Select Research projects

Academic Women's Experiences during the Covid-19 Pandemic
2021-present

The purpose of this study is to explore the experiences of academic mothers during the COVID-19 pandemic. We are interested in how they have navigated pandemic amidst shifting and intersecting identities and roles in their homes. This project began recruitment in January 2021 and is being undertaken in collaboration with Dr. Stephanie Anne Shelton, Dr. Shelly Melchior, and Carlson Coogler. Please check back for more updates.

​Related Publications:
  • Guyotte, K. W., Shelton, S. A., Melchior, S., & *Coogler, C. H. (Eds.) (2024). Academic mothering: Fabulating futures for higher education. Brill.
  • Guyotte, K. W., *Coogler, C. H., Shelton, S. A., & Melchior, S. (2024). The home/work of academic mothers: A feminist poetic inquiry. International Review of Qualitative Research, 17(1), 3-22. Advance Online Publication, 29 August 2023. https://doi.org/10.1177/19408447231198470
  • Guyotte, K. W., Melchior, S., Shelton, S. A., & *Coogler, C. H. (2023). List-keepers and other carrier bag stories: Academic mothers’ (in)visible labor during the COVID-19 pandemic. Women's Studies International Forum, 98(May-June 2023), 1-11. https://doi.org/10.1016/j.wsif.2023.102755
Related Presentations:
  • Melchior, S., *Coogler, C. H., Shelton, S. A., & Guyotte, K. W. (2024, April). You are invited to a masquerade!: Academic women in the pandemic and beyond. Paper presented at the American Educational Research Association Annual Meeting. Philadelphia, PA. 
  • Guyotte, K. W., Shelton, S. A., *Coogler, C. H., & Melchior, S. (2023, April). Fabulating futures with academic mothers: Provocations for higher education. Session presented at the American Educational Research Association Annual Meeting. Chicago, IL.
  • Guyotte, K. W., Shelton, S. A., *Coogler, C. H., & Melchior, S. (2023, April). The pandemic home/work of academic mothers: A feminist poetic inquiry. Paper presented at the American Educational Research Association Annual Meeting. Chicago, IL.
  • *Coogler, C. H., Shelton, S. A., Melchior, S., & Guyotte, K. W. (2022, May). Enter, the chorus: Stories of academic motherhood in COVID-19. Paper presented at the Eighteenth International Congress of Qualitative Inquiry. Virtual.
  • Guyotte, K. W., Melchior, S., Shelton, S. A., & Coogler, C. H. (2022, April). Carrier Bag Stories of List-Keepers: Academic Mothers’ (In)Visible Labor during the COVID-19 Pandemic. Paper presented at the American Educational Research Association Annual Meeting.

Experiences of WOmen in DOctoral STUDIES
2018-2021

This project explored the experiences of women enrolled in doctoral programs and the ways in which they negotiate gender, race, academia, and their personal and professional roles (among others). Turning to interviews, focus groups, and visual artifacts, we were interested in the complex nature of which these identities and responsibilities intersect and come to matter during respective doctoral experiences. This study was undertaken in collaboration with Dr. Stephanie Anne Shelton and Dr. Maureen Flint. 

Related Publications:
  • Flint, M. A., Melchior, S., Guyotte, K. W., & Shelton, S. A. (2021). Spinning futures: Interrogating feminist pedagogy and methodology with speculative fiction. Cultural Studies <=> Critical Methodologies. Advance Online Publication, 27 October 2021.
     https://doi.org/10.1177/15327086211052666
  • Flint, M. A., Melchior, S., Shelton, S. A., & Guyotte, K. W. (accepted). The past is never past isneverpast. Book chapter accepted in D. Conrad and S. Wiebe (Eds.), Educational Fabulations: Teaching and Learning for a World Yet to Come. Palgrave.
  • Guyotte, K. W., Flint, M. A., & Shelton, S. A. (2021). Giving up as a willful feminist practice. Gender and Education, 33(2), 202-216. Advance Online Publication, 26 March 2020. https://doi.org/10.1080/09540253.2020.174382
  • Shelton, S. A., Guyotte, K. W., & Flint, M. A. (2019). Suturing (wo)monstrosities: Woman doctoral students cutting together/apart. Reconceptualizing Educational Research Methodologies, 10(2-3), 112-146. https://doi.org/10.7577/rerm.3673
  • Flint, M. A., Shelton, S. A., & Guyotte, K. W. (2020). Feminist intersectional focus groups: Culturally responsive approaches for qualitative inquiry. In J. N. Hall (Ed.), Focus groups: Culturally responsive approaches for qualitative inquiry and program evaluation. Myers Education Press.
Related Presentations:
  • Shelton, S. A., Guyotte, K. W., & Flint, M. A. (2020, April). “I Didn’t Wanna Participate; I Don’t Know These People”: Relationships and Entanglements in Qualitative Research. Paper accepted at the American Educational Research Association Annual Meeting. San Francisco, CA. (Conference canceled)
    Flint, M. A., Guyotte, K. W., & Shelton, S. A. (2020, April). “You Can’t be a Half-Assed Feminist”: (Re)Constructing the T-Shirt and Living a Feminist Pedagogy. Paper accepted at the American Educational Research Association Annual Meeting. San Francisco, CA. (Conference canceled)
  • Guyotte, K. W., Shelton, S. A., & Flint, M. A. (2019, May). Giving Up as a Methodological and Ethical Movement in Feminist Focus Group Research. Paper presented at the Fifteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL.

Sense of Belonging at The University of Alabama
2016-2018

As part of a larger, mixed methodology group of graduate students, faculty, and staff at The University of Alabama called the Residential Curriculum Assessment Team (RCAT), this qualitative research sought to explore how first-year students come to see themselves in relation to their university. In particular, we were interested in perceptions and understandings of belonging during students' first year. Using open-ended questions from a pre- and post-survey as well as individual interviews, focus groups, and visual mappings, this research worked through issues such as diversity, race, gender, space, and academic success in considering how sense of belonging emerged as a fluid process of becoming rather than a stable identity marker among college students. This research was generously funded during 2016-2017 by a Paul P. Fidler Research Grant.

Related Publications:
  • Guyotte, K. W., Flint, M. A., & Latopolski, K. S. (2019). Cartographies of belonging: Mapping nomadic narratives of first-year students. Critical Studies in Education. doi: 10.1080/17508487.2019.1657160
  • Garvey, J. C., Guyotte, K. W., Latopolski, K. S., Sanders, L. A., & Flint, M. A. (2018). Belongingness in residence halls: Examining spaces and contexts for first-year students across race and gender. Journal of First Year Experiences & Students in Transition, 30(2), 9-25. n.
Related Presentations:
  • Guyotte, K. W., Flint, M. A., & Latopolski, K. (2018, May). Cartographies of belonging: Mapping nomadic narratives of first-year students. Paper presented at the Fourteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL.
  • Garvey, J., Guyotte, K. W., Flint, M. A., Latopolski, K., & Sanders, L. (2017, October). Belongingness and academic success across racial and gender identities. Paper presented at the 24th National Conference on Students in Transition. Costa Mesa, CA. 

The First Years: A Collective Arts-Based Research Project
2014-2017

This arts-based research project explored the experiences of four tenure-track faculty as we transitioned into and move(d) through academia. We document our embodied experiences through a private Tumblr blog, reflexive art making, writing, poetry, photography, video, and even journeys made to each of our new homes and universities. In this way, we use arts-based research to work with and through our movements in the tenure track as entangled with our roles as women, mothers, partners, advocates, artists, teachers, and, and, and. Arts-based research is a research methodology that draws from the arts in bringing an aesthetic sensibility towards inquiry and the research text (Barone, 2008). As all the researchers have backgrounds in the visual arts and visual arts education, using arts-based approaches are reflective of our own  inherent processes of meaning making. This work has been exhibited at the WJB Gallery, Florida State University, Tallahassee, Florida (spring 2016) and the Todd Hall Gallery, Middle Tennessee State University, Murfreesboro, Tennessee (spring 2017). Additionally, we have presented this work at the International Congress of Qualitative Inquiry and the National Art Education Association Annual Meeting. This research was generously funded by a University of Alabama Research Advisory Committee Grant.

Related Publications:
  • Guyotte, K. W., Hofsess, B. A., Wilson, G. J., & Shields, S. S. (2018). Tumbling from embodiment to enfleshment: Art as intervention in collective autoethnography. Art/Research International, 3(2), 101-132.
  • Wilson, G. J., Shields, S. S., Guyotte, K. W., & Hofsess, B. A. (2016). Desirable difficulties: Toward a critical postmodern arts-based practice. Journal of  Social Theory in Art Education, 36, 114-125.
  • Online article from the Florida State University Department of Art Education's website

STEAM-Inspired Transdisciplinary Design Studio
The University of Georgia
2011-2014

As a doctoral student at The University of Georgia, I became involved in a National Science Foundation grant funded project that explored synergistic learning in a transdisciplinary, STEAM-inspired design studio.  Alongside faculty from the College of Engineering, the Lamar Dodd School of Art, and the College of Education, I served as a graduate research assistant as well as co-teacher of the design studio. Research from this study utilized both narrative inquiry and collaborative autoethnographic methodological lenses. Through the former, we explored the experiences of students as they navigated the complex terrain of working across disciplines and thinking through artistic creation by constructing student narratives of creativity and disciplinary identity. Through a collaborative autoethnography, co-teacher Dr. Nicki Sochacka and I interrogated our understandings of the pedagogical space, the curriculum, and our sometimes uncomfortable experiences in the culture of STEAM education. In particular, our work has inquired into how STEM disciplines, like engineering, might benefit the arts since much of the dialogue has centered on what the arts bring to STEM. 

This study was also the site for my dissertation study that explored the narratives of students as they journeyed through the transdisciplinary design studio. Examining how students told stories of their disciplinary and creative identities as well as their experiences in collaboration, this narrative inquiry revealed the ways in which working across and between STEAM disciplines fostered unique and challenging educative spaces.

Related Publications:
  • Guyotte, K. W., & Sochacka, N. W. (2016). Is this research? Productive tensions in living the (collaborative) autoethnographic process. International Journal of Qualitative Methods, 15, 1-11. doi: 10.1177/1609406916631758
  • Sochacka, N. W., Guyotte, K. W., & Walther, J. (2016). Learning together: A collaborative autoethnographic exploration of STEAM-inspired learning. Journal of Engineering Education, 15(1), 15-42. doi: 10.1002/jee.20112
  • Guyotte, K. W. (2015). Becoming…in the midst/wide-awake/in-between: An in-process narrative inquiry. Narrative Works, 5(2), 71-85.
  • Guyotte, K. W., Sochacka, N. W., Costantino, T. E., Kellam, N. N., & Walther, J. (2015). Collaborative creativity in STEAM: Narratives of art education student experiences in transdisciplinary spaces. International Journal of Education & the Arts, 16(15). Retrieved from http://www.ijea.org/v16n15/
  • Guyotte, K. W., Sochacka, N. W., Costantino, T., Walther, J., & Kellam, N. N. (2014). STEAM as social practice: Cultivating creativity in transdisciplinary spaces. Art Education, 67(6), 12-19. 
  • Costantino, T., Guyotte, K., Kellam, N., & Walther, J. (2014). Seeing experiences of interdisciplinarity through student artwork: Exploring different approaches to analysis. International Review of Qualitative Research, 7(2), 217-235.
Related Presentations:
  • Guyotte, K. W., Walther, J., Kellam, N., & Costantino, T. (2014, May). Residing in-between: A visual-verbal narrative inquiry into student experiences in a transdisciplinary design studio. Paper presented at the Tenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, IL. 
  • Guyotte, K. W., Walther, J., Kellam, N., Sochacka, N., & Costantino, T. (2014, April). “All the lovely in-between”: A narrative inquiry into student lived experiences in a transdisciplinary design studio. Poster session at The University of Georgia’s College of Education’s Graduate Student & Faculty Research Conference. Athens, GA.
  • Guyotte, K. W., Sochacka, N., Costantino, T., & Rech, L. (2013, October). STEAM as social practice: Inspiring a water ethic through a creativity-based curriculum. Presentation at the Georgia Art Education Association Fall Conference. Savannah, GA.
  • Guyotte, K. W., Sochacka, N., & Rech, L. (2013, April). Dissolving disciplinary lines: Exploring creative thinking tools in an interdisciplinary design studio. Paper presented at the Graduate Student Interdisciplinary Conference. The University of Georgia, Athens, GA.
  • Guyotte, K. W. (2013, March). “All the lovely in-between”: Multimodal narratives of student creativity in an interdisciplinary design studio. Paper presented for SRAE Marilyn Zermeuhlan Working Papers Session at the National Art Education Association Convention. Fort Worth, TX.