D. Chase J. Catalano served as an assistant professor at Western Illinois University in the College Student Personnel Program for four 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) and is also the program leader for the Ph.D. program in Higher Education.
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.
- Social justice education
- LGBTQ+ Resource Centers in higher education
- EdD in Social Justice Education, University of Massachusetts Amherst, 2014
- MEd in Higher Education Administration, University of Massachusetts, 2001
- BA in American Studies, Dickinson College, 1999
- Editorial Boards
- Journal for Diversity in Higher Education
- Journal of Men's Studies
- Assistant Professor, Western Illinois University (2015-2019)
- Director, LGBT Resource Center, Syracuse University (2010-2015)
- 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.
Peer-Reviewed Journal Articles
Catalano, D. C. J., & Christiaens, R. (2022). Reimagining allyship: Commodification resistance and liberatory potentials. College Student Affairs Journal, 40(2), 87-99.
Duran, A., Catalano, D. C., Pryor, J. T., Taylor, J. L., & Jourian, T. J. (2022). Mapping the rise of LGBTQ+ student affairs: A 20 year review. Journal of Student Affairs Research & Practice, Online publication, 1-13. DOI: 10.1080/19496591.2022.2032112
Catalano, D. C. J. & Tillapaugh, D. (2020). Identity, role, and oppression: Experiences of LGBTQ resource center graduate assistants. Journal of Student Affairs Research & Practice, 57(5), 519-531. https://doi.org/10.1080/19496591.2019.1699104
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 12(2), 126–135. https://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.
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.) Routledge.
Wagner, R. & Catalano, C. J. (2021). A reflexive self-awareness framework for advising and supporting. In R. Wagner & C. Catalano (Eds.). Advising and supporting in student affairs (pp. 3-16). Charles C. Thomas Publisher.
Catalano, D. C. J., Nicolazzo, Z., & Jourian, T. J. (2020). Engaging transgender students in higher education. In S. J. Quaye, S. R. Harper, & S. L. Pendakur (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (3rd ed., pp. 179-195). Routledge.
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). Stylus.
Jaekel, K. & Catalano, D. C. J. (2019). More than pronouns: Problematizing best practices. In P. Magolds, M. Baxter Magolda, & R. Carducci (Eds.). Contested issues in troubled times: Student affairs dialogues on equity, civility, and safety (pp. 145-155). 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.
Racial justice and anti-racism work in LGBTQ+ Centers: Creating a shared vision with scholars and practitioners Principal Investigator, Spencer Foundation, Conference Grant, $50,000
Pedagogical approaches to teaching higher education law Principal Investigator, Virginia Tech, Center for Excellences in Teaching and learning, Scholarship of Teaching and Learning Grant, Awarded November 2021, $2,000
Reimagining the history of higher education in the digital age 4VA Grant, Collaborator, awarded September 2021, $5,000
Experiences of LGBTQIA+ Ally Development Training Facilitators, American College Personnel Association, $3,000 (Active: 2019 - 2021). PI: Catalano, D Chase J.
American College Personnel Association (ACPA) Emerging Scholars ($3,000), PI, Do I get a sticker with that?: The experiences of Safe Zone facilitators (Awarded 2018-2021)
- Invited panelist for the Gardner Institute Virtual Forum on LGBTQ Identities on our Campus (October 2021).
- Tempered radicals & social justice education: Experiences of LGBTQ+ social justice educational intervention facilitators (roundtable presentation). Association for the Study of Higher Education, virtual presentation. 2021.
- Exploring the shifting nature of LGBTQ+ student affairs work. ACPA Annual Convention, Virtual Conference. (with Duran, A., Jourian, & T. J., Pryor, J.) 2021.
- How identities and experiences should shape institutional policy and practice. ACPA Annual Convention, Virtual Conference. (with Ardoin, S., McGuire, K. M., Shalka, T. R., Garcia-Louis, C.) 2021.
- Let us imagine trans inclusive men’s programming. Institute for Critical Perspectives & Practices on College Masculinities, Virtual Conference. 2021.
- Solicited to review to endorse Critical praxis in student affairs: Social justice in action (Marine & Gilbert, Eds.). 2021
- Nominated for a 2020 Excellence in Access and Inclusion Award from Services for Students with Disabilities
- Catalano, C. (March 31, 2020). Unapologetically trans… Apologetically masculine?: Seeking liberatory potential for trans futures. Invited keynote for International Trans Visibility Day at West Virginia University (virtual).
- Knies, J., Catalano, D. C. J., & Lyles, C. (February 26, 2020). Considerations for gender demographic questions in research and assessment. Webinar for ACPA’s Coalition for Women’s Identities and the Commission for Assessment and Evaluation.
- Catalano, D. C. J. (February 14, 2020). Facilitator experiences with Safe Zone/Safe Space/Ally Development trainings in higher education. Presentation on Diversity, Equity, and Inclusion in the Changing Higher Education Landscape as part of Higher Education Convening at William & Mary.
- Served on a virtual panel for Trans*forming Higher Education Collaborative (T.H.E. Collaborative) about being trans scholar and faculty for trans current and future scholars (June 16, 2020)
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