Associate Professor

Dr. Jason C. Garvey is an Associate Professor and Program Coordinator for the Higher Education and Student Affairs Administration Program, and also serves as a Faculty Associate for the Leadership and Social Change Undergraduate Learning Community, both at the University of Vermont.

Dr. Garvey’s nationally recognized scholarship, teaching, and service are closely tied to his educational journey as a queer person. His research examines student affairs and college classroom contexts primarily using quantitative methods, with particular attention to uplifting queer and trans collegians. 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. He received his Ph.D. in College Student Personnel Administration from the University of Maryland, with a Certificate in Measurement, Statistics, and Evaluation.


Robles, J., Kennedy, B. C., Dews, S. D., & Garvey, J. C. (in press). Trans liberation in graduate education: Reflections on a project centering trans collegians. Thresholds in Education.

Garvey, J. C., Richter, E., Payton, S., Kiemele, R., & Sanders, L. A. (in press). Diversity appreciation among white first-year residential students. Journal of Student Affairs Research and Practice.

Garvey, J. C., Ballysingh, T. A., Dow, L. B., Howard, B. L., Ingram, A. N., & Carlson, M. (in press). Where I sleep: The relationship with residential environments and first-generation student belongingness. College Student Affairs Journal.

Garvey, J. C., Hart, J., Metcalfe, A. S., & Fellabaum-Toston, J. (in press). Methodological troubles with gender and sex in higher education survey research. Review of Higher Education.

Garvey, J. C. (2019). Queer quantitative query: Sexual orientation in higher education surveys. Journal of College Student Development, 60(4), 495-501.

Rankin, S., Garvey, J. C., & Duran, A. (2019). A retrospective of LGBT issues on U.S. college campuses: 1990-2020. International Sociology, 34(4), 435-454.

Garvey, J. C., Viray, S., Stango, K., Estep, C., & Jaeger, J. (2019). Emergence of third space: Exploring trans student campus climate perceptions within LGBTQ collegiate environments. Sociology of Education, 92(3), 229-246.

Garvey, J. C., & Drezner, N. D. (2019). Towards a culturally inclusive understanding of alumnx philanthropy: The influence of student involvements and experiences on LGBTQ alumnx giving. Review of Higher Education, 42, 363-392.

Garvey, J. C., Mobley, S. D., Summerville, K. S., & Moore, G. T. (2019). Queer and trans* students of color: Navigating identity disclosure and collegiate contexts. The Journal of Higher Education, 90(1), 150-178.

Garvey, J. C., Matsumura, J., Silvis, J., Kiemele, R., Eagan, H., & Chowdhury, P. (2018). Sexual borderlands: Exploring outness among bisexual, pansexual, and fluid undergraduate students. Journal of College Student Development, 59(6), 666-680.

Garvey, J. C., Flint, M. A., & Sanders, L. A. (2018). Perceptions of campus climate among LGBTQ alumnx. Philanthropy & Education, 2(1), 97-124.

Garvey, J. C., Guyotte, K. W., Latopolski, K. S., Sanders, L. A., & Flint, M. A. (2018). Belongingness in residence halls: Examining spaces and contexts for first-year students across racial and gender identities. Journal of The First-Year Experience & Students in Transition, 30(2), 9-25.

Garvey, J. C., BrckaLorenz, A., Latopolski, K. S. & Hurtado, S. S. (2018). High-impact practices and student-faculty interactions for students across sexual orientations. Journal of College Student Development, 59(2), 210-226.

Garvey, J. C., & Rankin, S. R. (2018). The influence of campus climate and urbanization on queer-spectrum and trans-spectrum faculty intent to leave. Journal of Diversity in Higher Education, 11(1), 67-81.

Garvey, J. C., Squire, D. D., Stachler, B., & Rankin, S. R. (2018). The impact of campus climate on queer-spectrum student academic success. Journal of LGBT Youth, 15(2), 89-105.

BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K. S. (2017). High-impact practices and student-faculty interactions for gender variant students. Journal of Diversity in Higher Education, 10(4), 350-365.

Garvey, J. C. (2017). Considerations for queer as a sexual identity classification in education survey research. Journal of College Student Development, 58(7), 1113-1118.

Garvey, J. C., Sanders, L. A., & Flint, M. A. (2017). Generational perceptions of campus climate among LGBTQ undergraduates. Journal of College Student Development, 58(6), 795-817.

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., Harris, J. C., Means, D. R., Perez, R. J., & Porter, C. J. (Eds.). (2020). Case studies for student development theory: Advancing social justice and inclusion in higher education. New York, NY: Routledge.

Garvey, J. C., Chang, S. H., Nicolazzo, Z., & Jackson, R. L. (Eds.). (2018). Trans* policies and experiences in housing and residence life. Sterling, VA: Stylus.

Book chapters

13. Garvey, J. C. (in press). Exploring the role of emotions in assessing queer and trans collegians. In H. K. Ro & E. M. Broido (Eds.), Voices from the margins: Conducting inclusive assessment for minoritized students in higher education. San Francisco, CA: Jossey-Bass.

Garvey, J. C., Kennedy, B. C., Dews, S., & Greene, R. (2020). Gender, kinship, and student services: A dialogue centering trans narratives in higher education. In E. M. Zamani-Gallaher, D. D. Choudhuri, & J. L. Taylor (Eds.), Rethinking LGBTQIA students and collegiate contexts: Identity, policies, and campus climate (pp. 27-44). New York., NY: Routledge.

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., 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.

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.

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.), Gender and sexual diversity in U.S. higher education: Contexts and opportunities for LGBTQ college students (New Directions for Student Services No. 152, pp. 73-84). San Francisco, CA: Jossey-Bass.

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.

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)

Jason Garvey headshot outside

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


  • 802-656-5107
Office Location:

Mann Hall 210B

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