Dr. Jason C. Garvey is an Assistant Professor of Higher Education and Student Affairs in the Department of Leadership and Developmental Sciences at the University of Vermont. His research examines student affairs and college classroom contexts with focus on assessing and quantifying student experiences across social identities, with particular attention to queer and trans collegians. Dr. Garvey has taught graduate courses in student development theory, student affairs administration, college students and environments, counseling and helping skills, assessment and evaluation, and research methods, among others. Prior to his faculty appointment, Dr. Garvey worked in student services across a variety of functional areas, including academic advising, LGBTQ student involvement and advocacy, undergraduate research, and student affairs assessment.
Pryor, J. T., Garvey, J. C., & Johnson, S. (2017). Pride and progress? 30 years of ACPA and NASPA LGBTQ presentations. Journal of Student Affairs Research and Practice, 54(2), 123-136.
Garvey, J. C., Hart, J., Hoffman, G. D., Iverson, S., Metcalfe, A. S., Mitchell, T. D., Pryor, J. T., & Seher, C. (2017). Performing critical work: The challenges of emancipatory scholarship in the academic marketplace. Critical Questions in Education, 8(2), 138-162.
Garvey, J. C. (2017). Pedagogical pause: Uncovering the queerness of my classroom emotions. The Vermont Connection: The Student Affairs Journal of the University of Vermont, 38, 16-23.
Garvey, J. C., Sanders, L. A., & Flint, M. A. (2017). Generational perceptions of campus climate among LGBTQ alumni. Journal of College Student Development, 58(6), 795-817.
Garvey, J. C., Hitchins, J., & McDonald, E. (2017). Queer-spectrum student sexual violence. In J. C. Harris & C. Linder (Eds.), Critical perspectives on sexual violence on the college campus: Centering historically marginalized student voices (pp. 155-172). Sterling, VA: Stylus.
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K. (2017, August 17). High-impact practices and student-faculty interactions for gender variant students. Journal of Diversity in Higher Education. Advance online publication.
Garvey, J. C., Rankin, S., Beemyn, G. & Windmeyer, S. L. (2017). Improving the campus climate for LGBTQ students using the Campus Pride Index. In K. M. Goodman & D. Cole (Eds.), Using data-informed decision making to improve student affairs practice (New Directions for Student Services No. 159, pp. 61-70). San Francisco, CA: Jossey-Bass.
Garvey, J. C., & Rankin, S. R. (2016, June 23). The influence of campus climate and urbanization on queer-spectrum and trans-spectrum faculty intent to leave. Journal of Diversity in Higher Education. Advance online publication.
Garvey, J. C. (2016). Conceptualization and validation of factors for LGBTQ alumni philanthropy. Journal of College Student Development, 57(6), 748-754.
Rankin, S. R., Merson, D., Garvey, J. C., Sorgen, C. H., Menon, I., Loya, K., & Oseguera, L. (2016). The influence of climate on the academic and athletic success of student-athletes: Results from a multi-institutional national study. The Journal of Higher Education, 87(5), 701-730.
Garvey, J. C., & Drezner, N. D. (2016). Lesbian, gay, bisexual, transgender, and queer alumni financial giving to and participation with undergraduate alma maters. College Student Affairs Journal, 34(2), 29-42.
Rockenbach, A. N., Riggers-Piehl, T. A., Garvey, J. C., Lo, M. A., & Mayhew, M. J. (2016). The influence of campus climate and interfaith engagement on self-authored worldview commitment and pluralism orientation among LGBT, heterosexual, and cisgender students. Research in Higher Education, 57(4), 497-517.
Drezner, N. D., & Garvey, J. C. (2016). LGBTQ alumni philanthropy: Exploring (un)conscious motivations for giving related to identity and experiences. Nonprofit and Voluntary Sector Quarterly, 45(1S), 52S-71S.
Johnson, S., Drezner, N. D., Garvey, J. C., & Bumbry, M. (2016). Social media use for survey distribution. In M. Gasman (Ed.), Academic going public: How to write and speak beyond academe (pp. 87-104). New York, NY: Taylor & Francis/Routledge.
Eagan, M. K., & Garvey, J. C. (2015). Stressing out: Connecting race, gender, and stress with faculty productivity. The Journal of Higher Education, 86(6), 923-954.
Garvey, J. C., Shedd, L., McDonald, E., Taylor, K., & Tilley, J. (2015). Digital storytelling in graduate curricula: Innovation in student affairs preparatory programs. Developments, 13(2).
Garvey, J. C., & Rankin, S. R. (2015). Making the grade? Classroom climate for LGBTQ students across gender conformity. Journal of Student Affairs Research and Practice, 52(2), 190-203.
Garvey, J. C., Pryor, J. T., & Johnson, S. (2015). ACPA and NASPA annual conferences: A 30 year retrospective on LGBTQ presentations. Developments, 13(1).
Garvey, J. C., & Rankin, S. R. (2015). The influence of campus experiences on the level of outness among trans-spectrum and queer-spectrum students. Journal of Homosexuality, 62, 374-393.
Rankin, S., & Garvey, J. C. (2015). Identifying, quantifying, and operationalizing queer spectrum and trans-spectrum students: Assessment and research in student affairs. In D. Stewart, K. A. Renn, & G. B. Brazelton (Eds.), Lesbian, gay, bisexual, trans*, and queer students in higher education: An appreciative inquiry (New Directions for Student Services No. 152, pp. 73-84). San Francisco, CA: Jossey-Bass.
Garvey, J. C., Taylor, J. L., & Rankin, S. R. (2014). An examination of campus climate for LGBTQ community college students. Community College Journal of Research and Practice, 39(6), 527-541.
Rankin, S., Weber, G., & Garvey, J. C. (2014). From invisibility to visibility: Queer spectrum and trans-spectrum college students. In P. Sasso & D. Joseph (Eds.), Today’s college students: A reader (pp. 165-182). New York, NY: Peter Lang.
Garvey, J. C. (2014). Demographic information collection in higher education and student affairs survey instruments: Developing a national landscape for intersectionality. In D. Mitchell, C. Simmons, & L. Greyerbiehl (Eds.), Intersectionality and higher education: Research, theory, and praxis (pp. 201-216). New York, NY: Peter Lang.
Garvey, J. C., & Drezner, N. D. (2013). Advancement staff and alumni advocates: Cultivating LGBTQ alumni by promoting individual and community uplift. Journal of Diversity in Higher Education, 6(3), 199-218.
Garvey, J. C., & Drezner, N. D. (2013). Alumni giving in the LGBTQ communities. In N. D. Drezner (Ed.), Expanding the donor base: Critical issues for higher education philanthropy and fundraising (pp. 74-86). New York, NY: Routledge.
Garvey, J. C., & Inkelas, K. K. (2012). Exploring relationships between sexual orientation and satisfaction with faculty and staff interactions. Journal of Homosexuality, 59(8), 1167-1190.
Soldner, M., Rowan-Kenyon, H., Inkelas, K. K., Garvey, J. C., & Robbins, C. (2012). Supporting students’ intentions to persist in STEM disciplines: The role of living-learning programs among other social-cognitive factors. The Journal of Higher Education, 83(3), 311-336.
Awards and Recognition
Emerging Scholar from ACPA: College Student Educators International: The Emerging Scholars Program supports, encourages, and honors early-career individuals who are emerging as contributors to student affairs and higher education scholarship and who are pursuing research initiatives congruent with the mission, interests, and strategic goals of ACPA.
Association-Wide Coalition Advocate Award from ACPA: College Student Educators International: The ACPA Coalition Advocate Award is presented to individuals who exemplify the values and advocate on behalf of the Coalitions of ACPA. Individuals should demonstrate a significant commitment to social justice through either their involvement in Coalition activities or in representing and advancing Coalition values and concerns.
Scholar-Activist Dissertation of the Year Award from American Educational Research Association Queer Studies Special Interest Group: AERA's Queer Studies Special Interest Group annually rewards the best dissertation on LGBT/queer studies in education that has been defended in the previous academic year.
Associations and Affiliations
American College Personnel Association (ACPA), American Educational Research Association (AERA), Association for the Study of Higher Education (ASHE), National Association for Student Personnel Administrators (NASPA)
Areas of Expertise and/or Research
Campus and classroom climate; LGBTQ collegians; Survey design and quantitative methods
- Ph.D. in College Student Personnel Administration from the University of Maryland
- M.A. in School Psychology from The Ohio State University
- B.A. in Educational Studies from the University of Delaware
Mann Hall 210B