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.

Publications

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.

Woodford, M. R., Kulick, A. T., Garvey, J. C., Sinco, B. R., & Hong, J. S. (2018). LGBTQ policies and resources on campus and the psychological wellbeing of sexual minority college students: Advancing research on structural inclusion. Psychology of Sexual Orientation and Gender Diversity, 5(4), 445-456.

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.

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)

Jason Garvey headshot outside

Areas of Expertise and/or Research

Campus and classroom climate; LGBTQ collegians; Survey design and quantitative methods

Education

  • 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

Contact

Phone:
  • 802-656-5107
Office Location:

Mann Hall 210B

Website(s):
  1. Academia
  2. Google Scholar