Friedman-Hipps Green and Gold Associate Professor of Education / Executive Director for the Office of Institutional Research and Assessment

Dr. Jason C. Garvey (he/him/his) is the Executive Director for the Office of Institutional Research and Assessment and the Friedman-Hipps Green and Gold Associate Professor of Education. As an interdisciplinary researcher, he uses his expertise in student success, teaching and learning, education policy, and statistics to merge data-informed decision making with social change and impact in higher education.

Dr. Garvey is the Principal Investigator for QTPiE: Queer and Trans People in Education, a multi-institutional research team with a mission to educate, advocate, and build coalitions that advance equitable policies and practices for queer and trans people in education. He is a 2024 Senior Scholar with ACPA: College Student Educators International, a 2023 Fulbright Scholar with the British Library in the United Kingdom, and serves as the Executive Associate Editor for the Journal of College Student Development.

Dr. Garvey received his PhD in College Student Personnel Administration from the University of Maryland with a certificate in Measurement, Statistics, and Evaluation. For more information about his scholarship and professional activities beyond what is included on this profile, please visit his Google Scholar page.

Research and/or Creative Works

Fulbright Article:

From Numbers to Narratives: Jay Garvey’s Exploration of Queer and Trans Experiences in Education

Current Externally Funded Grants

Garvey, J. C. (PI). College fag: The autobiography of a queer educator. US-UK Fulbright Commission (January 2023 – June 2023).

Garvey, J. C. (PI) & Suárez, M. I. (co-PI). Catalyzing a data infrastructure to support LGBTQ inclusion in STEM. American Association for the Advancement of Science (October 2022 – June 2024).

Publications

Selected Recent Publications (see attached CV for full listing of scholarly work)

Journal Articles

Garvey, J. C., Niehaus, E., & Cordes Galbraith, M. (in press). LGBTQ students’ campus climate perceptions across academic disciplines. Journal of College Student Development.

Garvey, J. C., & Huynh, J. (in press). Quantitative criticalism: A primer for education researchers. Critical Education.

Giangreco, M. F., Garvey, J. C., DeSanto, D., & Suter, J. C. (in press). Special education Google Scholar metrics: Career development and advancing impact. Journal of Special Education.

Shaheen, M., Garvey, J. C., & Dolan, C. V. (in press). An exploration of institutional- and individual-level dimensions of campus climate for queer and trans students at religiously affiliated institutions. Religion & Education.

Garvey, J. C., Jackson, R., Dolan, C. V., & Simpfenderfer, A. D. (2022). The queer price of college: Mapping the financial landscape for queer students. Journal of College Student Development, 63(4), 449-454.

Simpfenderfer, A. D., Robles, J., Drummond, J., Garvey, J. C., Haslam, R. E., Dews, S. D., & Weaver, C. A. (2020). Campus climate perceptions and residential living among queer and trans students: An exploration using structural equation modeling. The Review of Higher Education,44(1),31-56. 10.1353/RHE.2020.0034

Garvey, J. C., Ballysingh, T. A., Dow, L. B., Howard, B. L., Ingram, A. N., & Carlson, M. (2020). Where I sleep: The relationship with residential environments and first-generation belongingness. College Student Affairs Journal,38(1),16-33. 10.1353/CSJ.2020.0001

Garvey, J. C., Richter, E., Payton, S., Kiemele, R., & Sanders, L. A. (2020). Diversity appreciation among white first-year residential students. Journal of Student Affairs Research and Practice (advanced online publication).

Garvey, J. C. (2020). Critical imperatives for studying queer and trans undergraduate student retention. Journal of College Student Retention Research Theory and Practice,21(4),431-454. 10.1177/1521025119895511

Robles, J., Kennedy, B. C., Dews, S. D., & Garvey, J. C. (2019). Trans liberation in graduate education: Reflections on a project centering trans collegians. Thresholds in Education, 42(1), 89-106.

Garvey, J. C., Hart, J., Metcalfe, A. S., & Fellabaum-Toston, J. (2019). Methodological troubles with gender and sex in higher education survey research. The Review of Higher Education,43(1),1-24. 10.1353/RHE.2019.0088

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. The Review of Higher Education,42(5),363-392. 10.1353/RHE.2019.0056

Garvey, J. C. (2019). Queer quantitative query: Sexual orientation in higher education surveys. Journal of College Student Development,60(4),495-501. 10.1353/CSD.2019.0042

Rankin, S., Garvey, J. C., & Duran, A. (2019). A retrospective of LGBT issues on US college campuses: 1990–2020. International Sociology,34(4),435-454. 10.1177/0268580919851429

Garvey, J. C., Viray, S., Stango, K., Estep, C., & Jaeger, J. (2019). Emergence of third spaces: Exploring trans students’ campus climate perceptions within collegiate environments. Sociology of Education,92(3),229-246. 10.1177/0038040719839100

Garvey, J. C., Hart, J., Metcalfe, A. S., & Fellabaum-Toston, J. (2019). Methodological troubles with gender and sex in higher education survey research. Review of Higher Education, 169, 75-85. 10.1353/RHE.2019.0088

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.

Books

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

Bowman, N. A., & Garvey, J. C. (2022). Theories, findings, and implications from higher education research on student success. In N. A. Bowman (Ed.), How college students succeed: Making meaning across disciplinary perspectives (pp. 28-50). Sterling, VA: Stylus.

Garvey, J. C. (2021). Queer survey methodologies. In K. K. Strunk and S. A. Shelton (Eds.), Encyclopedia of Queer Studies in Education (pp. 112-113). The Netherlands: Brill.

Jerman, K., Garvey, J. C., & Manga, A. (2021). Campus residence halls. In A. Goldberg & G. Beemyn (Eds.), SAGE Encyclopedia of Trans Studies (pp. xx-xx). Newbury Park, CA: SAGE Publishing.

Manga, A., Garvey, J. C., & Jerman, K. (2021). Classroom experiences, higher education. In A. Goldberg & G. Beemyn (Eds.), SAGE Encyclopedia of Trans Studies (pp. xx-xx). Newbury Park, CA: SAGE Publishing.

Garvey, J. C., & Dolan, C. V. (2021). Queer and trans student success: A comprehensive review and call to action. In L. W. Perna (Ed.), Higher education: Handbook of theory and research (Vol. 36, pp. 1-56). New York, NY: Springer.

Garvey, J. C. (2020). 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 (New Directions for Student Services No. 169, pp. 75-85). 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. (2020). Epistemological and intellectual development for students. In J. C. Garvey, J. C. Harris, D. R. Means, R. J. Perez, & C. J. Porter (Eds.), Case studies for student development theory: Advancing social justice and inclusion in higher education (pp. 146-148). New York, NY: Routledge.

Porter, C. J., & Garvey, J. C. (2020). Gender and gender identity development for students. In J. C. Garvey, J. C. Harris, D. R. Means, R. J. Perez, & C. J. Porter (Eds.), Case studies for student development theory: Advancing social justice and inclusion in higher education (pp. 64-66). New York, NY: Routledge.

Garvey, J. C. (2020). Students’ sexual identity development. In J. C. Garvey, J. C. Harris, D. R. Means, R. J. Perez, & C. J. Porter (Eds.), Case studies for student development theory: Advancing social justice and inclusion in higher education (pp. 52-54). New York, NY: Routledge.

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

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

  • Fulbright-British Library Eccles Centre Scholar Award, US-UK Fulbright Commission (2023)
  • Research grant award from the American Association for the Advancement of Science for 'Catalyzing a data infrastructure to support LGBTQ inclusion in STEM' (2022-2024)
  • Research grant award from the American Educational Research Association and National Science Foundation for 'Queering student success: Exploring structural relationships for queer and trans student college enrollment' (2021-2022)
  • Outstanding Book Award from NASPA: Student Affairs Administrators in Higher Education for ‘Case Studies for Student Development Theory: Advancing Social Justice and Inclusion in Higher Education’ (2021)
  • Joseph A. Abruscato Award for Excellence in Research and Scholarship at the University of Vermont (2020)

Associations and Affiliations

  • American College Personnel Association (ACPA): College Student Educators International
  • American Educational Research Association (AERA)
  • Association for the Study of Higher Education (ASHE)
  • National Association for Student Personnel Administrators (NASPA)
Jason Garvey

Areas of Expertise and/or Research

  • Queer and trans people in education
  • Survey design and quantitative methods
  • Higher education and student affairs administration

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

Office Location:

210B Mann Hall

Courses Taught

  • EDHI 362: College Students and Contexts
  • EDHI 376: Student Development Theory