Presented by: D. Chase J. Catalano, Ed.D., Jeananne Knies, Ph.D. & Chelsea Lyles
Wednesday, February 26, 1 PM to 2 PM Eastern
Have you encountered difficulties in asking about gender expression and/or gender identity in surveys, interviews, or focus groups? Join Chase Catelano, Jeananne Knies, and Chelsea Lyles for a conversation about challenges and considerations for designing gender demographic questions for assessment and research projects. We will briefly define gender expression and gender identity and offer practical examples of some of the challenges we encountered as assessment professionals and researchers in higher education and student affairs. We will discuss reasons for (and for not) asking about gender expression and/or gender identity, practical considerations for data collection and data analysis, what it means to do engage in inclusive assessment and research, and provide resources for future use.
This webinar is offered through a collaboration by ACPA’s Coalition for Women's Identities and the Commission for Assessment and Evaluation. The Coalition for Women’s Identities supports, develops, and empowers the spectrum of women- and female-identified people and those in solidarity with us through advocacy and activism, engaging community, and scholarship. The Commission for Assessment and Evaluation promotes assessment skills and knowledge to facilitate and support student learning, development, and effective student affairs practice.
D. Chase J. Catalano, Ed.D. (he/him/his) is an Assistant Professor of Higher Education at the Virginia Tech School of Education. D. Chase J. Catalano served as an Assistant Professor at Western Illinois University in the College Student Personnel Program for 4 years prior to coming to Virginia Tech. Chase’s student affairs work includes a variety of functional areas, including director of the LGBT Resource Center at Syracuse University for five years. Chase identifies as a trans scholar; he identifies as trans masculine and studies trans identities and experiences in higher education. His research and publications address topics of trans(*)ness, social justice, queerness, and masculinities. Chase is an ACPA Emerging Scholar (class of 2018). He is a co-editor for Readings for Diversity and Social Justice, 4th edition (Routledge, 2018) and co-author and co-editor of Gender-Aware Practices: Intersectional Approaches to Applying Masculinities in Student Affairs (New Directions for Student Services).
Jeananne Knies, Ph.D. (she/her/hers) is the Assistant Director for Assessment in the Assessment and Professional Development department in Student Affairs at Virginia Tech and directorate board member for the Commission for Assessment and Evaluation. She is passionate about working with individuals and departments to make assessment accessible and useful to their work. She is energized by seeing individuals take ownership of assessment projects and their excitement in using the results to improve programs and services. Jeananne received a doctorate degree in Educational Research and Evaluation, and plans to use her degree to further assessment efforts and build assessment capacity.
Chelsea Lyles (she/her/hers) is a doctoral candidate in Higher Education at Virginia Tech and on the directorate board for the Coalition for Women’s Identities. She currently serves as a Graduate Research Assistant in Engineering Education, and prior to that she was a Graduate Assistant for Assessment and Professional Development in Student Affairs at Virginia Tech. Her research interests include higher education policy and finance, academic labor, and graduate education. By critically examining these areas, she aims to illuminate adverse, systemic impacts of policies and practices on historically marginalized populations at the organizational level.