Claire K. Robbins

Claire K. Robbins, Assistant Professor

Dr. Claire Robbins
Claire K. Robbins, Assistant Professor

School of Education
1750 Kraft Dr.,
Room 2015
Blacksburg, VA 24061
540-231-2004 | robbinsc@vt.edu

Dr. Robbins has more than 15 years of experience in research, teaching, and student and academic affairs practice at public and private colleges and universities. Follow Claire Robbins on Research Gate.

  • Equity, diversity, and inclusion
  • Graduate student development and socialization
  • Racial and gender identity
  • Student development theory
  • Student affairs and higher education
  • Ph.D. University of Maryland
  • M.S.W. University of North Carolina at Chapel Hill
  • B.A. Swarthmore College
  • American Educational Research Association
  • Association for the Study of Higher Education
  • ACPA – College Student Educators International
  • Emerging Scholar Designee, ACPA-College Student Educators International, 2016-2018.
  • Dissertation of the Year Award, Southern Association for College Student Affairs, 2013.
  • Melvene E. Hardee Dissertation of the Year Award, Runner-Up, NASPA (Student Affairs Administrators in Higher Education), 2013.

Journal Articles

  • 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
  • “Graduate Students’ Social Identity Construction and Socialization to Equity, Diversity, and Inclusion.” Institute for Society, Culture, and Environment, Virginia Tech, $3,983.60, 2017.
  • “Graduate Students’ Social Identity Construction and Socialization to Equity, Diversity, and Inclusion” (Co-PI), Niles Research Grant, CLAHS, Virginia Tech, $3,000, 2016.
  • “Racial Salience among Education Doctoral Students: A Critical Incident Narrative Inquiry” (PI), Emerging Scholar Designee Research Grant, ACPA-College Student Educators International, $3,000, 2016-2018.

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