Catherine Lugg

Catherine Lugg, Ph.D. is a professor of education in the Department of Educational Theory, Policy, and Administration, and is recognized for her pioneering research surrounding LGBT issues and the politics of education. Situated at the intersection of various social constructs, her work examines the influence that social movements and political ideology have on educational politics and policy, but with rich appreciation for the historical context from which they stem.  As an undergraduate student, Lugg studied music education at the Mansfield University, before going on to earn two master’s degrees from Iowa’s Drake University, in flute performance and music education respectively. It wasn’t until pursuing her doctoral degree in Educational Theory and Policy at the Pennsylvania State University that Lugg was inspired to enter her current area of research. Lugg, faced with adversity associated with the time’s hostile social and political climate, remained dedicated to advancing the national dialog surrounding queer matters in education and proved her resilience both as a scholar and young professional in higher education.

In 1996, Lugg joined the Rutgers GSE faculty as an assistant professor of education where she would continue to leverage her position to call attention to and improve the educational experiences of LGBT youth. Since then, she has authored three books and contributed to numerous publications in highly regarded journals including Educational Policy, Educational Administration Quarterly, and Education and Urban Society. Lugg also provides mentoring service to organizations including the Politics of Education Association, the University Council for Educational Administration (UCEA), and the American Educational Research Association (AERA), and serves on editorial and review boards for the American Journal of Education, Routledge Critical Studies in Gender and Sexuality in Education, among many others. Today, Lugg is proud to spend much of her time serving the Rutgers community. She works closely with the McNair Program, a United States Department of Education initiative striving to increase the attainment of doctorate degrees amongst students from underrepresented societal groups, as well as the New Jersey Educational Opportunity Fund (EOF), which provides support for students from educationally and economically disadvantaged backgrounds.  As a first generation colligate graduate herself, Lugg describes this work as a rewarding experience that has brought her some of her greatest joys.

• Expertise & Research Interest

  The Politics of Education

  Queer Issues

  Educational Policy

  History of Education

• Research Work With Students

  Thorson, M. Lugg, C.A. (under review). “No Promo Homo”: Religion and the Politics of Texas Public Schools.

  Lugg, C.A., Murphy, J. P. (in-press). Scavenging for data: Queering educational research. International Journal of Qualitative Studies in Education.

  Murphy, J. P., Strothers, A. S., Lugg, C. A. (2017) Jersey-style neo-liberalism: Governor Christopher Christie, crony capitalism and the politics of K-12 education. Peabody Journal of Education. Peabody Journal of Education, 92 (1), 115-126.

• Recent & Selected Publications

  Lugg, C.A. (2017). Educating for political activism and subversion: The role of public educators in a Trumpian age. International Journal of Qualitative Studies in Education. 30, (10), 965-970, DOI: 10.1080/09518398.2017.1312594

  Murphy, J. P., Strothers, A. S., Lugg, C. A. (2017) Jersey-style neo-liberalism: Governor Christopher Christie, crony capitalism and the politics of K-12 education. Peabody Journal of Education, 92 (1), 115-126.

  Lugg, C.A. (2017). Skipping towards seniority: One queer scholar’s romp through the wilds of academe. International Journal of Qualitative Studies in Education. 30, (1), 74-82, DOI:10.1080/09518398.2016.1242813

  Lugg, C.A., Murphy, J.P. (2017). The shifting political winds: LGBTQ students, educational policy and politics, and the dilemmas confronting street level bureaucrats. In S. Russell & S. Horn (Eds.). Sexual orientation, gender identity, and schooling: The nexus of research, practice and policy (pp.238-254). New York: Oxford University Press.

  Lugg, C.A. (2016). U.S. public schools and the politics of queer erasure. New York: Palgrave/MacMillan.

• Honors & Awards

  The Jay D. Scribner Mentoring Award, University Council for Educational Administration

  The UCEA Distinguished Service Award, University Council for Educational Administration

  The William J. Davis Award- Best Article for Calendar Year 2010, University Council for Educational Administration

  The Paula Silver Case Award-Best Case Study for Calendar Year 2008, University Council for Educational Administration

  Significant Body of Work Award-Queer Studies Special Interest Group, American Educational Research Association

  Outstanding Reviewer of the Year (2007-2008)-Educational Administration Quarterly,

  University Council for Educational Administration

  Visiting Scholar, University of Alberta

  Outstanding Reviewer Award-Review of Research in Education 2007, American Educational Research Association

  Visiting Scholar, University of Toronto/Ontario Institute for Studies in Education

  Service Award-Ronald E. McNair Program, Rutgers University

  GSE Alumni Association Award For Outstanding Faculty Research, Rutgers University