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Dr. Kelly W. Guyotte


Associate Professor, Qualitative Research
Department of Educational Studies in Psychology, Research Methods, and Counseling

Director of Faculty Development
College of Education



  • qualitative methodology


  • artful inquiry
  • gender equity in higher education
  • qualitative pedagogy
  • feminist research methods
  • narrative inquiry
  • arts-based research
  • STEAM education


  • PhD, University of Georgia
  • Interdisciplinary Qualitative Research Certificate, University of Georgia
  • MAEd, University of Georgia
  • BFA, University of Georgia


  • Recipient, Nellie Rose McCrory Faculty Excellence Award for Teaching. The University of Alabama.


Kelly W. Guyotte is an associate professor of qualitative research at The University of Alabama where she also serves as the Director of Faculty Development for the College of Education. She is co-editor of Philosophical Mentoring in Qualitative Research: Collaborating and Inquiring Together (2022, Routledge) and Academic Mothering: Fabulating Futures for Higher Education (forthcoming, Brill). Her work has been published in numerous journals such as Qualitative Inquiry, Reconceptualizing Educational Research Methodology, Journal of Curriculum and Pedagogy, and Gender and Education.

At The University of Alabama, Dr. Guyotte serves as Co-Coordinator of the Qualitative Research Certificate Program and Research Assistance Services. She teaches a range of different qualitative inquiry courses including BER 634: Narrative Inquiry and BER 637: Arts-Based Research. In addition, Dr. Guyotte has completed service on over twenty doctoral dissertation committees, successfully chairing two dissertation committees. She has supervised numerous independent research projects and has mentored several doctoral students through co-teaching experiences.

Dr. Guyotte’s experiences in the visual arts have uniquely informed and inspired her research and teaching practices, drawing her toward topics such as STEAM education, artful pedagogies, and artful inquiry practices. Her most current research has focused on doctoral women’s and mothers’ experiences in higher education, using feminist theory and methods to explore gender in/equity.