Publications

Harris, F. and Edwards, K. E. (forthcoming). College men’s experiences as men: Findings from two grounded theory studies.

Edwards, K. E. (in press). Effectiveness of a sexual assault prevention program focused on engaging men in social change, College Student Affairs Journal.
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"The author examined the impact of a sexual assault prevention program on resident assistants. The interactive multi-media program focused on engaging men on sexual assault prevention, accurately defining rape for college men and women, identifying aspects of the rape culture in society and on-campus, and empowering college students to confront the rape culture in an effort to end rape. Results of the study indicate that the program positively influenced participants’ acceptance of rape myths and understanding of rape definitions in both the immediate posttest and 14-week follow-up."

Holmes, R.,  Edwards, K. E., and DeBowes, M. (in press). Why objectivity is not enough: The critical role of social justice in campus conduct and conflict work. In J. Schrage & N. G. Giacomini (Eds.), The Model Alternative: Transforming Student Conduct Administration through Conflict Resolution Practices and Social Justice Theory. Sterling, VA: Stylus Publishers.

Edwards, K. E. (2009). "Putting my man face on": A grounded theory of college men's gender identity development. Journal of College Student Development, 50, 210-228.

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"The theory that emerged from this constructivist grounded theory study of 10 college men’s experiences depicts their gender identity as developed through constant interaction with society’s expectations of them as men.  In order to try to meet these perceived expectations, participants described putting on a performance that was like wearing a mask or “putting my man face on.” They described a process of learning societal expectations, putting on a mask to conform to these expectations, wearing the mask, and struggling to begin taking off the mask."

Landreman, L., Edwards, K. E., Balón, D. G., & Anderson, G. (2008). Wait!: It takes time to develop rich and relevant social justice curriculum. About Campus, 13(4), 2-10.

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Educators of every stripe are too often guilty of adopting the latest cool idea heard at a conference in the belief that they have found what works best for student learning. Implementing the latest idea, without thoughtful consideration, can do more harm than good.

"The authors offer sexual violence prevention educators working with college students a pedagogical approach to engage men as allies for social change. Once men understand that they too are harmed by men’s violence against women, they can be motivated to not only examine their own socialization and behaviors but also join with women to speak out against the rape culture, which encourages, condones, and teaches men’s violence against women. The authors use prominent examples from popular culture and everyday campus life to illustrate how the rape culture can be identified, deconstructed, and confronted by men and women in an effort to end rape."

Edwards, K. E. (2007) “Putting my man face on”: A grounded theory of college men's gender identity development. Unpublished doctoral dissertation. University of Maryland, College Park, MD.
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"The purpose of this grounded theory study was to explore the process of college men’s gender identity development. Conducted from a social constructivist epistemological paradigm, through a social justice theoretical lens, and using a constructivist grounded theory methodology, the following research questions guided this study: (a) how do college men come to understand themselves as men; (b) how does this understanding of what it means to be a man change over time, if at all; and (c) what are the critical influences on this process? Three interviews with 10 college men from a large East Coast university were conducted.

The theory that emerged from this study is grounded in the participants’ experiences and depicts gender identity as developed through constant interaction with society’s expectations of them as men. In order to try to meet these expectations and be seen as men, participants described putting on a performance that was like wearing a mask or “putting my man face on.” This process included learning societal expectations of them as men, as well as specific cultural group expectations. The men in this study were all aware that they did not neatly fit behind the mask, either as a result of personal characteristics or social identities. Their resulting insecurities led them to wearing the mask both consciously and unconsciously so that they would be seen as men by society. Wearing the mask had consequences for the women in their lives, their relationships with other men, and themselves as they were also denying or masking their true selves. Although none of the men in this study had been able to completely take off the mask, they were able to identify critical influences in their lives that had helped each of them begin to remove the mask in certain circumstances and begin moving towards being their own man. This theory of college men’s gender identity development has implications relevant to theory development, research, student affairs practice, and social justice."

Presentations on this research were recently made at the ACPA/NASPA Joint Meeting and the ACPA/NASPA Institute on College Males. You can download a PDF copy of the presentation and the participant profiles

Edwards, K. E. (2006). Aspiring social justice ally identity development. NASPA Journal 43 (4), 39-60.
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"Individuals who are supportive of social justice efforts are not always effective in their anti-oppression efforts. Some who genuinely aspire to act as social justice allies are harmful, ultimately, despite their best intentions, perpetuating the system of oppression they seek to change. Different underlying motivations of those who aspire to be allies can lead to differences in effectiveness, consistency, outcome, and sustainability. The conceptual model presented here, using underlying motivation to frame the different issues and challenges facing those who are aspiring allies, is offered as a tool for student affairs professionals’ self-reflection and developing students as allies for social justice."

Edwards, K. E. (2006). Approaches, lenses, and models. In S. R. Komives, J. P. Dugan, J. E. Owen, C. Slack & W. Wagner (Eds.), Handbook for student leadership programs (pp. 3-14). College Park, MD: National Clearinghouse for Leadership Programs.
Link for information on this publication.

"This chapter will provide a general overview of differing approaches to leadership in the hopes of illuminating a small part of the complexity of leadership. Rather than provide a single definition that should be used for leadership programs, this chapter will present several approaches to leadership encouraging those developing leadership programs to seek an awareness of the breadth and depth of what is available and can make the most informed decisions about the approaches which best fit their particular context. This chapter will also examine different perspectives on leadership from a variety of cultural, disciplinary, and linguistic lenses. After exploring the artistry of leadership, the author will overview four common models frequently used in college leadership programs. Finally, this chapter will discuss factors to consider in selecting a particular approach so that individual leadership programs can best meet unique campus needs."

Komives, S. R., & Edwards, K. E. (2006). Ineffective and unethical leaders and their compliant followers. Concepts & Connections, 24(2), 14-15.

Steffes, J. & Edwards, K. E. (2004). Living learning program coursework: Connecting classroom and experiential learning ACUHO-I Talking Stick, 21, 29-31.
• Recognized as the Robert B. Cooke, Talking Stick Article of the Year
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Kerr, K. G. & Edwards, K. E. (2003). Impetus for opportunity: Reflections on an organizational change process. ACUHO-I Talking Stick, 20, 18 - 20.
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Edwards, K. E. & McKelfresh, D. A. (2002). The impact of a residential college on students' academic success and persistence. Journal of College Student Development, 43, 395 – 401.
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"Managing claims of sexual assault can be one the most challenging issues, both intellectually and emotionally, for members of the student affairs staff. Recent legislation and legal precedent has noticeably altered the responsibilities and limitations facing employees of colleges and universities. How are issues such as due process, privacy, and liability implemented with genuine care and concern for alleged victims and ethical and fair treatment of alleged perpetrators? The authors conclude with recommendations for reporting, victim assistance, and adjudication."

Edwards, K. E. (2000). Review of the book Students helping students: A guide for peer educators on college campuses. Journal of College Student Development, 42, 79 – 80.
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Edwards, K. E. & Sweeton, N. (2000). Learning communities: Past, present, and future. Journal of Student Affairs, 9, 42 – 51.
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Edwards, K. E. (1999). Overview and evaluation of the Five Star Chapter Evaluation Program. Student Affairs, 8, 113 – 117.
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