D Chase J Catalano
Datos Biográficos
| ID | 4556248 |
|---|---|
| NOMBRE | D Chase J Catalano |
| NOMBRES | D Chase J |
| APELLIDO | Catalano |
| FIRMA | CATALANO D C J |
| AFILIACIONES | Virginia Tech |
| ORCID | 0000-0002-1674-4448 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 31 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Readings for Diversity and Social Justice
This highly-anticipated and ground-breaking second edition boasts over 40 more readings than previously available, updated and original section introductions, and three entirely new chapter sections
“We’re Controversial by Our Mere Existence”
In the face of escalating sociopolitical hostility toward diversity, equity, and inclusion (DEI) efforts, trans and queer (TQ) center(ed) diversity workers in higher education are navigating increasingly precarious professional landscapes. This study explores the lived experiences of TQ-center(ed) diversity workers through a general qualitative design informed by participatory action research (PAR). Drawing on the concept of “burn through,” criti…
Overcurrents of hegemony
Responding to Queer Subordination
This study explored participant accounts of the historical emergence of LGBTQ+ social justice educational interventions (e.g., SafeZone trainings) on their campus. Using a queer phenomenological analysis, the study details how institutions absorbed activist-inspired educational practices into cis- and heteronormative mechanisms that reify assimilative (and thus institutional) norms
“This Is the Place for Questions
Safe Zone trainings are ubiquitous on college campuses but remain understudied as a social justice educational intervention (SJEI). Focusing on data from 56 higher education professionals who facilitate LGBTQ+ SJEIs, a subset of a larger reseach project, we describe their facilitation styles and approaches to facilitation. Findings indicate a lack of formal facilitation training and participant reliance on personal testimonials to inform and bols…
Gender as Spectacle
This paper explores the experiences of nonbinary and trans (NBT) facilitators of Safe Zone workshops, what we call LGBTQ+ social justice educational interventions (SJEIs). Despite their prevalence in higher education for over 3 decades, there remains a paucity of research about them and those who facilitate them. This research focused on 33 NBT participants, a subpopulation within the larger 87 participants, to explore their preparation for LGBGT…
Toward liberation, not oppression
Mapping the Rise of LGBTQ+ Student Affairs
Using a systematic literature review approach, this article examines the expanding landscape of LGBTQ+ student affairs in higher education. In reviewing 38 pieces of scholarship, several themes emerge about this line of work: how LGBTQ+ student affairs work came to be, how students experience LGBTQ+ centers, and ongoing organizational concerns. Implications for research and practice are offered
Making a Case for General Qualitative Descriptive
This research used general qualitative descriptive to explore LGBTQ+ social justice education interventions (SJEIs) facilitator experiences—commonly named safe zones—and how that role influenced their self-awareness, and perceptions of campus and campus constituents. This article signals the importance of general qualitative descriptive as a queerly robust approach to stand as its own sufficient methodology. The article focuses only on participan…
Collecting sexual orientation in counseling research
Sexual orientation is often invisible in counseling research despite increasing LGBQ+ identity in the United States. We used consensual qualitative research to explore considerations from LGBQ+ counseling researchers for collecting sexual orientation. Three domains emerged: risks, benefits, and methodological considerations. Our findings highlight inclusive research practice strategies for LGBQ+ research participants
The paradoxes of social justice education
Identity, Role, and Oppression
Utilizing oppression as a conceptual framework, this article explores themes that emerged from qualitative research using epistemological bricolage on data from five graduate assistants who served as the sole institutional contact for LGBTQ+ student services. Of particular attention was the influence of these students’ multiple social identities on their 10 direct work experiences, the graduate assistant role itself, perceptions of institutional …
Structural challenges affecting the experiences of public university LGBT services graduate assistants
In this narrative inquiry study, we interviewed 5 graduate assistants who served as the primary point of contact for their public university’s lesbian, gay, bisexual, and transgender (LGBT) student services. We were interested in understanding the structural challenges that affected these employees’ experiences in their roles. Participants were interviewed 3 times over 1 academic year to better understand their job roles and expectations in-depth…
Resisting coherence
In this methodological reflective manuscript, I explore my decision to use a grounded theoretical approach to my dissertation study on trans* men in higher education. Specifically, I question whether grounded theory as a methodology is capable of capturing the complexity and capaciousness of trans*-masculine experiences. Through the lenses of social justice and Critical Trans Politics I question whether theory generation with so little published …
Trans Enough?”
Despite increasing attention on issues raised by trans students in higher education, almost no empirical research has examined the identities and experiences of trans students as a group, or of specific subsets of trans students. In this article, I draw on interviews with twenty-five trans-male undergraduate students to explore how their experiences of coming to understand their gender identities are shaped by their experiences in higher educatio…
Trans Enough?”
Despite increasing attention on issues raised by trans students in higher education, almost no empirical research has examined the identities and experiences of trans students as a group, or of specific subsets of trans students. In this article, I draw on interviews with twenty-five trans-male undergraduate students to explore how their experiences of coming to understand their gender identities are shaped by their experiences in higher educatio…
Resisting coherence
In this methodological reflective manuscript, I explore my decision to use a grounded theoretical approach to my dissertation study on trans* men in higher education. Specifically, I question whether grounded theory as a methodology is capable of capturing the complexity and capaciousness of trans*-masculine experiences. Through the lenses of social justice and Critical Trans Politics I question whether theory generation with so little published …
The paradoxes of social justice education
Structural challenges affecting the experiences of public university LGBT services graduate assistants
In this narrative inquiry study, we interviewed 5 graduate assistants who served as the primary point of contact for their public university’s lesbian, gay, bisexual, and transgender (LGBT) student services. We were interested in understanding the structural challenges that affected these employees’ experiences in their roles. Participants were interviewed 3 times over 1 academic year to better understand their job roles and expectations in-depth…
Trans Enough?”
Despite increasing attention on issues raised by trans students in higher education, almost no empirical research has examined the identities and experiences of trans students as a group, or of specific subsets of trans students. In this article, I draw on interviews with twenty-five trans-male undergraduate students to explore how their experiences of coming to understand their gender identities are shaped by their experiences in higher educatio…
Resisting coherence
In this methodological reflective manuscript, I explore my decision to use a grounded theoretical approach to my dissertation study on trans* men in higher education. Specifically, I question whether grounded theory as a methodology is capable of capturing the complexity and capaciousness of trans*-masculine experiences. Through the lenses of social justice and Critical Trans Politics I question whether theory generation with so little published …
Structural challenges affecting the experiences of public university LGBT services graduate assistants
In this narrative inquiry study, we interviewed 5 graduate assistants who served as the primary point of contact for their public university’s lesbian, gay, bisexual, and transgender (LGBT) student services. We were interested in understanding the structural challenges that affected these employees’ experiences in their roles. Participants were interviewed 3 times over 1 academic year to better understand their job roles and expectations in-depth…
Identity, Role, and Oppression
Utilizing oppression as a conceptual framework, this article explores themes that emerged from qualitative research using epistemological bricolage on data from five graduate assistants who served as the sole institutional contact for LGBTQ+ student services. Of particular attention was the influence of these students’ multiple social identities on their 10 direct work experiences, the graduate assistant role itself, perceptions of institutional …
The paradoxes of social justice education
Mapping the Rise of LGBTQ+ Student Affairs
Using a systematic literature review approach, this article examines the expanding landscape of LGBTQ+ student affairs in higher education. In reviewing 38 pieces of scholarship, several themes emerge about this line of work: how LGBTQ+ student affairs work came to be, how students experience LGBTQ+ centers, and ongoing organizational concerns. Implications for research and practice are offered
Making a Case for General Qualitative Descriptive
This research used general qualitative descriptive to explore LGBTQ+ social justice education interventions (SJEIs) facilitator experiences—commonly named safe zones—and how that role influenced their self-awareness, and perceptions of campus and campus constituents. This article signals the importance of general qualitative descriptive as a queerly robust approach to stand as its own sufficient methodology. The article focuses only on participan…
Collecting sexual orientation in counseling research
Sexual orientation is often invisible in counseling research despite increasing LGBQ+ identity in the United States. We used consensual qualitative research to explore considerations from LGBQ+ counseling researchers for collecting sexual orientation. Three domains emerged: risks, benefits, and methodological considerations. Our findings highlight inclusive research practice strategies for LGBQ+ research participants
“This Is the Place for Questions
Safe Zone trainings are ubiquitous on college campuses but remain understudied as a social justice educational intervention (SJEI). Focusing on data from 56 higher education professionals who facilitate LGBTQ+ SJEIs, a subset of a larger reseach project, we describe their facilitation styles and approaches to facilitation. Findings indicate a lack of formal facilitation training and participant reliance on personal testimonials to inform and bols…
Gender as Spectacle
This paper explores the experiences of nonbinary and trans (NBT) facilitators of Safe Zone workshops, what we call LGBTQ+ social justice educational interventions (SJEIs). Despite their prevalence in higher education for over 3 decades, there remains a paucity of research about them and those who facilitate them. This research focused on 33 NBT participants, a subpopulation within the larger 87 participants, to explore their preparation for LGBGT…
Toward liberation, not oppression
“We’re Controversial by Our Mere Existence”
In the face of escalating sociopolitical hostility toward diversity, equity, and inclusion (DEI) efforts, trans and queer (TQ) center(ed) diversity workers in higher education are navigating increasingly precarious professional landscapes. This study explores the lived experiences of TQ-center(ed) diversity workers through a general qualitative design informed by participatory action research (PAR). Drawing on the concept of “burn through,” criti…
Overcurrents of hegemony
Responding to Queer Subordination
This study explored participant accounts of the historical emergence of LGBTQ+ social justice educational interventions (e.g., SafeZone trainings) on their campus. Using a queer phenomenological analysis, the study details how institutions absorbed activist-inspired educational practices into cis- and heteronormative mechanisms that reify assimilative (and thus institutional) norms
Readings for Diversity and Social Justice
This highly-anticipated and ground-breaking second edition boasts over 40 more readings than previously available, updated and original section introductions, and three entirely new chapter sections
Sociology (13 obras) · Gender Studies (11 obras) · Psychology (11 obras) · LGBTQ Health, Identity, and Policy (10 obras) · Pedagogy (10 obras) · Political science (10 obras) · Social Psychology (9 obras) · Social justice (8 obras) · Criminology (6 obras) · Gender Studies (6 obras)