New faculty member, Dr. A.J. Lowik, brings vision for change and inclusion

Dr. A.J. Lowik joins the University of Lethbridge in the Department of Sociology with a blend of experience in gender and sexuality studies and a commitment to supporting trans and nonbinary individuals in healthcare and academia. Driven by a commitment to inclusion and community, they’re excited to foster an engaging and supportive environment for students and colleagues alike. Read on to learn more about Dr. Lowik’s background, research focus, vision for an inclusive academic space — and a bit about their love of knitting and infamous “conference socks.”

Can you tell us a bit about your background and what brought you to ULethbridge? 

Nearly twenty years ago, I was working in an abortion clinic, pursuing my undergraduate degree, and exploring my gender as a trans, nonbinary, agender person. These three seemingly unrelated aspects of my life converged and provided direction for my future.

In school, I learned that I could pursue gender and sexuality studies, and that by conducting research, I could understand the issues facing my communities and develop evidence-based strategies to address them. At work, I learned that reproductive healthcare spaces are often ill-equipped to meet the needs of trans people, and that many providers struggle to disentangle themselves from cisnormative ideologies – the idea that certain reproductive experiences are quintessentially tethered to cis-womanhood and cis-manhood, such that trans people are erased.

I would focus both my master’s and PhD research projects in this area – trying to better understand the barriers that trans people navigate in accessing reproductive healthcare, while working to eliminate those barriers. Along the way, I found a love for not only research but teaching, and I knew that being a professor would allow me to continue doing both.

I came to the University of Lethbridge to continue my academic activism as an Assistant Professor – where my motivation is always making trans lives more livable, whether by conducting research studies, embedding trans content into the curriculum, mentoring trans students, or by simply existing unapologetically, loudly and proudly as a trans person and trans scholar in the academy.

What are you most excited about in your new role here?

I love building community, and upon arriving at the University of Lethbridge, I was struck by the passion and dedication of my new colleagues – I am looking forward to being able to share ideas, collaborate on projects, challenge and support each other, and work together creating a climate of academic curiosity and excellence for years to come.

As a methodologist, I love data, and the myriads of ways that we can work with participants and communities to understand, document and share their stories. I am excited to continue using qualitative, arts-based, community participatory and action research approaches and to continue thinking about how to conduct research grounded in ethics of care. I can’t wait to learn more about this institution and its students, this city and its residents, and to carving out a place for myself here.

What are your research interests or areas of expertise, and why are they important to you?

My research, academic and community activism fall into two main areas:

First, I study trans people’s reproductive lives, including menstruation, abortion, perinatal care, lactation, menopause, fertility preservation, assisted reproductive technologies, sterilization and fertility. I am also interested in obstetric violence, reproductive coercion, sexual health, and related topics like substance use, mental health, and medical education. I use interviews, focus groups, participatory photography and art, surveys, and other methodologies to explore trans people’s reproductive goals, embodied experiences, and healthcare needs. I am also the President of the Abortion Rights Coalition of Canada, working to protect abortion rights and access for all and I provide gender-affirming care training to healthcare providers across the country.

Second, as a data scientist, I am interested in research itself – how researchers understand and measure concepts like sex and gender, and how we can improve our science to be more rigorous, accurate, precise, expansive and inclusive. As part of the Centre for Gender and Sexual Health Equity, during my postdoctoral fellowship, I lead a project called “Gender & Sex in Methods and Measurement.” This open-source research equity toolkit provides practical guidance for researchers who are thinking through how sex and gender factor into their eligibility criteria, recruitment strategies, sampling and analysis plans, measurement approaches, longitudinal and cohort studies, use of administrative datasets, etc. I am driven by a desire to see intersex, trans, Two-Spirit and queer people more meaningfully included in research, and where care and refinement goes into how we think about sex and gender more generally.

How do you approach your teaching philosophy, and what methods do you use to engage students?

My teaching philosophy is grounded in three theories and pedagogical approaches: differentiated instruction, critical and inclusive pedagogy, and reflective, ethical teaching. Together, these perspectives share a commitment to social justice and equity in teaching.

First, differentiated instruction involves tailoring instruction to meet individual students' needs, abilities and interests. I approach this through the use of diverse teaching and assessment modalities - merging didactic methods, group discussions, and interactive activities, and by incorporating multimedia and creativity into the classroom.

Second, I encourage students to critically examine societal norms and systems of oppression, where my teaching emphasizes student dialogue and reflection, and invites students to challenge biases and question hierarchical marginalization. As an instructor, my approach is best described as “meeting people where they are,” while also “challenging people to expand their thinking.” This involves considering students’ prior knowledge, learning styles, cultural backgrounds, accessibility needs, and lived experiences, acknowledging that students come from different starting points.

Third, as an instructor who prioritizes reflective, reflexive, ethical teaching, I position myself as a perpetual learner and I strive to acknowledge my privilege, address my knowledge gaps, and apologize for and rectify harms done by my errors. I am continuously learning and growing as an educator and I model humility and accountability to students.

What are some interesting facts or hobbies about yourself that you’d like to share?

I can often be found doing a jigsaw puzzle for speed, playing table top board games with friends, puttering in the garden, collecting queer and trans art, playing many instruments poorly, doing yoga, and fiddling with fibre.

I can knit for hours on end, and have become somewhat infamous for my "conference socks," where I try to knit a pair of socks from start to finish, whenever I attend a conference - it helps me concentrate, when my hands are busy. The photo I've included is of a sock yarn blanket made from scraps and mini skeins. I've been working on it for ten years already, and it will probably take another ten years to finish, but it is my pride and joy.