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College of Education

Faculty and Staff

Cathy A. R. Brant, Ph.D.

Title: Assistant Professor
Department: Instruction and Teacher Education
College of Education
Phone: 803-777-2672

Wardlaw 107-N



Ph.D., Teaching & Learning, The Ohio State University
M.Ed., Early Childhood & Elementary Education, Rutgers University
B.A., Sociology, Rutgers University


Cathy Brant is an assistant professor of early childhood education.  Her primary research focus is on the training of preservice and in-service teachers to work with and work for lesbian, gay, bisexual, and transgender (LGBT) youth.  She is also interested in the integration of social justice pedagogies in the early childhood/elementary curriculum, especially social studies.  Brant's primary teaching interests are in early childhood social studies methods.  She enjoys working with students in the university classroom as well as in elementary schools with field-based methods classes and internship supervision. 

Selected Publications

Brant, C.A.R. & Willox, L. (in press). Southeastern Teacher Educator’s Self-Efficacy for Addressing LGBT Issues, Teacher Education Journal of South Carolina (TEJSC),

Brant, C.A.R. (2017). How do I understand the term queer? Preservice teachers, LGBTQ Knowledge, and LGBTQ Self-Efficacy, The Educational Forum, 81(1), pp. 35-51.

Pennington, L. & Brant, C.A.R. (2017). How to survive a plague. In W.B. Russell & S. Waters (Eds.) Cinematic Social Studies: A Resource for Teaching and Learning Social Studies with Film (pp. 461-482). Charlotte, NC: Information Age Publishing, Inc.

Brant, C.A.R. (2016). Teaching our teachers: Trans* and gender education in teacher preparation and professional development. In S.J. Miller (Ed.) Trans*forming Education: Teaching, Affirming, and Honoring the Lives of Trans* and (A)gender Creative Youth. (pp. 47-63). New York: Palgrave McMillian. 

Brant, C.A.R.  & Tyson, C.A. (2016). LGBTQ self-efficacy in the Social Studies, Journal of Social Studies Research, 40(3), pp. 217-227.

Brant, C. A. R. (2014). Reforming school reform: The need for addressing gender and sexuality issues in teacher preparation programs. In W. S. Newcomb & K. C. Mansfield (Eds.). Women interrupting, disrupting, and rewriting educational policy and practice (pp. 109-124). Charlotte, NC: Information Age Publishing, Inc.

Brant, C.A.R. (2014). Pre-service teachers' perspectives on methods, pedagogy and self-efficacy related to gender and sexuality as a part of their multicultural teacher education (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. 3671810).

Brant, C. A. R. & Tyson, C. A. (2014). Activism and the Hip-Hop Generation. Theory & Research in Social Education, 42, 141-146.

Brant, C.A.R. (2013). Pre-Service Teachers’ Understandings of Multicultural Education: Implications for Social Studies Teachers and Social Studies Teacher Educators. Ohio Social Studies Review, 50(2), 63-72.

Areas of Expertise

Early Childhood Social Studies Education, Teacher Education, LGBT Issues in Education


EDEC 591
EDEC 492
EDEC 444

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