firstname.lastname@example.org Ph.D. Program Teaching, Curriculum and Learning
Scott Gealy has a bachelor’s degree in English with a minor in theatre from Nebraska Wesleyan University and a master’s in English with a concentration in teaching from the University of Nebraska - Lincoln. He taught high school English in Lincoln and Omaha for eleven years, and for six years was the director of the theatre program at Lincoln East High.
Gealy returned to the University of Nebraska as a full time PhD student in Teaching, Learning, and Teacher Education in the fall of 2017. At the university, he has taught Content Area Reading, English Methods, School and Society, and the English student teaching seminar, and mentors several secondary English-language arts practicum students and student teachers each semester.
Gealy’s research interests include English teacher preparation, the social construction and reinforcement of gender norms in the classroom, and the gender and demographic divide between teachers and students in public schools. His dissertation research focuses on men in an English education program in order to better understand the ways in which their social and academic experiences have shaped their understanding of themselves as men, as students, and as teachers, with the aim of uncovering factors that impact the gender and cultural imbalance between students and teachers.
Publications & Conference Presentations
Teaching Self: The Ambiguity of Lived Experience in Classroom Discourse
UNL Digital Commons: https://digitalcommons.unl.edu/englishdiss/82/
Diversifying the Classroom: Masculinity and Intersectionality in (Teacher) Education: A Review of the Literature.
The Nebraska Educator, Volume 6, Issue 1 (2021)