- Higher education researcher focusing on equity, diversity, and inclusion concerns.edit
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Research Interests: Scholarship and Dichotomy
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Involvement of students in the cocurriculum is critical to the development of desired outcomes in college. However, the literature on disabled college students centers academic experiences, largely overlooking cocurricular experiences. In... more
Involvement of students in the cocurriculum is critical to the development of desired outcomes in college. However, the literature on disabled college students centers academic experiences, largely overlooking cocurricular experiences. In this study, we explored the cocurricular involvement of disabled students, examining factors that created barriers for their involvement, how students responded to barriers, factors that made involvement possible, and those that encouraged involvement. Grounded in a critical realist approach to disability, augmented by environmental theories, and employing a descriptive-interpretive design, we used both individual interviews and focus groups to obtain data from 33 disabled students at a midwestern, comprehensive, land-grant university. We found that (a) other people's behaviors and attitudes created more barriers to disabled students' involvement than did physical or organizational factors; (b) participants reported a wide variety of emotional and behavioral responses to the barriers; (c) accessible physical design, flexible organizational policies, and assistance from others made involvement possible; (d) universally designed elements of the physical and organizational environment as well as active support from staff and peers encouraged involvement; and (e) barriers to and encouragers of involvement varied by impairment. We offer implications for further research and practice.
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Through the use of in-depth interviews, the perceptions of Resident Assistants (RAs) held by 20 lesbian, gay, and bisexual students were explored. Students were asked about their experiences with and expectations of RAs. They were also... more
Through the use of in-depth interviews, the perceptions of Resident Assistants (RAs) held by 20 lesbian, gay, and bisexual students were explored. Students were asked about their experiences with and expectations of RAs. They were also questioned about their ideas concerning RA training. Students expected RAs to be open and accepting, personally supportive, and to create accepting climates. RAs who identified themselves as lesbian, gay, or bisexual were valued as confidants and network builders, and contributed in a positive way to students\u27 favorable impressions of the residence life department
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In this article, the authors describe a student affairs graduate student internship exchange program between Florida International University, a large, urban, Hispanic-serving institution, and Bowling Green State University, a rural,... more
In this article, the authors describe a student affairs graduate student internship exchange program between Florida International University, a large, urban, Hispanic-serving institution, and Bowling Green State University, a rural, residential, midwestern university, and present findings from a survey of past participants. Results indicate significant growth in functional area knowledge and growth in diversity-related outcomes. The authors propose strategies for enhancing multicultural competencies within the exchange program and curriculum and describe ways others might incorporate similar experiences.
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... Handbook of counseling and psychotherapy with lesbian, gay, and bisexual clients. Broido, Ellen M. Perez, Ruperto M. (Ed); DeBord, Kurt A. (Ed); Bieschke, Kathleen J. (Ed), (2000). Handbook of counseling and psychotherapy with... more
... Handbook of counseling and psychotherapy with lesbian, gay, and bisexual clients. Broido, Ellen M. Perez, Ruperto M. (Ed); DeBord, Kurt A. (Ed); Bieschke, Kathleen J. (Ed), (2000). Handbook of counseling and psychotherapy with lesbian, gay, and bisexual clients, (pp. 13-33). ...
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This qualitative study explored how 10 first-year peer educators understood and utilized their own social identities (e.g., their race, gender, sexual orientation, etc.) in their diversity .education efforts. All participants saw their... more
This qualitative study explored how 10 first-year peer educators understood and utilized their own social identities (e.g., their race, gender, sexual orientation, etc.) in their diversity .education efforts. All participants saw their identities as having a profound impact on their teaching, although they identified many different, and sometimes contradictory influences. Their identities influenced their credibility as educators, use of emotion, and relationships with dominant and target group member students. Educators sometimes chose to discuss their own experiences with oppression and privilege, and sometimes kept their identities hidden. Participants noted, in conclusion, the importance of considering the influence of their own identity, as awareness influenced how they approached their work as diversity educators.
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Lesbian, Gay, and Bisexual Students' Perceptions of Resident Assistants: Implications for Resident Assistant Selection and Training Through the use of in-depth interviews, the perceptions of Resident Assistants (RAs) held by 20... more
Lesbian, Gay, and Bisexual Students' Perceptions of Resident Assistants: Implications for Resident Assistant Selection and Training Through the use of in-depth interviews, the perceptions of Resident Assistants (RAs) held by 20 lesbian, gay, and bisexual students were explored. Students were asked about their experiences with and expectations of RAs. They were also questioned about their ideas concerning RA training. Students expected RAs to be open and accepting, personally supportive, and to create accepting climates. RAs who identified themselves as lesbian, gay, or bisexual were valued as confidants and network builders, and contributed in a positive way to students' favorable impressions of the residence life department. Because on-campus living provides opportunities for students to build support networks, interact with people who are different from themselves, and be exposed to new ideas, it can have a positive impact on the psychosocial and cognitive development of s...
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in an eff ort to prepare student affairs profes....sionals to effectioely address gay, lesbian, and bisexual concerns on their campuses, the American College Personnel Association developed a workshop entitled the "Beyond Tolerance... more
in an eff ort to prepare student affairs profes....sionals to effectioely address gay, lesbian, and bisexual concerns on their campuses, the American College Personnel Association developed a workshop entitled the "Beyond Tolerance Roadshow. " Participants in six workshops reported the awareness, knowledge, and skills they gained and ways in which they intended to use the information. Homophobia on college camp uses is a major concern. Studies involving hetero sexu al college students indicate widespread hostil e attitudes tow ard homosexu ality and gay, lesb ian, and bisexu al (GLB) indi viduals (D'Auge lli, 1989;
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Scholarship on disability in higher education would be more useful to practitioners and make greater contributions to socially justice practice if authors made implications applicable to diverse audiences, focused on addressing ableist... more
Scholarship on disability in higher education would be more useful to practitioners and make greater contributions to socially justice practice if authors made implications applicable to diverse audiences, focused on addressing ableist environments rather than changing disabled community members, promoted diverse ways of being and functioning, and was written in accessible language. Through examples, I show how implications can be written in ways accessible to and adapted for the work of multiple audiences, address barriers within campus environments, advocate for diverse ways of functioning, and use language and concepts applicable to broad audiences. Through these practices, disability scholarship in higher education can contribute to the development of campus environments that work for the broadest range of students, staff, and faculty.
The purpose of this study was to examine how undergraduate students who became social justice allies during college understood their development. Six traditionally-aged, hetero-sexual, White students, 3 women and 3 men, who first acted as... more
The purpose of this study was to examine how undergraduate students who became social justice allies during college understood their development. Six traditionally-aged, hetero-sexual, White students, 3 women and 3 men, who first acted as allies while in college were interviewed using an open-ended interview protocol. Critical factors included precollege egalitarian values, gaining information about social justice issues, engagement in meaning-making processes, developing confidence, and the presentation of opportunities to act as social justice allies. Research on students ’ attitudes and behaviors regarding social justice issues on college campuses has generally fallen into one of two areas: the prevalence of negative or hostile attitudes and behaviors by members of dominant social groups, or the struggle of members of these targeted groups to end oppression. Only recently, however, have studies appeared that explore how dominant-group students come to develop affirmative attitude...
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Authors: Manning, K., Kinzie, J., & Schuh, J. H. Title: One size does not fit all: Traditional and innovative models of student affairs practice (2nd ed.) (2014) New York: Routledge
The purpose of this study was to examine how undergraduate students who became social justice allies during college understood their development. Six traditionally-aged, heterosexual, White students, 3 women and 3 men, who first acted as... more
The purpose of this study was to examine how undergraduate students who became social justice allies during college understood their development. Six traditionally-aged, heterosexual, White students, 3 women and 3 men, who first acted as allies while in college were interviewed using an open-ended interview protocol. Critical factors included precollege egalitarian values, gaining information about social justice issues, engagement in meaningmaking processes, developing confidence, and the presentation of opportunities to act as social justice allies.
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In an effort to prepare student affairs professionals to effectively address gay, lesbian, and bisexual concerns on their campuses, the American College Personnel Association developed a workshop entitled the "Beyond Tolerance... more
In an effort to prepare student affairs professionals to effectively address gay, lesbian, and bisexual concerns on their campuses, the American College Personnel Association developed a workshop entitled the "Beyond Tolerance Roadshow." Participants in six workshops reported the awareness, knowledge, and skills they gained and ways in which they intended to use the information. Homophobia on college campuses is a major concern. Studies involving heterosexual college students indicate widespread hostile attitudes toward homosexuality and gay, lesbian, and bisexual (GLB) individuals (D'Augelli, 1989; D'Augelli & Rose, 1990; Eddy & Forney, 2000; Evans & Rankin, 1998; Rankin, 1998, 2003). LaSalle (1992) reported that faculty and staff, as well as students, hold negative attitudes toward gay, lesbian, and bisexual people. At one large university, 25% of the employees expressed explicitly negative responses in a survey about LGB issues (Eliason, 1996). Reflective of the...
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Chinese higher education institutions would be more effective in assisting college graduates to meet the requirements of an increasingly complex society if they had a better understanding of Chinese college student development.... more
Chinese higher education institutions would be more effective in assisting college graduates to meet the requirements of an increasingly complex society if they had a better understanding of Chinese college student development. Self-authorship theory, which was initially developed for use in the USA, is relevant to contemporary Chinese society’s college graduate expectations. However, due to possible limitations on the application of this theory to different cultures, it is necessary to examine Chinese college students’ self-authorship development rather than presuming there is a similarity to US students. In this study, we used a grounded theory approach to explore the self-authorship development in Chinese college students. Using purposeful and theoretical sampling, we asked 13 junior and senior college students to share their significant college experiences, after which we conducted a constant comparative analysis. We found that while Chinese college students developed self-autho...
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In this qualitative study, researchers examined the coming out process experienced by 20 gay, lesbian, and bisexual students in the residence halls of a major research institution. The students ranged in age from 18-26 and included 10 men... more
In this qualitative study, researchers examined the coming out process experienced by 20 gay, lesbian, and bisexual students in the residence halls of a major research institution. The students ranged in age from 18-26 and included 10 men and 10 women. Eighteen were White, one was Asian American, and one was Latino American. Students reported how they disclosed their sexual orientation, factors influencing the process, and reactions to their disclosures. Recommendations for residence hall professionals are provided.
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This qualitative study explored how 10 first-year peer educators understood and utilized their own social identities (e.g., their race, gender, sexual orientation, etc.) in their diversity education efforts. All participants saw their... more
This qualitative study explored how 10 first-year peer educators understood and utilized their own social identities (e.g., their race, gender, sexual orientation, etc.) in their diversity education efforts. All participants saw their identities as having a profound impact on their teaching, although they identified many different, and sometimes contradictory influences. Their identities influenced their credibility as educators, use of emotion, and relationships with dominant and target group member students. Educators sometimes chose to discuss their own experiences with oppression and privilege, and sometimes kept their identities hidden. Participants noted, in conclusion, the importance of considering the influence of their own identity, as awareness influenced how they approached their
work as diversity educators.
work as diversity educators.
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Although the demand for faculty service has increased substantially in recent years, the workload is not shared equitably among tenure-track faculty (Guarino & Borden, 2017; Pyke, 2011). Women faculty tend to spend more time on service... more
Although the demand for faculty service has increased substantially in recent years, the workload is not
shared equitably among tenure-track faculty (Guarino & Borden, 2017; Pyke, 2011). Women faculty tend
to spend more time on service activities than men, and they tend to perform important yet less
institutionally recognized forms of service like mentoring, committee work, emotional labor, and
organizational climate control (Babcock, Recalde, Vesterlund, & Weingart, 2017; Misra, Lundquist,
Holmes, & Agiomavritis, 2011). Drawing from the theory of gendered organizations (Acker, 1990), this
interview study examined how institutional gender biases impact the visibility and evaluation of faculty
service across the tenure-track career trajectory. Our findings reveal how task-oriented forms of service
tend to be more visible and valued than relationally oriented service. In addition to addressing a gap in
the literature, our study presents practical recommendations to make service more visible, valuable, and
equitable across faculty ranks and gender identities.
shared equitably among tenure-track faculty (Guarino & Borden, 2017; Pyke, 2011). Women faculty tend
to spend more time on service activities than men, and they tend to perform important yet less
institutionally recognized forms of service like mentoring, committee work, emotional labor, and
organizational climate control (Babcock, Recalde, Vesterlund, & Weingart, 2017; Misra, Lundquist,
Holmes, & Agiomavritis, 2011). Drawing from the theory of gendered organizations (Acker, 1990), this
interview study examined how institutional gender biases impact the visibility and evaluation of faculty
service across the tenure-track career trajectory. Our findings reveal how task-oriented forms of service
tend to be more visible and valued than relationally oriented service. In addition to addressing a gap in
the literature, our study presents practical recommendations to make service more visible, valuable, and
equitable across faculty ranks and gender identities.
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In this feminist, constructivist case study we explored how 28 classified, administrative, and faculty women's experiences working at one university for 25−40 years have changed. Participants ranged from 45-to 70-years-old at the time of... more
In this feminist, constructivist case study we explored how 28 classified, administrative, and faculty women's experiences working at one university for 25−40 years have changed. Participants ranged from 45-to 70-years-old at the time of their interview, with more than half older than 60, and 84% identified as White. Women with extended history of service to a single institution provide a unique lens for examining institutional change and gendered structures as they have, in their longevity, thrived or survived. In this article we explore a subset of the findings focused on how women recognize gendered dynamics within the university, and how women respond to inequitable dynamics. Women's descriptions of the climate include experiences of modern and benevolent forms of sexism in this institution; however, few participants identified these behaviors as sexist. We extend current under-standings by documenting modern sexism in higher education and identifying patterns of description and denial of sexism, as well as adaptation and resistance to gendered dynamics. We demonstrate that climate cannot be measured solely by reports of sexual harassment , and explain why sexism is likely to be underreported. over the last 40 years, the passage of title ix, the marked expansion of middle and upper-class women in the paid workforce, and greater control over fertility have dramatically shifted women's experiences in the United States. Significant changes have taken place in the context of higher education, including women surpassing men's enrollment at
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The purpose of this study was to examine how undergraduate students who became social justice allies during college understood their development. Six traditionally-aged, hetero- sexual, White students, 3 women and 3 men, who first acted... more
The purpose of this study was to examine how undergraduate students who became social justice allies during college understood their development. Six traditionally-aged, hetero- sexual, White students, 3 women and 3 men, who first acted as allies while in college were interviewed using an open-ended interview protocol. Critical factors included precollege egalitarian values, gaining information about social justice issues, engagement in meaning- making processes, developing confidence, and the presentation of opportunities to act as social justice allies.
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In this feminist, constructivist case study we explored how 28 classified, administrative, and faculty women’s experiences working at one university for 25−40 years have changed. Participants ranged from 45- to 70-years-old at the time of... more
In this feminist, constructivist case study we explored how 28 classified, administrative, and faculty women’s experiences working at one university for 25−40 years have changed. Participants ranged from 45- to 70-years-old at the time of their interview, with more than half older than 60, and 84% identified as White. Women with extended history of service to a single institution provide a unique lens for examining institutional change and gendered structures as they have, in their longevity, thrived or survived. In this article we explore a subset of the findings focused on how women recognize gendered dynamics within the university, and how women respond to inequitable dynamics. Women’s descriptions of the climate include experiences of modern and benevolent forms of sexism in this institution; however, few participants identified these behaviors as sexist. We extend current understandings by documenting modern sexism in higher education and identifying patterns of description and denial of sexism, as well as adaptation and resistance to gendered dynamics. We demonstrate that climate cannot be measured solely by reports of sexual harassment, and explain why sexism is likely to be underreported.