Bio

Originally from Utah, Sonny Partola is an assistant professor in the School of Education at UW-Stevens Point where he teaches graduate courses in educational research and sustainability.

His scholarship examines the convergence of race, class, gender, sexuality and immigration status in education, with a focus on the lived experiences of students in urban schools. Drawing on critical theories and qualitative methodologies, Partola’s work illuminates how students navigate and resist intersecting systems of oppression, offering actionable recommendations for educators, school leaders and policymakers. With over a decade of experience working alongside culturally and linguistically diverse youth and educators, Partola brings a justice-oriented pedagogy to his teaching. Prior to arriving in Wisconsin, he taught undergraduate and graduate courses in multicultural education, research, critical theory, and family–school–community partnerships, often integrating community-engaged learning projects to prepare educators in implementing culturally sustaining practices.

In addition to research and teaching, Partola loves to listen to podcasts, watch Bollywood films, and run.

Experience and Interests

Teaching

• Assistant Professor, University of Wisconsin-Stevens Point (2025-present)
• Instructor, University of Utah (2022-25)
• Teaching Assistant, University of Utah (2020-21)

Research Interests

• Urban Education
• Educational Sustainability
• Teacher Education
• Intersectionality
• Qualitative Research

Presentations and Publications

Presentations

• Partola, S. & Alvarez Gutiérrez, L. (2026, April). “I didn’t feel safe”: Intersectional tracking of queer students of color. Paper presented at the annual meeting of the American Educational Research Association (AERA), Los Angeles, CA.
• Partola, S. & Trejo, B. (2026, April). Reimagining belonging in higher education: A conceptual framework for Latinx undocuqueer student belonging. Paper presented at the annual meeting of the American Educational Research Association (AERA), Los Angeles, CA.
• Partola, S. Wilson Steffes, N., & Ojeda, R. (2026, April). “Taking our rights away”: The impact of book bans on queer and trans students. Paper presented at the annual meeting of the American Educational Research Association (AERA), Los Angeles, CA.
• Partola, S. (2026, April). Queer resistance and school improvement. Paper presented at the annual meeting of the American Educational Research Association (AERA), Los Angeles, CA.

Publications

• Partola, S. (2026). “Keep standing up for yourself!”: Queer and trans youth of color defining and enacting resistance in Utah. International Journal of Qualitative Studies in Education, 39(1), 1-20.
• Steffes, N., Partola, S., Wall, M., & Hyres, A. (In Press). This is a backlash against the gay community: Race, sexuality, religion, and the contours of school reform in Salt Lake City, Utah. In J. Hale, A. Hyres, & D. Walker (Eds.), Youth in the movements: High school student activism in twentieth-century America. Rutgers University Press.
• Partola, S., & Gutiérrez, L. A. (2026). “You can’t ban that!”: LGBTQ+ youth of color speak back to book bans in Utah. Journal of Queer and Trans Studies in Education, 3(2), 1-13.
• Partola, S. (2025). “We talked about straight people sex”: The health education experiences of queer and trans youth in Utah. Journal of Multicultural Affairs, 10(3), 1-16.
• Wall, M., Shiver, S., Partola, S., Steffes, N., & Ojeda, R. (2024). Racelighting in Utah education: Counterstories across contexts. Equality, Diversity and Inclusion, 43(3), 495-515.
• Hernandez, L., Kuttner, P., Lopez, G., Mayer-Glenn, J., Alvarez Gutiérrez, L., Kim, T., Niang, A., Partola, S., & Yanagui, A. (2023). Families and educators co-designing: Critical education research as participatory public scholarship. In M. D. Young & S. Diem (Eds.), Handbook of critical education research: Qualitative, quantitative, and emerging approaches (pp. 778-797). Routledge.
• Alvarez Gutiérrez, L., Kim, T., Partola, S., Kuttner, P. J., Niang, A., Yanagui, A., Hernández, L., López, G. R., & Mayer-Glenn, J. (2022). Community-centered school leadership: Radical care and aperturas during COVID-19. AERA Open, 8(1), 1-14.

Involvement

Campus

• Member, Institutional Review Board (IRB) Committee (2025-present)
• Member, College of Professional Studies Diversity Taskforce (2025-present)
• Member, School of Education Social Committee (2025-present)

Professional Memberships

• American Educational Research Association (AERA)
  • AERA Division memberships: Teaching & Teacher Education
  • AERA SIG memberships: Educational Change, Queer Studies, Urban Learning, Teaching, and Research

Fun Facts

Last book you read?

Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism by Eve Ewing

Best advice you ever received?

Tomorrow is a new day.

What did you want to be when you were growing up?

Psychologist.

Favorite Quote?

“Playfulness is, in part, an openness to being a fool, which is a combination of not worrying about competence, not being self-important, not taking norms as sacred and finding ambiguity and double edges a source of wisdom and delight.” – Maria Lugones

One thing about your school that you are most proud of?

The commitment to students and their success.

What do you enjoy most about teaching?

Seeing students grow and gain confidence.

A piece of advice for students in your school?

Stay curious and committed to growth. Great educators are lifelong learners who listen deeply, adapt and teach with curiosity and care.