Tracey Peter

I specialize in applied statistical research methods and survey design and have published widely in the area of 2SLGBTQIA+ youth and other marginalized and systemically oppressed populations, particularly in the area of women in STEM careers.

As an educator, I believe that both learning and teaching involve a shared responsibility between instructor and student. The primary goal of this relationship is for students to become independent learners and problem solvers. My relationship with students is something that is very important to me and I strongly believe that my job as a teacher does not end with the classroom lecture. I enjoy one-on-one discussions with my students and encourage them to contact me outside of class. I also try to create a safe, relaxing, and comfortable environment where students can openly share their opinions, questions and concerns. This is something I take great pride and care in developing – whether the student is pursuing an undergraduate or graduate degree.

• PhD (Sociology), University of Manitoba, 2005
• MA (Sociology), Queen's University, 1998
• BA (Honours) (Sociology), University of Winnipeg, 1997

Research interests

• 2SLGBTQIA+
• Women in STEM
• Social statistics
• Survey design
• Equity and anti-oppression

Research affiliations/groups

• Researcher - RISE: Respect, Inclusion, Safety, Equity
• Research - SARAVYC: Stigma and Resilience among Vulnerable Youth Centre

• Roberts, L. W., Edgerton, J., Peter, T., & Wilkinson, L. A. (2015). "Understanding Social Statistics." Toronto: Oxford University Press (472 pp.).
• Peter, T., Campbell, C., & Fraser, L. (2023, forthcoming). "The impact of school attachment and parental involvement on the positive mental health of 2SLGBTQ+ students during COVID-19." Frontiers in Education.
• Dengate, J., Hoffart, R., Peter, T., Farenhorst, A., & Franz-Odendaal, T. (2021). "The effect of women academic leaders on Canadian natural sciences and engineering professors." Canadian Journal of Higher Education, 51(2), 1-14.
• Campbell, C., Peter, T., & Taylor, C. (2021). "Educators’ reasons for not practicing LGBTQ-inclusive education." Canadian Journal of Education, 44(4), 964-991.
• Dengate, J. Farenhorst, A., Peter, T., Franz-Odendall, T. (2021). "Gender inequality in research and service amongst natural sciences and engineering professors in Canada." International Journal of Gender, Science, & Technology, 13 (1), 23-42.
• Peter, T., Dengate, J., Farenhorst, A., & Franz-Odendall, T. (2020). "Department culture in Canadian sciences & engineering: An empirical test of the culture conducive to women’s academic success model." Journal of Women and Gender in Higher Education, 13(2), 175-192. 
• Frohard-Dourlent, H., Saewyc, E., Veale, J., Peter, T., & MacAulay, M. (2020). "Conceptualizing gender: Lessons from the Canadian Trans Youth Health Survey." SIGNS, 46(1), 151-176.
• Dengate, J., Peter, T., Farenhorst, A, & Franz-Odendaal. (2019). "Selective incivility, harassment, and discrimination in Canadian Sciences & Engineering: A sociological approach." International Journal of Gender, Science & Technology, 11(2), 332-353.
• Dengate, J., Peter, T., & Farenhorst, A. (2019). "Gender and the faculty care gap: 'The obvious go-to person' for Canadian university students’ personal problems." Canadian Journal of Higher Education, 49(3), 104-114. 
• Peter, T., Taylor, C., & Short, D. (2018). "Religious beliefs and the queer classroom: Measuring the impact of religious affiliation on LGBTQ-inclusive education practices." Canadian Journal of Educational Administration and Policy, 185, 19-31. 

• 2021 - Faculty of Arts Outstanding Professor Award, University of Manitoba
• 2019 - Merit Award for Teaching, University of Manitoba
• 2018 - Merit Award for Service, University of Manitoba
• 2017 - Merit Award for Teaching, Service and Research, University of Manitoba
• 2016 - Teaching Excellence Award (Established Faculty), Faculty of Arts, University of Manitoba