Stacey Horn, PhD
Stacey S. Horn, PhD is a Professor of Educational and Developmental Psychology and Chair of the Department of Educational Psychology, affiliate faculty member in Community Psychology and Prevention Research, and Program Director for the M.Ed. program in Youth Development at University of Illinois at Chicago.
Her current research focuses on issues of sexual prejudice and bias-motivated harassment among adolescents, adolescents’ reasoning about peer harassment, as well as LGBT students’ experiences in schools and communities. Much of this work looks at the underlying moral, social, and personal dimension of exclusion and peer harassment, how adolescents construct an understanding of their peer interactions based on these dimension, and the role that bias plays in adolescents understanding and experiences of harassment. Stacey has served on the Editorial Boards for the Journal of Youth and Adolescence, International Journal of Behavioral Development, and the Journal of Gay and Lesbian Youth, served as Chair of the Equity and Justice Committee for the Society for Research in Child Development, and is a past-chair of the Governing Board for the Illinois Safe Schools Alliance. She has published articles in journals such as Developmental Psychology, Journal of Social Issues, Journal of Youth and Adolescence, Cognitive Development, and Equity and Excellence in Education. She is a past recipient of the Wayne F. Placek Award from the American Psychological Foundation (2002), the Outstanding Dissertation Award from Division 7 (Developmental) from the American Psychological Association, and the Outstanding Youth Scholar award from the University of Maryland Alumni Association. Stacey is a former high school English teacher and has worked with young people for over 25 years.
2000 - PhD, University of Maryland College Park, Human Development
Research & Teaching Interests
Horn's research interests relate to how social-cognitive development and social institutions influence the ways in which adolescents reason about peer harassment, peer discrimination, and peer relationships (in particular, harassment based on peer group membership, sexual orientation, and gender identity/expression). Additionally, she is interested in factors (e.g., age, religion, school context, intergroup context) related to sexual prejudice among adolescents and adults.
In her research, she is interested in how normative changes in adolescent social concepts affect the ways in which adolescents negotiate tensions between their moral understandings of how best to treat others with their conceptions of what is conventionally required for group membership and social solidarity. These conventional expectations are interwoven with adolescents' construction of personal identity, and intimately connected with their assumptions about personhood, and psychological normality.
Horn is especially interested in how adolescents' concepts of person characteristics as essential or innate rather than personally chosen or constructed factor into the complex of decisions that result in acceptance of social exclusion and peer harassment, as well as how features of the social context relate to adolescents social reasoning about these issues.
In her teaching, she is interested in adolescent development, broadly, and how psychological, social, and cultural factors impact this development. She also examines how to use our knowledge about adolescent development in creating educational and social context that support and promote positive developmental outcomes for all youth, and specifically for youth who identify as lesbian, gay, bisexual, or transgender.
Graduate (all at University of Illinois at Chicago unless otherwise noted)
Sexuality, Social Interactions, and Social Justice: Culture, Context, and Development (Interdisciplinary research seminar)
Advanced Adolescent Development
Characteristics of Early Adolescence
Adolescence and Schools
Adolescence and Urban Contexts
Program Development for Youth in Urban Contexts
Youth Development Colloquium
Urban Youth Fieldwork
Gender, Sexuality, and Adolescent Development
Diversity Colloquium (Session on lesbian, gay, bisexual, and transgender youth)
Research Methods in Human Development
Characteristics of Early Adolescence
Program Development for Youth in Urban Contexts
Russell, S. & Horn, S. S. (2017). Sexuality, gender identity and schooling: The nexus of research, practice, and policy. Oxford: Oxford University Press.
Horn, S. S., Ruck, M. D., Liben, L. S. (2016). Equity and justice in developmental sciences (Vol. 1): Theoretical and methodological issues. Advances in Child Development and Behavior Series. London, UK: Elsevier Publishers.
Horn, S. S., Ruck, M. D., Liben, L S. (2016). Equity and justice in developmental sciences (Vol. 2): Implications for young people, families, and communities. Advances in Child Development and Behavior Series. London, UK: Elsevier Publishers.
Edited Journals, Special Issues
Horn, S. S., Kosciw, J. & Russell, S. (2009). The development of LGBT youth: The study of lives in context. Guest Editor, Journal of Youth and Adolescence, 38.
Ruck, M. & Horn, S. S. (2008). Journal of Social Issues: Young People’s Perspectives on the Rights of the Child: Implications for Theory, Research, and Practice, 64.
Peer Review Journal Articles
*Peter, C. R., *Tasker, T. B., and Horn, S. S. (in press). Adolescents’ beliefs about harm, wrongness, and school policies as predictors of sexual and gender-based harassment. Psychology of Sexual Orientation and Gender Diversity.
Poteat, V. P., Horn, S. S., & Armstrong, P. I. (2016). Condoning discrimination: The effects of dominance and authoritarianism are moderated by different ways of reasoning about antigay discriminatory acts. Group Processes & Intergroup Relations, 1368430216638528.
*Peter, C. R., *Tasker, T. B., Horn, S. S. (2015). Parents‘ attitudes toward comprehensive and inclusive seuxality education: Beliefs about sexual health topics and forms of curriculum. Health Education, 115, 115-192. http://dx.doi.org/10.1108/HE-01-2014-0003
*Tasker, T. B., *Peter, C. R., & Horn, S. S. (2014). Parents‘ attitudes about safe school policies and practices: Repositioning parents as allies through a rights-based framework. Sexuality Research and Social Policy, 11, 299-309.
*Collier, K., Horn, S. S., Bos, H. M. W., Sandfort, T. G. M. (2014). Attitudes toward lesbians and gays among American and Dutch adolescents. Journal of Sex Research, 1, 1-11.
*Heinze J. & Horn, S. S. (2014). Adolescents’ evaluations of exclusion based on gender expression and sexual orientation. Journal of Social Issues, 70, 63-80.
Horn, S. S., *Peter, C. R., *Tasker, T. B, and **Sullivan, S. (2013). Moving past assumptions: Recognizing parents as allies in promoting the sexual literacies of adolescents through a University-Community collaboration. Community Literacy Journal, Fall, 71-90
Horn, S. S. & *Heinze, J. (2011). She can’t help it, she was born that way: Adolescents’ beliefs about the origins of homosexuality and sexual prejudice. Anales de Psicología (Special Issue: Social and developmental aspects of prejudice during childhood and adolescence) 27, 688-697.
Horn, S. S., Konkol, P., McInerney, K., Meiners, E., North, C., Nunez, I., Quinn, T., Sullivan, S. (2010). Visibility Matters: Policy work as activism in teacher education, Issues in Teacher Education, 19, 65-80.
Horn, S. S., Kosciw, J. G., & Russell, S. (2009). New research on lesbian, gay, bisexual, and transgender youth: Studying lives in context. Journal of Youth and Adolescence, 38, 836-866.
*Heinze, J. & Horn, S. S. (2009). Intergroup contact and beliefs about homosexuality in adolescence. Journal of Youth and Adolescence, 38, 937-951.
Horn, S. S., & Szalacha, L. A. (2009). School differences in heterosexual students’ attitudes about homosexuality and prejudice based on sexual orientation. European Journal of Developmental Sciences, 3, 66-81.
Horn, S. S., Szalacha, L. A., *Drill, K. (2008). Schooling, sexuality and rights: An investigation of heterosexual students’ social cognition regarding sexual orientation and the rights of gay and lesbian peers in school. Journal of Social Issues: Young People’s Perspectives on the Rights of the Child: Implications for Theory, Research, and Practice, 64, 791-813.
Ruck, M. & Horn, S. S. (2008). Charting the landscape of children’s rights. Journal of Social Issues: Young People’s Perspectives on the Rights of the Child: Implications for Theory, Research, and Practice, 64, 685-699.
Horn, S. S. (2003). Adolescents' reasoning about exclusion from social groups. Developmental Psychology, 39, 71 - 84.
Atkinson, K., *Chico, E., Horn. S. S. (in press). Preparing individuals to work with youth in diverse urban contexts. In B. Kirschner & K. Pozzoboi (Eds). The changing landscape of youth work: Theory and practice for an evolving field, (pp. XX-XX). Charlotte, NC: Information Age Publishing.
*Peter, C., Toomey, R., Heinze, J., Horn, S. S. (in press). Positive development during emerging adulthood for queer populations. In L. Padilla-Walker & L. Nelson (Eds.) Flourishing in emerging adulthood: Positive development during the third decade of life. (pp. XX-XX). Oxford: Oxford University Press.
**Fischer, D., *Bellinger, B. L., Horn, S. S., **Sullivan, S. (2017). Advocacy to Support Gender Identity Development in Schools in the Face of Organized Backlash. In S. R. & Horn, S. S. (editors). Sexual orientation, gender identity, and schooling: The nexus of research, practice, and policy. (pp. 219-237 Oxford: Oxford University Press.
**Schriber, S., Horn, S. S., *Peter, C., *Bellinger, B. L, **Fischer, D. (2017). Supporting LGB/T Youth: Comprehensive School transformation as Effective Bullying Prevention. In S. R. & Horn, S. S. (editors). Sexual orientation, gender identity, and schooling: The nexus of research, practice, and policy. (pp. 75-98). Oxford: Oxford University Press.
*Bellinger, L. B., *Darcangelo, N., Horn, S. S., Meiners, E., **Schriber, S. (2016). Ecologies of school discipline for queer youth: What listening to queer youth teaches us about transforming school discipline. In R. Skiba, K. Mediratta, & M. Karega Rausch Disparate opportunity: Understanding and addressing inequality in school discipline. (pp. 135-152). London: Palgrave Macmillan
Horn, S. S. & Sinno, S. (2013). Gender, sexual orientation, and discrimination: Developmental and contextual features of discrimination based on gender and sexual orientation. In M. Killen & J. Smetana (Eds.) Handbook of moral development (2nd edition). Mahwah, NJ. Lawrence Erlbaum Associates.
Horn, S. S. (2012). Contemporary attitudes about sexual orientation. In C. Patterson & A. D’Augelli (Eds.). The Handbook for the Psychology of Sexual Orientation. Oxford: Oxford University Press.
Horn, S. S., *Drill, K., *Heinze, J., *Hochberg, M., & *Frank, T. (2008). Development in grades six through eight. In T. Good (Ed.), 21st Century Education: A reference handbook. Thousand Oaks, CA: Sage.
Horn, S. S., Daddis, C., & Killen, M. (2008). Peer relationships and social groups: Implications for social and moral education. In L. Nucci & D. Navarez (Eds.) Handbook on moral and character education (pp. 267- 287). Mahwah, NJ: Lawrence Erlbaum Associates.
Horn, S. S. (2008). The multifaceted nature of sexual prejudice: What we can learn from studying how adolescents reason about sexual orientation and sexual prejudice. In S. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood (pp. 398-437). Oxford: Oxford University Press.
Horn, S. S. (2008). Leaving lesbian, gay, bisexual, and transgender students behind: Schooling, sexuality, and rights. In C. Wainryb, J. Smetana, & E. Turiel, (Eds.), Social development, social inequalities & social justice (pp. 131-153). Mahwaw, NJ: Lawrence Erlbaum Associates.
* Student authors
Honors & Awards
2014 - Ally of the Year Award, Illinois Safe Schools Alliance
2011 - UIC Award for Excellence in Teaching, University of Illinois at Chicago
2008-2009 - Fellow, Committee for Institutional Cooperation—Advancing Leadership Program.
2006 - Outstanding Young Scholar, University of Maryland College of Education Alumni Association.
2003 - Teaching Recognition Program Award, Council for Excellence in Teaching and Learning, University of Illinois at Chicago.
2002 - Outstanding Dissertation Award, American Psychological Association, Division 7 (Developmental Psychology).
1995-1999 - Graduate Recruitment Fellowship, University of Maryland, College Park, MD. Full Funding.
1999 - Graduate Scholarship, Alpha Phi Foundation, Evanston, IL.
1999 - Dissertation Research Grant, Department of Human Development, University of Maryland, College Park, MD.
1998, 1999 - Distinguished Teaching Assistant, Center for Teaching Excellence, University of Maryland, College Park, MD.
1999 - Outstanding Teacher Award, Panhellenic Association, Intrafraternity and Panhellenic Councils, University of Maryland, College Park, MD.
1992 - Omicron Delta Kappa, University of St. Thomas, St. Paul, MN.
1990 - B. A., Summa Cum Laude, University of Minnesota, Minneapolis, MN, 1990.
1989 - Phi Beta Kappa, University of Minnesota, Minneapolis, MN, 1989.