science - 13

Co-authors: Nash MB

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Chapter in Book

(1 outputs)
YearCitationAltmetrics
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), pp. 61-74. ISBN 978-3-319-52971-4 (2017) [Research Book Chapter]

[eCite] [Details]

Co-authors: Nash M

Tweet

Conference Publication

(3 outputs)
YearCitationAltmetrics
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

Tweet

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

(2 outputs)
YearCitationAltmetrics
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

2

Total funding

$23,975

Projects

Enhancing Tasmanian Health Professionals Capacity for LGBTI-inclusive Care (2019)$15,126
Description
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.
Funding
Department of Premier and Cabinet ($15,126)
Scheme
Grant-Lesbian, Gay, Bisexual Transgender
Administered By
University of Tasmania
Research Team
Grant RF; Nash MB
Year
2019
Inclusive practices: Supporting teachers, supporting students (2017)$8,849
Description
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.
Funding
University of Tasmania ($8,849)
Scheme
Creativity, Culture & Society Research Development
Administered By
University of Tasmania
Research Team
Coleman BJ; Beasy KM; Grant RF; Emery SG
Year
2017