Allison Brckalorenz
Dados Biográficos
| ID | 4556337 |
|---|---|
| NOME | Allison Brckalorenz |
| PRENOMES | Allison |
| SOBRENOME | Brckalorenz |
| ASSINATURA | BRCKALORENZ A |
| AFILIAÇÕES | Indiana University Bloomington |
| ORCID | 0000-0002-1482-6554 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 9 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Faculty Perceptions of their Disciplinary Cultures
For fifty years, the Biglan dimensions have been frequently relied on by researchers interested in considering disciplinary differences as parts of their studies; however, applying a cultural lens draws attention to the possibility that over time, disciplinary cultures may have changed. This exploratory study examined faculty perceptions of their disciplinary cultures by adding an item set derived from common definitions and descriptors of Biglan…
Exploring How Inclusive Name and Pronoun Policies and Practices Relate to Quality of Interactions
Using a large-scale dataset from multiple institutions, our study examines the relationship between inclusive name and pronoun policies and practices and students’ perceived quality of interactions with peers, advisors, faculty, staff, and administrators. Findings indicate that affirming name and pronoun policies correlate with higher quality interactions, particularly for transgender students. Specifically, students who perceived these name and …
Exploring Transgender Students' Views on University Name and Pronoun Practices and Processes
How do university faculty feel about grading? Insights from a control-value theory perspective
Research on faculty emotions is scarce, despite their evident relevance for faculty well-being, higher education quality, and student outcomes. The present studies aimed to investigate six discrete emotions (enjoyment, pride, boredom, anxiety, anger, frustration) faculty may experience during grading. Study 1 compared faculty emotions for grading with emotions for research and teaching (US sample, N = 1226). Mean comparisons showed that grading g…
Examining campus support systems for LGBQ+ college students’ mental health and well-being
In this study, we explore LGBQ+ college students’ experiences related to mental health and wellbeing, using the Proud & Thriving Framework. Our research utilizes a large scale, multi-institutional, quantitative and qualitative data set that includes a variety of institutional types and geographic locations across the United States. We use a series of OLS regression analyses and descriptive analyses to explore LGBQ+ students’ difficulties, support…
Expanding our knowledge of LGBQ+ faculty
Culturally engaging courses and campuses for LGBQ+ issues
Current literature underscores the need to address unwelcoming campus climates for LGBQ+ students both in and outside of the classroom by taking a critical look at the practices adopted at the institution. Using a large-scale, multi-institution quantitative and qualitative data set, this study examined student perceptions of the inclusion of LGBQ+ issues in curricula and how this relates to other forms of engagement. We found differences in stude…
The within-group differences in LGBQ+ college students’ belongingness, institutional commitment, and outness
Although scholars have examined how lesbian, gay, bisexual, and queer (LGBQ +) students perceive their collegiate environments, few quantitative studies disaggregate data to see how populations within the LGBQ + community experience certain outcomes. The purpose of this quantitative study was to investigate how student subgroups within the LGBQ + community differed in their perceptions of belongingness, institutional commitment, and outness. Usin…
High-impact practices and student–faculty interactions for gender-variant students
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This paper examines the experiences of gender variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student-faculty interactions using a large-scale, multi-institution…
High-impact practices and student–faculty interactions for gender-variant students
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This paper examines the experiences of gender variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student-faculty interactions using a large-scale, multi-institution…
The within-group differences in LGBQ+ college students’ belongingness, institutional commitment, and outness
Although scholars have examined how lesbian, gay, bisexual, and queer (LGBQ +) students perceive their collegiate environments, few quantitative studies disaggregate data to see how populations within the LGBQ + community experience certain outcomes. The purpose of this quantitative study was to investigate how student subgroups within the LGBQ + community differed in their perceptions of belongingness, institutional commitment, and outness. Usin…
Culturally engaging courses and campuses for LGBQ+ issues
Current literature underscores the need to address unwelcoming campus climates for LGBQ+ students both in and outside of the classroom by taking a critical look at the practices adopted at the institution. Using a large-scale, multi-institution quantitative and qualitative data set, this study examined student perceptions of the inclusion of LGBQ+ issues in curricula and how this relates to other forms of engagement. We found differences in stude…
High-impact practices and student–faculty interactions for gender-variant students
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This paper examines the experiences of gender variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student-faculty interactions using a large-scale, multi-institution…
The within-group differences in LGBQ+ college students’ belongingness, institutional commitment, and outness
Although scholars have examined how lesbian, gay, bisexual, and queer (LGBQ +) students perceive their collegiate environments, few quantitative studies disaggregate data to see how populations within the LGBQ + community experience certain outcomes. The purpose of this quantitative study was to investigate how student subgroups within the LGBQ + community differed in their perceptions of belongingness, institutional commitment, and outness. Usin…
Culturally engaging courses and campuses for LGBQ+ issues
Current literature underscores the need to address unwelcoming campus climates for LGBQ+ students both in and outside of the classroom by taking a critical look at the practices adopted at the institution. Using a large-scale, multi-institution quantitative and qualitative data set, this study examined student perceptions of the inclusion of LGBQ+ issues in curricula and how this relates to other forms of engagement. We found differences in stude…
Expanding our knowledge of LGBQ+ faculty
How do university faculty feel about grading? Insights from a control-value theory perspective
Research on faculty emotions is scarce, despite their evident relevance for faculty well-being, higher education quality, and student outcomes. The present studies aimed to investigate six discrete emotions (enjoyment, pride, boredom, anxiety, anger, frustration) faculty may experience during grading. Study 1 compared faculty emotions for grading with emotions for research and teaching (US sample, N = 1226). Mean comparisons showed that grading g…
Examining campus support systems for LGBQ+ college students’ mental health and well-being
In this study, we explore LGBQ+ college students’ experiences related to mental health and wellbeing, using the Proud & Thriving Framework. Our research utilizes a large scale, multi-institutional, quantitative and qualitative data set that includes a variety of institutional types and geographic locations across the United States. We use a series of OLS regression analyses and descriptive analyses to explore LGBQ+ students’ difficulties, support…
Exploring Transgender Students' Views on University Name and Pronoun Practices and Processes
Faculty Perceptions of their Disciplinary Cultures
For fifty years, the Biglan dimensions have been frequently relied on by researchers interested in considering disciplinary differences as parts of their studies; however, applying a cultural lens draws attention to the possibility that over time, disciplinary cultures may have changed. This exploratory study examined faculty perceptions of their disciplinary cultures by adding an item set derived from common definitions and descriptors of Biglan…
Exploring How Inclusive Name and Pronoun Policies and Practices Relate to Quality of Interactions
Using a large-scale dataset from multiple institutions, our study examines the relationship between inclusive name and pronoun policies and practices and students’ perceived quality of interactions with peers, advisors, faculty, staff, and administrators. Findings indicate that affirming name and pronoun policies correlate with higher quality interactions, particularly for transgender students. Specifically, students who perceived these name and …
Higher education (7 obras) · Psychology (7 obras) · Pedagogy (5 obras) · Political science (5 obras) · Social Psychology (4 obras) · LGBTQ Health, Identity, and Policy (3 obras) · Sociology (3 obras) · Evaluation of Teaching Practices (2 obras) · Mathematics education (2 obras) · Medical education (2 obras)