Ryan A Miller
Biographic Data
| ID | 3984388 |
|---|---|
| NAME | Ryan A Miller |
| GIVEN NAMES | Ryan A |
| FAMILY NAME | Miller |
| SIGNATURE | MILLER R A |
| AFFILIATIONS | University of North Carolina at Charlotte |
| ORCID | 0000-0002-1855-9887 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
The Push and Pull Paradox: How Rural Transfer Students Experience Transition as Becoming
This hermeneutic phenomenological study explored rural transfer students’ transitions as becoming and institutions’ role in supporting them. Participants illustrated a push and pull paradox about their desire both to seek new places and experiences through higher education and retain their rural ties. They discussed how commuting range guided their transfer institution choices, how a community feel was essential to their rural identities, their d…
How LGBTQIA+ STEM Students Navigate Campus Microclimates
This study extends research on the chilly climate faced by LGBTQIA+ STEM students by applying concepts of microclimates and navigational capital to understand the nuances of how students traversed various campus spaces and how practitioners might better support them. Students contrasted STEM and non-STEM spaces, drawing on navigational strategies including observation and identity modulation (e.g., covering and passing) to remain safe in hostile …
Can you see me?Can you hear me? Examining Black and Latina women’s transfer advising experiences
A systematic literature review on disabled queer and trans college student scholarship
Copy and Paste” Practices: A Multi-Site Critical Discourse Analysis of Arguments About Anti-DEI Legislation
Education Was Always My Ticket to Something More: Disabled Transfer Students' Educational Journeys Across Contexts
Scholarship on disability in higher education has unveiled the complications that students face in coming to terms with their disabilities and traversing college based on the ableist settings they inhabit. Nonetheless, the paths, priorities, and unique challenges depicted in the literature are often limited to one institutional setting. In this narrative inquiry study involving interviews with 14 pre- and post-transfer college students, we chroni…
How Social and Relational Identities Shape Community College Transfer Students’ College Pathways
Given inequities in transfer student success, emerging research about transfer students has focused on students’ familial relationships and identities including race/ethnicity and socioeconomic status. This qualitative study uses the reconceptualized model of multiple dimensions of identity to explore how social and relational identities influence the college transfer pathways of both pre- and post-transfer students in North Carolina. Findings de…
Unpacking Anti-femininity Among Masculine Identifying STEM Students with Minoritized Identities of Sexuality and Gender
While decades of scholarship show the oppression of women by the enforcement of patriarchal gender norms, little research has explored the ways in which masculinity receives preferential treatment over femininity, independent of a man/woman binary. This exploration is needed to understand why femininity is devalued within the heteropatriarchal masculine social context under which much of current Western society was formed. In response to this ant…
Disrupting cisheteronormativity in STEM through humanism
Cisheteronormativity is prevalent throughout college STEM discourses and classrooms. In this paper, we present findings from a U.S. based study focused on the experiences of collegiate STEM students with minoritized identities of sexuality and gender (MIoSG) as the backdrop for discussing how current harmful ideologies in STEM perpetuate cisheteronormativity through discursive practice. We propose that humanistic classrooms and pedagogy can work …
Identifying stressors inhibiting belonging, visibility, and peer inclusion for college students with MIoSG in STEM
With constantly changing political landscapes affecting the ability of college students with minoritized identities of sexuality and/or gender (MIoSG; Vaccaro et al., Citation2015) to thrive on campus, higher educators need to understand student reported stressors to design more inclusive learning environments. Building from minority stress theory and using data from a grounded theory study with 56 collegiate STEM students with MIoSG, this paper …
Microaggressions Experienced by LGBTQ Students With Disabilities
While research on microaggressions has exploded, most scholarship explores singular dimensions of identity, including race, gender, or sexual orientation. To date, little work has considered the experiences of LGBTQ students with disabilities. We compared microaggressions reported by 25 LGBTQ students with disabilities to existing taxonomies, revealing 126 disability microaggressions and 53 LGBTQ microaggressions. Microaggressions not correspondi…
Debating Diversity and Social Justice Curricular Requirements: How Organizational Culture at a Liberal Arts College Informed the Change Process
For the past four decades, predominantly white colleges and universities throughout the United States have adopted diversity curricular requirements. While evidence suggests these courses yield positive outcomes for students, scholars have less often addressed the process of curricular change toward creating the requirements. Further, colleges have begun to update or supplement diversity requirements enacted in past decades, but this process has …
Queer science: Temporality and futurity for queer students in STEM
The sociopolitical landscape for queer people has changed dramatically in recent decades; however, progress has been both halting and uneven. While this is evident in many areas of professional and private life, this study focuses on the experiences of queer students in STEM learning environments in US colleges and universities. Specifically, we explore student expressions of temporality and futurity with regards to their STEM experiences and asp…
It’s dude culture”: Students with minoritized identities of sexuality and/or gender navigating STEM majors
Science, technology, engineering, and mathematics (STEM) career pathways can be both lucrative and transformative in regard to social change (e.g., Christensen, Knezek, & Tyler-Wood, 2014; Fuesting, Diekman, & Hudiburgh, 2017; Wang, Ye, & Degol, 2017). However, research shows that STEM learning environments are inhospitable to students with minoritized identities-most notably, women, people of color, and people with disabilities (e.g., Gottfried,…
LGBTQ+ college students with disabilities: Demographic profile and perceptions of well-being
Few scholars have examined the experiences of LGBTQ+ college students with disabilities, but the available evidence indicating poor mental and physical health, underutilization of disability accommodations, and frequent marginalization presents cause for concern. In this descriptive study, we analyze survey data from 140 LGBTQ + college students with disabilities in the United States and provide demographics as well as exploration of indicators o…
This really interesting juggling act”: How university students manage disability/queer identity disclosure and visibility
Prior research related to both LGBTQ identities and disability in education has considered the role of identity management strategies including passing and selective disclosure, though little research has addressed the experiences of queer students with disabilities who manage multiple marginalized identities. This qualitative study analyzes the disclosure processes enacted by 31 LGBTQ students with disabilities at two universities in the souther…
Dimensions and Patterns in Employee Empowerment: Assessing What Matters to Street-Level Bureaucrats
Empowerment of public employees has been touted as an important mediating step in improving public organizational outcomes, yet such a relationship depends on an assumption that employees value what is offered as empowerment. This qualitative study explored the assumption through in-depth interviews of streetlevel bureaucrats in a large state human service agency. The interviews support previous research that empowerment is multidimensional; five…
Dimensions and Patterns in Employee Empowerment: Assessing What Matters to Street-Level Bureaucrats
Empowerment of public employees has been touted as an important mediating step in improving public organizational outcomes, yet such a relationship depends on an assumption that employees value what is offered as empowerment. This qualitative study explored the assumption through in-depth interviews of streetlevel bureaucrats in a large state human service agency. The interviews support previous research that empowerment is multidimensional; five…
It’s dude culture”: Students with minoritized identities of sexuality and/or gender navigating STEM majors
Science, technology, engineering, and mathematics (STEM) career pathways can be both lucrative and transformative in regard to social change (e.g., Christensen, Knezek, & Tyler-Wood, 2014; Fuesting, Diekman, & Hudiburgh, 2017; Wang, Ye, & Degol, 2017). However, research shows that STEM learning environments are inhospitable to students with minoritized identities-most notably, women, people of color, and people with disabilities (e.g., Gottfried,…
Queer science: Temporality and futurity for queer students in STEM
The sociopolitical landscape for queer people has changed dramatically in recent decades; however, progress has been both halting and uneven. While this is evident in many areas of professional and private life, this study focuses on the experiences of queer students in STEM learning environments in US colleges and universities. Specifically, we explore student expressions of temporality and futurity with regards to their STEM experiences and asp…
This really interesting juggling act”: How university students manage disability/queer identity disclosure and visibility
Prior research related to both LGBTQ identities and disability in education has considered the role of identity management strategies including passing and selective disclosure, though little research has addressed the experiences of queer students with disabilities who manage multiple marginalized identities. This qualitative study analyzes the disclosure processes enacted by 31 LGBTQ students with disabilities at two universities in the souther…
Debating Diversity and Social Justice Curricular Requirements: How Organizational Culture at a Liberal Arts College Informed the Change Process
For the past four decades, predominantly white colleges and universities throughout the United States have adopted diversity curricular requirements. While evidence suggests these courses yield positive outcomes for students, scholars have less often addressed the process of curricular change toward creating the requirements. Further, colleges have begun to update or supplement diversity requirements enacted in past decades, but this process has …
LGBTQ+ college students with disabilities: Demographic profile and perceptions of well-being
Few scholars have examined the experiences of LGBTQ+ college students with disabilities, but the available evidence indicating poor mental and physical health, underutilization of disability accommodations, and frequent marginalization presents cause for concern. In this descriptive study, we analyze survey data from 140 LGBTQ + college students with disabilities in the United States and provide demographics as well as exploration of indicators o…
Dimensions and Patterns in Employee Empowerment: Assessing What Matters to Street-Level Bureaucrats
Empowerment of public employees has been touted as an important mediating step in improving public organizational outcomes, yet such a relationship depends on an assumption that employees value what is offered as empowerment. This qualitative study explored the assumption through in-depth interviews of streetlevel bureaucrats in a large state human service agency. The interviews support previous research that empowerment is multidimensional; five…
This really interesting juggling act”: How university students manage disability/queer identity disclosure and visibility
Prior research related to both LGBTQ identities and disability in education has considered the role of identity management strategies including passing and selective disclosure, though little research has addressed the experiences of queer students with disabilities who manage multiple marginalized identities. This qualitative study analyzes the disclosure processes enacted by 31 LGBTQ students with disabilities at two universities in the souther…
LGBTQ+ college students with disabilities: Demographic profile and perceptions of well-being
Few scholars have examined the experiences of LGBTQ+ college students with disabilities, but the available evidence indicating poor mental and physical health, underutilization of disability accommodations, and frequent marginalization presents cause for concern. In this descriptive study, we analyze survey data from 140 LGBTQ + college students with disabilities in the United States and provide demographics as well as exploration of indicators o…
It’s dude culture”: Students with minoritized identities of sexuality and/or gender navigating STEM majors
Science, technology, engineering, and mathematics (STEM) career pathways can be both lucrative and transformative in regard to social change (e.g., Christensen, Knezek, & Tyler-Wood, 2014; Fuesting, Diekman, & Hudiburgh, 2017; Wang, Ye, & Degol, 2017). However, research shows that STEM learning environments are inhospitable to students with minoritized identities-most notably, women, people of color, and people with disabilities (e.g., Gottfried,…
Microaggressions Experienced by LGBTQ Students With Disabilities
While research on microaggressions has exploded, most scholarship explores singular dimensions of identity, including race, gender, or sexual orientation. To date, little work has considered the experiences of LGBTQ students with disabilities. We compared microaggressions reported by 25 LGBTQ students with disabilities to existing taxonomies, revealing 126 disability microaggressions and 53 LGBTQ microaggressions. Microaggressions not correspondi…
Debating Diversity and Social Justice Curricular Requirements: How Organizational Culture at a Liberal Arts College Informed the Change Process
For the past four decades, predominantly white colleges and universities throughout the United States have adopted diversity curricular requirements. While evidence suggests these courses yield positive outcomes for students, scholars have less often addressed the process of curricular change toward creating the requirements. Further, colleges have begun to update or supplement diversity requirements enacted in past decades, but this process has …
Queer science: Temporality and futurity for queer students in STEM
The sociopolitical landscape for queer people has changed dramatically in recent decades; however, progress has been both halting and uneven. While this is evident in many areas of professional and private life, this study focuses on the experiences of queer students in STEM learning environments in US colleges and universities. Specifically, we explore student expressions of temporality and futurity with regards to their STEM experiences and asp…
Disrupting cisheteronormativity in STEM through humanism
Cisheteronormativity is prevalent throughout college STEM discourses and classrooms. In this paper, we present findings from a U.S. based study focused on the experiences of collegiate STEM students with minoritized identities of sexuality and gender (MIoSG) as the backdrop for discussing how current harmful ideologies in STEM perpetuate cisheteronormativity through discursive practice. We propose that humanistic classrooms and pedagogy can work …
Identifying stressors inhibiting belonging, visibility, and peer inclusion for college students with MIoSG in STEM
With constantly changing political landscapes affecting the ability of college students with minoritized identities of sexuality and/or gender (MIoSG; Vaccaro et al., Citation2015) to thrive on campus, higher educators need to understand student reported stressors to design more inclusive learning environments. Building from minority stress theory and using data from a grounded theory study with 56 collegiate STEM students with MIoSG, this paper …
How Social and Relational Identities Shape Community College Transfer Students’ College Pathways
Given inequities in transfer student success, emerging research about transfer students has focused on students’ familial relationships and identities including race/ethnicity and socioeconomic status. This qualitative study uses the reconceptualized model of multiple dimensions of identity to explore how social and relational identities influence the college transfer pathways of both pre- and post-transfer students in North Carolina. Findings de…
Unpacking Anti-femininity Among Masculine Identifying STEM Students with Minoritized Identities of Sexuality and Gender
While decades of scholarship show the oppression of women by the enforcement of patriarchal gender norms, little research has explored the ways in which masculinity receives preferential treatment over femininity, independent of a man/woman binary. This exploration is needed to understand why femininity is devalued within the heteropatriarchal masculine social context under which much of current Western society was formed. In response to this ant…
Can you see me?Can you hear me? Examining Black and Latina women’s transfer advising experiences
A systematic literature review on disabled queer and trans college student scholarship
Copy and Paste” Practices: A Multi-Site Critical Discourse Analysis of Arguments About Anti-DEI Legislation
Education Was Always My Ticket to Something More: Disabled Transfer Students' Educational Journeys Across Contexts
Scholarship on disability in higher education has unveiled the complications that students face in coming to terms with their disabilities and traversing college based on the ableist settings they inhabit. Nonetheless, the paths, priorities, and unique challenges depicted in the literature are often limited to one institutional setting. In this narrative inquiry study involving interviews with 14 pre- and post-transfer college students, we chroni…
The Push and Pull Paradox: How Rural Transfer Students Experience Transition as Becoming
This hermeneutic phenomenological study explored rural transfer students’ transitions as becoming and institutions’ role in supporting them. Participants illustrated a push and pull paradox about their desire both to seek new places and experiences through higher education and retain their rural ties. They discussed how commuting range guided their transfer institution choices, how a community feel was essential to their rural identities, their d…
How LGBTQIA+ STEM Students Navigate Campus Microclimates
This study extends research on the chilly climate faced by LGBTQIA+ STEM students by applying concepts of microclimates and navigational capital to understand the nuances of how students traversed various campus spaces and how practitioners might better support them. Students contrasted STEM and non-STEM spaces, drawing on navigational strategies including observation and identity modulation (e.g., covering and passing) to remain safe in hostile …
Sociology (13 works) · Political science (10 works) · Psychology (9 works) · Gender Studies (8 works) · Higher education (7 works) · Pedagogy (7 works) · Gender Studies (6 works) · LGBTQ Health, Identity, and Policy (6 works) · Qualitative research (6 works) · Human sexuality (5 works)