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Claire K. Robbins

Claire K. Robbins, Associate Professor

Claire K. Robbins, Associate Professor
Claire K. Robbins, Associate Professor

School of Education
1750 Kraft Drive
Room 2105 (0302)
Blacksburg, VA 24061
540-231-2004 | robbinsc@vt.edu

Claire K. Robbins, Ph.D. (she/her/hers) is an associate professor of Higher Education and Student Affairs and program leader for the Ph.D. in Higher Education. A former student affairs professional, Dr. Robbins has authored more than 30 peer-reviewed articles, book chapters, and other publications, and she has delivered over 50 presentations at regional, national, and international academic and professional meetings. Dr. Robbins's research, teaching, advising, and professional engagement focus on equity, diversity, and inclusion in graduate education; graduate and undergraduate student development, socialization, and learning; and critical perspectives on race, gender, and identity. Her most recent work has been published in venues such as the Journal of College Student Development, Studies in Graduate and Postdoctoral Education, the Journal of Diversity in Higher Education, the Journal of Student Affairs Research and Practice, New Directions for Student Services, and the Handbook of Student Affairs Administration. Dr. Robbins earned a Ph.D. in College Student Personnel Administration and a Graduate Certificate in Women, Gender, and Sexuality Studies at the University of Maryland, College Park; an M.S.W. in Social Work from the University of North Carolina at Chapel Hill, and a B.A. in Education and Sociology & Anthropology from Swarthmore College.

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  • Equity, diversity, and inclusion in graduate education
  • Graduate and undergraduate student development, socialization, and learning
  • Critical perspectives on race, gender, and identity in higher education
  • Student affairs and higher education
  • Ph.D. in College Student Personnel Administration and a Graduate Certificate in Women, Gender, and Sexuality Studies at the University of Maryland, College Park
  • M.S.W. in Social Work from the University of North Carolina at Chapel Hill
  • B.A. in Education and Sociology & Anthropology from Swarthmore College

Selected Professional Roles:

  • Associate Professor, Higher Education, School of Education, Virginia Tech. Blacksburg, VA 2020-present. 
  • Assistant Professor, Higher Education, School of Education, Virginia Tech. Blacksburg, VA 2013-2020. 
  • Visiting Assistant Professor, Higher Education, School of Education, Virginia Tech. Blacksburg, VA 2012-2013. 
  • Interim Advisor to the Dean of Students, College Life Division, Gettysburg College. Gettysburg, PA 2012. 
  • Adjunct Instructor, Department of Counseling and College Student Personnel, Shippensburg University. Shippensburg, PA 2010-2011. 
  • Graduate Assistant & Assistant Director, Science, Technology, and Society Program, College Park Scholars and A. James Clark School of Engineering, University of Maryland. College Park, MD 2009-2010. 
  • Graduate Research Assistant, Department of Counseling and Personnel Services, College of Education. University of Maryland, College Park, MD 2007-2009. 
  • Program Coordinator, Women’s Center, Division of Student Affairs, Duke University. Durham, NC 2005-2007. 
  • Program Coordinator, Dean of Students Office, Division of Student Affairs, Duke University. Durham, NC 2004-2005. 
  • Graduate Intern, Women’s Center, Division of Student Affairs, Duke University. Durham, NC 2003-2004. 
  • Graduate Intern, Smith Middle School, Chapel Hill-Carrboro City Schools. Chapel Hill, NC 2002-2003. 
  • Graduate Research Assistant, School of Social Work, University of North Carolina at Chapel Hill. Chapel Hill, NC 2002-04. 
  • Research Assistant, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC 2001-02.

Selected Professional Memberships:

  • American Educational Research Association
  • Association for the Study of Higher Education
  • ACPA – College Student Educators International

Editorial Boards / Activities:

  • Member, Editorial Board, Journal of Diversity in Higher Education (2020-present) 
  • Member, Editorial Board, Journal of College Student Development (2017-present)
  • 2020 Research and Scholarship Award, Coalition for Women’s Identities, ACPA-College Student Educators International. 
  • 2019 Diamond Honoree, ACPA-College Student Educators International. 
  • 2016-2018 Emerging Scholar, ACPA-College Student Educators International. 
  • 2013 Dissertation of the Year, Southern Association for College Student Affairs. 
  • 2013 Runner Up, Melvene E. Hardee Dissertation of the Year, NASPA (Student Affairs Administrators in Higher Education). 
  • 2007-2009 University of Maryland Counseling and Personnel Services Department Fellowship 
  • 2003 Joanna Finkelstein Gorham Scholarship, School of Social Work, University of North Carolina at Chapel Hill 
  • 2002 Phi Beta Kappa Fellowship for Graduate Study, Swarthmore College chapter

Selected Publications:

  • Rideau, R.*, & Robbins, C. K. (2020). The experiences of non-tenure-track faculty members of color with racism in the classroom. To Improve the Academy: A Journal of Educational Development, 39(2). doi:10.3998/tia.17063888.0039.206 
  • Farmer, L. B., Robbins, C. K., Keith, J. L., & Mabry, C. J. (2020). Transgender and gender-expansive students’ experiences of genderism at women’s colleges and universities. Journal of Diversity in Higher Education, 13(2), 146–157. doi:10.1037/dhe0000129 
  • Perez, R. J., Robbins, C. K., Harris, L. W., Jr., & Montgomery, C. L.* (2020). Exploring graduate students’ socialization to equity, diversity, and inclusion. Journal of Diversity in Higher Education, 3(2), 133–145. doi:10.1037/dhe0000115 
  • Perez, R. J., Harris, L. W., Jr., Robbins, C. K., & Montgomery, C. L.* (2019). Graduate students’ agency and resistance after oppressive experiences. Studies in Graduate and Postdoctoral Education, 11(1), 57-71. doi:10.1108/SGPE-06-2019-0057 
  • Robbins, C. K., Catalano, D. C. J., & Wagner, R. (2021). Understanding various philosophical approaches to advising and supporting. In R. Wagner & D. C. J. Catalano (Eds.), Advising & supporting in student affairs (pp. 33-47). Thomas Charles Publisher, LTD. 
  • Perez, R. J., Robbins, C. K., Montgomery, C., & Harris, L. W., Jr. (accepted). Reimagining U.S. graduate education: A critical integrative analysis of socialization, campus climate, and social identity perspectives. In L. Baber & H. McCambly (Eds.), Critiques for transformation: Reimagining colleges & communities for social justice (page numbers TBA). Information Age Publishing. 
  • Robbins, C. K., Accapadi, M., Johnson, N. J., Pete, K., Porcaro, G., & Kniess, D. (2019). Complexities of social identity and professional role transitions. In K. Walker, D. Kniess, and T. Cawthon (Eds.), Managing career transitions across the life span for the student affairs practitioner (New Directions for Student Services, no. 166, pp. 83-94). 
  • Jossey-Bass. Robbins, C. K. (2019). (Re)framing student development through critical feminist theories. In E. S. Abes, S. R. Jones, and D-L Stewart (Eds.), Rethinking college student development theory using critical frameworks (pp. 35-44). Stylus. 
  • Jones, S. R., & Robbins, C. K. (2020). Feminist research. In M. David, M. Amey, P. Eddy, T. Kim, & R. Ropers (Eds.), The SAGE Encyclopedia of Higher Education. (Vol 1., pp. 530-532). SAGE.
  • Robbins, C. K., & Tillapaugh, D. (2018). Emerging Scholars Research Symposium I: The power of dissertation "me-search": Anti-deficit counter-stories from former doctoral students of color. Presented at the annual meeting of ACPA – College Student Educators International, Houston, TX.
  • Robbins, C. K. (2017). College experiences that generated racial dissonance: Reflections from cisgender white women in graduate preparation programs. College Student Affairs Journal, 35(2), 57-69. doi:10.1353/csj.2017.0013
  • Robbins, C. K., & Jones, S. R. (2016). Negotiating racial dissonance: White women’s narratives of resistance, engagement, and transformative action. Journal of College Student Development, 57(6), 633-651. doi:10.1353/csd.2016.0027
  • Robbins, C. K. (2016). White women, racial identity, and learning about racism in graduate preparation programs.  Journal of Student Affairs Research and Practice, 53(3), 256-268doi:10.1080/19496591.2016.1143834
  • Jones, S. R., LePeau, L. A., & Robbins, C. K. (2013). Exploring the possibilities and limitations of service-learning: A critical analysis of college student narratives about HIV/AIDS. Journal of Higher Education, 84, 213-238doi:10.1353/jhe.2013.0010
  • 2019-2023 Principal Investigators: Robbins C. K. and Perez, R. J. (Co-Principal Investigator). Examining the Role of Graduate Colleges in Advancing Equity, Diversity, and Inclusion at Public Universities, The Spencer Foundation, Small Research Grants Program (Education and Social Opportunity).  $49,998, 
  • 2016-2018 Robbins, C. K. (Principal Investigator). "Dissertation “Me-Search”: Anti-Deficit Counter-Stories from Former Doctoral Students of Color." ACPA-College Student Educators International Emerging Scholars. $3,000. 
  • 2015 Robbins, C. K. "Graduate students’ social identity construction and socialization to equity, diversity, and inclusion." Niles Research Grant. College of Liberal Arts and Human Sciences, Virginia Tech. $3,000.
  • 2016-2018 Robbins, C. K. (Principal Investigator). "Racial Salience among Education Doctoral Students: A Critical Incident Narrative Inquiry” (PI), Emerging Scholar Designee Research Grant, ACPA-College Student Educators International, $3,000.

Currently, I am co-leading a project examining the role of graduate colleges in advancing equity, diversity, and inclusion at public universities in the context of state policy constraints. Another team is exploring the experiences of scholars of color who conducted dissertation research about race, racism, or people of color in higher education settings. Finally, my colleagues and I are analyzing data from our recent study of graduate students' social identity construction and socialization to equity, diversity, and inclusion across disciplines and fields.

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