@article{gayles_2023, title={Humanizing Higher Education: A Path Forward in Uncertain Times}, volume={46}, ISSN={["1090-7009"]}, DOI={10.1353/rhe.2023.a900572}, abstractNote={Abstract:Humanizing Higher Education was the 2022 conference theme for the Association for the Study of Higher Education. This presidential address takes a forward look back on higher education within a global context and in the aftermath of a global health pandemic, making an argument for the need to humanize higher education. The address offers a definition for dehumanization and discusses manifestations of dehumanization in institutional cultures. The article concludes with a model for humanizing higher education as a path forward in uncertain times.}, number={4}, journal={REVIEW OF HIGHER EDUCATION}, author={Gayles, Joy Gaston}, year={2023}, pages={547–567} }
 @article{gray_gayles_2022, title={Doing the Right Something: A Grounded Theory Approach to Understanding Advocacy and Allyship Among College Students}, volume={63}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2022.0012}, abstractNote={Abstract:The purpose of this study was to develop a substantive theory using a grounded theory approach to describe the development of advocacy and ally-ship among college students with marginalized identities. Findings support that participation in advocacy and allyship is a continuously evolving and messy process of becoming aware, educating self, exploring beliefs, feeling connected, experiencing affirmation, and navigating viewpoints, which all underscore the core category: Doing the Right Something.}, number={2}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Gray, Ashley M. and Gayles, Joy Gaston}, year={2022}, pages={151–167} }
 @article{ofoegbu_gaston-gayles_weight_2021, title={"More than an athlete": How Black student-athletes use navigational capital to transition to life after sport}, ISSN={["1935-7400"]}, DOI={10.1080/19357397.2021.1924561}, abstractNote={ABSTRACT Using community cultural wealth as a framework, we explored the post-collegiate transitions of 20 Black student-athletes following the completion of their undergraduate career. We were particularly interested in understanding how participants leveraged different forms of cultural wealth. Four themes emerged from our data analysis: (1) aspirations beyond the game; (2) familial lessons and values; (3) proving and persisting as acts of resistance; and (4) social relationships and influences. These themes highlight important considerations and sources of support as participants’ time as an athlete came to a close. This article concludes with implications for scholars who study this population, and practitioners who are tasked with preparing student-athletes for transitioning out of sport participation.}, journal={JOURNAL FOR THE STUDY OF SPORTS AND ATHLETES IN EDUCATION}, author={Ofoegbu, Ezinne and Gaston-Gayles, Joy and Weight, Erianne}, year={2021}, month={May} }
 @article{pasque_patton_gayles_gooden_henfield_milner_peters_stewart_2021, title={Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy}, ISSN={["1552-356X"]}, DOI={10.1177/15327086211060451}, abstractNote={ We explore “ Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy” to engage scholars in thinking about and reflecting on what it means to conduct qualitative research from a standpoint that honors Black lives in the research process while also disrupting racism and white supremacy. First, we unapologetically take up topics including engaging “diversity” in qualitative research, interrogating the etic perspective in the “new” focus on race, using critical perspectives to inform research and practice, examining the racialization of positionality, focusing on Black women educational leaders, and engaging schools and communities. Next, we engage in dialogue with each other to push ourselves—and you/the reader—to think more deeply about the serious and potentially dangerous implications of our research decisions. Given the unprecedented historical present we are all experiencing in our lifetime, we are committed to shifting the landscape of qualitative research as well as using research to shift our sociopolitical context toward racial equity and justice. }, journal={CULTURAL STUDIES-CRITICAL METHODOLOGIES}, author={Pasque, Penny A. and Patton, Lori D. and Gayles, Joy Gaston and Gooden, Mark Anthony and Henfield, Malik S. and Milner, H. Richard and Peters, April and Stewart, D-L}, year={2021}, month={Dec} }
 @article{gaston gayles_smith_2018, title={Advancing Theoretical Frameworks for Intersectional Research on Women in STEM}, volume={2018}, ISSN={0271-0579}, url={http://dx.doi.org/10.1002/IR.20274}, DOI={10.1002/IR.20274}, abstractNote={AbstractResearch on women in STEM often silences the voices of minoritized populations, such as women of color, in
part because the most commonly used theoretical frameworks do not center or contextualize their experiences. This chapter highlights the importance of critical perspectives and methodologies such as intersectionality in research design. We conclude with implications for using critical approaches to disrupt the status quo and advance minoritized populations in STEM.}, number={179}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Gaston Gayles, Joy and Smith, Katie N.}, year={2018}, month={Sep}, pages={27–43} }
 @article{gayles_comeaux_ofoegbu_grummert_2018, title={Neoliberal Capitalism and Racism in College Athletics: Critical Approaches for Supporting Student-Athletes}, volume={2018}, ISSN={0164-7970}, url={http://dx.doi.org/10.1002/SS.20266}, DOI={10.1002/SS.20266}, abstractNote={AbstractThis chapter highlights issues of racism and neoliberal capitalism that exist within the market‐like structure of intercollegiate athletics on college campuses, as well as some of the consequences for student‐athletes. We discuss the importance of using critical frameworks to better understand and shift the culture and structure of athletic programs to be more inclusive and supportive of the needs and interests of college athletes.}, number={163}, journal={New Directions for Student Services}, publisher={Wiley}, author={Gayles, Joy Gaston and Comeaux, Eddie and Ofoegbu, Ezinne and Grummert, Sara}, year={2018}, month={Jul}, pages={11–21} }
 @article{gayles_blanchard_2018, title={Playing Outside the Lines: Contemporary Legal Issues in College Sports}, volume={2018}, ISSN={0164-7970}, url={http://dx.doi.org/10.1002/SS.20267}, DOI={10.1002/SS.20267}, abstractNote={AbstractThis chapter provides an overview of current legal issues in college sports and offers implications for supporting student‐athletes and the academic mission of higher education institutions.}, number={163}, journal={New Directions for Student Services}, publisher={Wiley}, author={Gayles, Joy Gaston and Blanchard, Joy}, year={2018}, month={Jul}, pages={23–32} }
 @article{ryan_gayles_bell_2018, title={Student-Athletes and Mental Health Experiences}, volume={2018}, ISSN={0164-7970}, url={http://dx.doi.org/10.1002/SS.20271}, DOI={10.1002/SS.20271}, abstractNote={AbstractMental illness is a growing issue for college student‐athletes. This chapter discusses the prevalence of mental health problems on college campuses, as well as some of the most common concerns for student‐athletes and barriers associated with underutilization of mental health resources. The chapter concludes with recommendations for student‐athlete services.}, number={163}, journal={New Directions for Student Services}, publisher={Wiley}, author={Ryan, Heather and Gayles, Joy Gaston and Bell, Lydia}, year={2018}, month={Jul}, pages={67–79} }
 @article{gayles_ampaw_2016, title={To Stay or Leave: Factors that Impact Undergraduate Women’s Persistence in Science Majors}, volume={9}, ISSN={1940-7882 1940-7890}, url={http://dx.doi.org/10.1080/19407882.2016.1213642}, DOI={10.1080/19407882.2016.1213642}, abstractNote={This study examined factors that influenced undergraduates’ decision to enter, leave, or stay within science majors. In addition, we sought to understand if such decisions differed by gender and type of science major. Using Beginning Postsecondary Students (BPS) longitudinal survey data, we found that women were less likely to select a science major in the first year of college and were less likely to select and persist in science majors after the third year of college compared to males. Women who left science majors after the third year of college selected non-science majors, despite the number of science courses taken within the first two years. One of the most interesting findings was that many students who entered science majors by Year 3 were previously undecided upon entering college. The article concludes with implications for attracting and retaining women in science majors.}, number={2}, journal={NASPA Journal About Women in Higher Education}, publisher={Informa UK Limited}, author={Gayles, Joy Gaston and Ampaw, Frim}, year={2016}, month={Jul}, pages={133–151} }
 @article{gayles_crandall_jones_2015, title={Advising black male student-athletes: Implications for academic support programs}, volume={16}, journal={Black males and intercollegiate athletics: an exploration of problems and solutions}, author={Gayles, J. G. and Crandall, R. E. and Jones, C. R.}, year={2015}, pages={45–68} }
 @article{gayles_crandall_howard-hamilton_2015, title={Data-driven practices for improving learning and personal development for college athletes}, journal={Making the Connection: Data-Informed Practices in Academic Support Centers for College Athletes}, author={Gayles, J. G. and Crandall, R. E. and Howard-Hamilton, M.}, year={2015}, pages={17–32} }
 @article{gayles_kelly_grays_zhang_porter_2015, title={Faculty Teaching Diversity Through Difficult Dialogues: Stories of Challenges and Success}, volume={52}, ISSN={1949-6591 1949-6605}, url={http://dx.doi.org/10.1080/19496591.2015.1067223}, DOI={10.1080/19496591.2015.1067223}, abstractNote={Teaching diversity courses in graduate preparation programs is likely to trigger difficult dialogues that evoke a range of emotional responses. Difficult dialogues on diversity topics must be managed effectively in order to enhance multicultural competence. This interpretive study examined the experiences of faculty who teach diversity courses in higher education programs. The findings highlight challenges experienced by faculty, as well as strategies for managing difficult dialogues.}, number={3}, journal={Journal of Student Affairs Research and Practice}, publisher={Informa UK Limited}, author={Gayles, Joy Gaston and Kelly, Bridget Turner and Grays, Shaefny and Zhang, Jing Jing and Porter, Kamaria P.}, year={2015}, month={Jul}, pages={300–312} }
 @article{gayles_baker_2015, title={Opportunities and Challenges for First-Year Student-Athletes Transitioning From High School to College}, volume={2015}, ISSN={2373-3349}, url={http://dx.doi.org/10.1002/YD.20142}, DOI={10.1002/YD.20142}, abstractNote={This chapter discusses the transition from high school to college for student‐athletes. The concepts of athlete identity and leadership development are discussed through the lens of the high school athlete who attends college as a collegiate athlete and those students who are dealing with a loss of their high school athlete identity.}, number={147}, journal={New Directions for Student Leadership}, publisher={Wiley}, author={Gayles, Joy Gaston and Baker, Ashley R.}, year={2015}, month={Aug}, pages={43–51} }
 @article{gayles_ampaw_2014, title={The impact of college experiences on degree completion in STEM fields at four-year institutions: Does gender matter?}, volume={85}, DOI={10.1080/00221546.2014.11777336}, abstractNote={Degree attainment at the undergraduate level for women in science, technology, engineering, and mathematics (STEM) continues to be an issue of national concern, particularly when trying to explain disparaging gender differences in persistence. Thus, the purpose of this study was to examine factors that influence degree attainment for students in STEM majors at four-year colleges and universities. We were particularly interested in differential effects across gender and educational experiences, such as interacting with faculty and social involvement with peers, on degree attainment. Results support that the effects of the college experience on degree attainment in STEM are conditional on gender. Recommendations for policy and practice are offered.}, number={4}, journal={Journal of Higher Education}, author={Gayles, J. G. and Ampaw, F.}, year={2014}, pages={439–468} }
 @article{gayles_rockenbach_davis_2012, title={Civic Responsibility and the Student Athlete: Validating a New Conceptual Model}, volume={83}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2012.0024}, DOI={10.1080/00221546.2012.11777256}, abstractNote={This study tested a new conceptual model that explains how precollege traits, college culture, and cocurricular engagement impact civic responsibility by athletic status. The results showed group differences on engagement in charitable activities. Moreover, the model has utility for predicting social activism and charitable involvement regardless of sport participation.}, number={4}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Gayles, Joy Gaston and Rockenbach, Alyssa Bryant and Davis, Heather A.}, year={2012}, pages={535–557} }
 @article{gayles_rockenbach_davis_2012, title={Civic responsibility and the student athlete: Validating a new conceptual model}, volume={83}, DOI={10.1353/jhe.2012.0024}, abstractNote={This study tested a new conceptual model that explains how precollege traits, college culture, and cocurricular engagement impact civic responsibility by athletic status. The results showed group differences on engagement in charitable activities. Moreover, the model has utility for predicting social activism and charitable involvement regardless of sport participation.}, number={4}, journal={Journal of Higher Education}, author={Gayles, J. G. and Rockenbach, A. B. and Davis, H. A.}, year={2012}, pages={535-} }
 @article{gayles_2012, title={Multiculturalism on Campus: Theory, Models, and Practices for Understanding Diversity and Creating Inclusion}, volume={53}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2012.0023}, abstractNote={chapter, provides a summary of the findings of the study with the goal of encouraging higher education faculty and administrators to be more purposeful in enhancing students’ spiritual development. They conclude this chapter by sharing examples of some promising practices in higher education. Though, throughout the book the authors related their research to key literature, there were a few areas in which additional literature would have buttressed their findings and discussion. For instance, the spiritual quest construct could have been related to the works of Chickering and Reisser (1993), Fowler (1981), and Parks (2000) as they all pertain to developing purpose and/or finding meaning in life. Additionally, there is a growing body of literature related to students’ involvement in religious organizations (e.g., Bryant, 2005), none of which was referenced when discussing religious engagement. Furthermore, while discussing the measure of religiousness used in their study, the authors provided some conceptualizations and made statements that could be perceived as exclusionary, offensive, and/or contrary to certain faith traditions. For example, the authors stated that “to become more inclusive, we also have to believe in the basic goodness of each person” (p. 78). This statement is theological in nature and does not reflect the beliefs of all faith traditions. Perhaps the most significant critique of the book relates to the omission of legal guidelines associated with religion in higher education. Though the authors mentioned the fear of some faculty concerning “the need to maintain a separation of church and state” (p. 141), they failed to provide guidance as to what is legally appropriate where religious expression in secular higher education is concerned. Without such guidance, even those who acknowledge the importance of spiritual and religious development might be reluctant to want to strive to facilitate it among students. Overall, the authors effectively communicated the importance of facilitating students’ spiritual and religious development. The discussion of the methodology used by the authors can assist other researchers who are interested in studying similar concepts. Additionally, this book will be helpful to the many higher education faculty and administrators who are interested in practical ideas as to how to assist students in this significant realm of development.}, number={2}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Gayles, Joy Gaston}, year={2012}, pages={364–366} }
 @article{gayles_2011, title={Editors' notes}, volume={2011}, ISSN={0271-0579}, url={http://dx.doi.org/10.1002/ir.403}, DOI={10.1002/ir.403}, abstractNote={New Directions for Institutional ResearchVolume 2011, Issue 152 p. 1-3 Editors' Notes Editors' notes Joy Gaston Gayles, Joy Gaston Gayles North Carolina State UniversitySearch for more papers by this author Joy Gaston Gayles, Joy Gaston Gayles North Carolina State UniversitySearch for more papers by this author First published: 21 December 2011 https://doi.org/10.1002/ir.403AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume2011, Issue152Special Issue: Attracting and Retaining Women in STEMWinter 2011Pages 1-3 RelatedInformation}, number={152}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Gayles, Joy Gaston}, year={2011}, month={Dec}, pages={1–3} }
 @article{gayles_ampaw_2011, title={Gender matters: An examination of differential effects of the college experience on degree attainment in STEM}, volume={2011}, ISSN={0271-0579}, url={http://dx.doi.org/10.1002/ir.405}, DOI={10.1002/ir.405}, abstractNote={AbstractThis chapter summarizes the results from a study that examined differential effects of the college experience on degree completion in STEM by gender. The finding that some experiences are more or less influential for women in the study has important implications for institutional research.}, number={152}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Gayles, Joy Gaston and Ampaw, Frim D.}, year={2011}, month={Dec}, pages={19–25} }
 @article{bryant_gayles_davis_2011, title={The Relationship between Civic Behavior and Civic Values: A Conceptual Model}, volume={53}, ISSN={0361-0365 1573-188X}, url={http://dx.doi.org/10.1007/S11162-011-9218-3}, DOI={10.1007/S11162-011-9218-3}, number={1}, journal={Research in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Bryant, Alyssa N. and Gayles, Joy Gaston and Davis, Heather A.}, year={2011}, month={Feb}, pages={76–93} }
 @misc{gayles_2010, title={Bridging the diversity, divide: Globalization and reciprocal empowerment in higher education}, volume={33}, DOI={10.1353/rhe.0.0160}, abstractNote={and impact on educational outcomes. Harvard Educational Review, 72, 330–365. National Center for Education Statistics (2009a). Digest of education statistics, 2008 (NCES 2009–020). Washington, DC: U.S. Department of Education. National Center for Education Statistics (2009b). Projection of education statistics to 2018 (NCES 2009–062). Washington, DC: U.S. Department of Education. Milem, J. F. (2003). The educational benefits of diversity: Evidence from multiple sectors. In M. J. Chang (Ed.), Compelling interest: Examining the evidence on racial dynamics in colleges and universities (pp. 126–169). Palo Alto, CA: Stanford University Press. Rankin, S. R., & Reason, R. D. (2005). Differing perceptions: How students of color and White students perceive campus climate for underrepresented groups. Journal of College Student Development, 46(1), 43–61. Reason, R. D., & Rankin, S. R. (2006). College students’ experiences and perceptions of harassment on campus: An exploration of gender differences. College Student Affairs Journal, 26(1), 7–29.}, number={4}, journal={Review of Higher Education}, author={Gayles, J. G.}, year={2010}, pages={601–602} }
 @article{gayles_hu_2009, title={Athletes as students: Ensuring positive cognitive and affective outcomes}, volume={2009}, ISSN={0271-0560 1536-0741}, url={http://dx.doi.org/10.1002/he.373}, DOI={10.1002/he.373}, abstractNote={AbstractStudent athletes may sacrifice some of the benefits that come with having more fully experienced higher education.}, number={148}, journal={New Directions for Higher Education}, publisher={Wiley}, author={Gayles, Joy Gaston and Hu, Shouping}, year={2009}, month={Dec}, pages={101–107} }
 @article{gayles_hu_2009, title={The Influence of Student Engagment and Sport Participation on College Outcomes Among Division I Student Athletes}, volume={80}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2009.11779015}, abstractNote={This study examined factors related to student athletes’ engagement in educationally purposeful activities and the impact of their experiences on cognitive and affective outcomes. We found that background characteristics have little influence on the extent to which student athletes engage in educational activities; however, engagement had positive effects on college outcomes.}, number={3}, journal={JOURNAL OF HIGHER EDUCATION}, author={Gayles, Joy Gaston and Hu, Shouping}, year={2009}, pages={315-+} }
 @article{hu_scheuch_gayles_2009, title={The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities}, volume={34}, ISSN={0742-5627 1573-1758}, url={http://dx.doi.org/10.1007/S10755-009-9105-4}, DOI={10.1007/S10755-009-9105-4}, number={3}, journal={Innovative Higher Education}, publisher={Springer Science and Business Media LLC}, author={Hu, Shouping and Scheuch, Kathyrine and Gayles, Joy Gaston}, year={2009}, month={Mar}, pages={173–183} }
 @article{gayles_2009, title={The student athlete experience}, volume={2009}, ISSN={0271-0579 1536-075X}, url={http://dx.doi.org/10.1002/ir.311}, DOI={10.1002/ir.311}, abstractNote={AbstractThis chapter discusses data sources available for studying the experience of student athletes on college campuses and highlights the need for national‐level data to address complex questions concerning this population.}, number={144}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Gayles, Joy Gaston}, year={2009}, month={Dec}, pages={33–41} }
 @article{eddy_gaston-gayles_2008, title={New Faculty on the Block: Issues of Stress and Support}, volume={17}, ISSN={1091-1359 1540-3556}, url={http://dx.doi.org/10.1080/10911350802168878}, DOI={10.1080/10911350802168878}, abstractNote={SUMMARY The research reported investigated the experiences of new faculty in their first three years of employment in higher education administration programs. New faculty face stress relative to work-life integration, issues pertaining to gender or color, teaching responsibilities, and unclear expectations. The findings of this study highlight the role of graduate school socialization and identification as a “chosen” student targeting a faculty position as an influence on new faculty and their acclimation during their first years. Implications include the need for intentional mentoring, inclusive support for all students seeking faculty roles, and the need for specificity on the part of hiring committees and new departments regarding expectations. Key to new faculty success is obtaining a sense of work-life integration.}, number={1-2}, journal={Journal of Human Behavior in the Social Environment}, publisher={Informa UK Limited}, author={Eddy, Pamela L. and Gaston-Gayles, Joy L.}, year={2008}, month={Jun}, pages={89–106} }
 @article{hu_kuh_gayles_2007, title={Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job?}, volume={32}, ISSN={0742-5627 1573-1758}, url={http://dx.doi.org/10.1007/S10755-007-9043-Y}, DOI={10.1007/S10755-007-9043-Y}, abstractNote={Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America's research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The results indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates in research with faculty members.}, number={3}, journal={Innovative Higher Education}, publisher={Springer Science and Business Media LLC}, author={Hu, Shouping and Kuh, George D. and Gayles, Joy Gaston}, year={2007}, month={Apr}, pages={167–177} }