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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 previous student affairs work includes positions in fraternity and sorority life, residence life, and admissions. Prior to his faculty position, he served as the director of the LGBT Resources 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). Beyond his various book chapters, he published articles in Equity & Excellence in Education, Transgender Studies Quarterly (TSQ), International Journal of Qualitative Studies in Education (QSE), and Journal for Diversity in Higher Education.
- Trans(*) identities in higher education
- Trans(*) oppression
- Social justice education
- LGBTQ+ Resource Centers in higher education
- Ed.D. in Social Justice Education, University of Massachusetts Amherst, 2014
- M.Ed. in Higher Education Administration, University of Massachusetts, 2001
- B.A. in American Studies, Dickinson College, 1999
- Director, LGBT Resource Center, Syracuse University
- Complex Coordinator, Residence Life, University of Vermont
- ACPA Emerging Scholar (2018)
- ACPA Annuit Coeptis (2018)
- Outstanding Research Award, ACPA’s Coalition on Men & Masculinities (2017, 2012)
- Public Service Award, ACPA Standing Committee for Lesbian, Gay, Bisexual, and Transgender Awareness (Spring 2008)
Adams, M., Blumenfeld, W. J., Catalano, D. C. J., DeJong, K. S., Hackman, H. W., Hopkins, L. E., Love, B. J., Peters, M. L. Shlasko, D. & Zúñiga, X. (Eds.) (2018), Readings for diversity and social justice (4th ed.). New York: Routledge.
Catalano, D. C. J., Wagner, R. W., & Davis, T. (Eds.) (2018). Gender-aware practices: Intersectional approaches to applying masculinities in student affairs. (New Directions in Student Services, No. 164). San Francisco, CA: Jossey-Bass.
Tillapaugh, D., & Catalano, D. C. J. (2018). Critical Influences Affecting the Experiences of Public University LGBT Services Graduate Assistants. Journal of Diversity in Higher Education. Advance online publication. http://dx.doi.org/10.1037/dhe0000079
Catalano, D. C. J. (2017). Resisting coherence: Trans men’s experience and the use of grounded theory methods. International Journal of Qualitative Studies in Education (QSE), 30(3), 234-244.
Catalano, D. C. (2015). “Trans enough?”: The pressures trans men negotiate in higher education. TSQ: Transgender Studies Quarterly, 2(3), 411-430.
Catalano, D. C. (2015). Beyond virtual equality: Liberatory consciousness as a path to achieve trans* inclusion in higher education. Equity & Excellence in Education, 48(3), 418-435.
Tillapaugh, D., Catalano, D. C. J., & Davis, T. (2019). Theoretical Complexities of College Men and Masculinities. In D. Tillapaugh & B. McGowen (Eds.), Men & masculinities on campus: Theoretical foundations and promising practices (pp. 23-37). Sterling, VA: Stylus.
Jaekel, K. & Catalano, D. C. J. (2019). More than pronouns: Problematizing best practices. In P. Magolds, M. Baxter Magolda, & R. Carducci (Eds.). Dialogues About Equity, Civility, and Safety: Contested Issues in Student Affairs (pp. 145-155). Sterling, VA: Stylus.
Wagner, R, Catalano, C., & Tillapaugh, D. (2019). Starting with men: Emanicipatory possibilities for higher education praxis. In E. F. Henderson & Z Nicolazzo (Eds.), Starting with gender in international higher education research: Perspectives on evolving concepts and methods (pp. 62-82). New York, NY: Routledge.
Catalano, D. C. J., & Jourian, T. J. (2018). LGBTQ campus spaces: A programmatic examination of masculinities. In D. C. J. Catalano, R. Wagner, & T. Davis (Eds.), Masculinities in Student Affairs: Intersectional Theories in Practice (New Directions in Student Services, No. 164, pp. 41-50). San Francisco, CA: Jossey-Bass.
Catalano, D. C. J., Wagner, R., & Davis, T. (2018). Approaching masculinities through a gender-aware practice framework. In D. C. J. Catalano, R. Wagner, & T. Davis (Eds.), Masculinities in Student Affairs: Intersectional Theories in Practice (New Directions in Student Services, No. 164, pp. 5-10). San Francisco, CA: Jossey-Bass.
Catalano, D. C. J., Blumenfeld, W. J., & Hackman, H. W. (2018). Introduction: Sexism, heterosexism, and trans* oppression. In M. Adams, W. J. Blumenfeld, D. C. J. Catalano, K. S. DeJong, H. W. Hackman, L. E. Hopkins, B. J. Love, M. L. Peters, D. Shlasko, & X. Zúñiga (Eds.), Readings for diversity and social justice (4th ed., pp. 341-353). New York, NY: Routledge.
Catalano, D. C. & Griffin, P. (2016). Sexism, heterosexism, and trans* oppression curriculum design. In M. Adams, L. A. Bell, D. Goodman, & K. Joshi (Eds.), Teaching for diversity and social justice (3rd edition, pp. 183-211). New York: Routledge.
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