PUBLICATIONS
Sommers, J., Edwards, K. E., Herndon, S., & Knerr, A. (in press). Trauma stewardship for student affairs. About Campus.
The curricular approach aligns the mission, goals, outcomes, and practices of a student affairs division, unit, or other units that work to educate students beyond the classroom with those of the institution and organizes intentional and developmentally sequenced strategies to facilitate student learning. In this book, the authors explain how to implement a curricular approach for educating students beyond the classroom. The book is based on more than a decade of implementing curricular approaches on multiple campuses, contributing to the scholarship on the curricular approach, and helping many campuses design, implement, and assess their student learning efforts. The curricular approach is rooted in scholarship and the connections between what we know about learning, assessment, pedagogy, and student success. It may feel revolutionary for many who have been socialized in a more traditional programming approach. Yet, it is also obvious because it is straightforward and simple.
Edwards, K. E. (2023). Unmasking: Toward authentic masculinity. New Degree Press.
Even though men as a group have power, individual men often feel powerless. These contradictory experiences contribute to men’s hurting—hurting others and being hurt.
Based on more than fifteen years of research, Keith E. Edwards, PhD, illuminates men’s masking, unmasking, and becoming to help men develop their own authentic masculinity. He also shares strategies to help us all better engage the men in our lives with empathy, reach them with compassion, effectively hold them accountable, and help them to become the men they aspire to be.
The men in his study thought they had a unique secret, but they all shared the same secret. They each wore masks to hide their insecurities and portray an image that would be seen as “man enough”according to the external expectations of them as men. These external expectations oppress women and transgender people, place some men above other men, and limit all men.
Men struggle with their unmasking. Too often, as soon as their insecurities reemerge, the mask snaps back into place as though attached with an elastic cord. With mask consciousness, men can engage in their own process of becoming by exploring their identity and practicing aligning their actions with integrity.
Edwards, K. E. (2022). Becoming a man: Longitudinal study of men’s gender identity development. Journal of College Student Development, 63, 185-199.
This longitudinal study builds on an earlier study of college men’s gender identity development (Edwards & Jones, 2009). The findings from the 5- and 10-year follow-up interviews affirm the grounded theory of the original study. The longitudinal aspects of the study also illuminate how men navigated their gender performance and the different gender expectations of them later in life. The participants also described a process of becoming that included both identity exploration and integrity reflection. The findings have implications for student affairs practice, men’s development, and identity development research.
Kerr, K. G., Edwards, K. E., Tweedy, J., Lichterman, H. L., & Knerr, A. R. (2020). The curricular approach to student affairs: A revolutionary shift for learning beyond the classroom. Stylus.
The curricular approach aligns the mission, goals, outcomes, and practices of a student affairs division, unit, or other units that work to educate students beyond the classroom with those of the institution and organizes intentional and developmentally sequenced strategies to facilitate student learning. In this book, the authors explain how to implement a curricular approach for educating students beyond the classroom. The book is based on more than a decade of implementing curricular approaches on multiple campuses, contributing to the scholarship on the curricular approach, and helping many campuses design, implement, and assess their student learning efforts. The curricular approach is rooted in scholarship and the connections between what we know about learning, assessment, pedagogy, and student success. It may feel revolutionary for many who have been socialized in a more traditional programming approach. Yet, it is also obvious because it is straightforward and simple.
Baumann, J. A. (2020). Updating a campus mindset: A curricular approach provides student affairs with clarity during challenging times. Talking Stick.
James Baumann discusses the new book The Curricular Approach to Student Affairs with the authors.
Holmes, R. C., Edwards, K. E., King, T. L. G., & Debowes, M. M. (2020). Why objectivity is not nearly enough: The critical role of social justice in campus conflict and conduct work. In J. M. Schrage & N. G. Giacomini (Eds.), Reframing campus conflict: Student conduct practice through the lens of inclusive excellence (2nd ed., pp. 78-100). Stylus.
“In this chapter, the authors trace the evolution of the contemporary student conflict and conduct management field through the lens of social justice as well as in the broader socio-political context in which institutions of higher education operate. The authors provide an overview of foundational concepts of social justice and make the case for social justice as a necessary framework for higher education generally and student conduct and conflict resolution specifically. Given the individual experiences of oppression and socialization in oppressive systems and the systemic ways in which administrators and institutions of higher education too often perpetuate injustice in our communities, infusing multi-partiality over perceived neutrality and objectivity into day-to-day practice is essential to addressing inequities, being more inclusive, and fostering greater justice and equity in higher education and beyond.”
Edwards, K. E., Foste, Z., & Taylor, C. (2019). Building a campus coalition. In D. Tillapaugh & B. L. McGowan (Eds). Men and masculinities: Theoretical foundations and promising practices for supporting college men’s development. Stylus.
“The purpose of this chapter is to explore how educators can intentionally cultivate campus coalitions that address issues pertaining to college men and masculinities. We offer seven key considerations that we believe to be important in building such coalitions. These considerations reflect both theoretical and empirical scholarship as well as our own experiences engaging college men on gender and masculinity. It is our hope that this chapter will serve as a tool that faculty and staff can utilize to work toward campus climates that are more welcoming and affirming for people of all genders. “
Jessup-Anger, J. & Edwards, K. E. (2018). Addressing Sexual Violence in
Student Affairs and Higher Education. San Francisco: Jossey Bass.
Link to full book website including downloadable PDFs.
“As editors of this volume of New Directions for Student Services, we sought to bring together some of the best thinkers and practitioners to provide a resource that synthesizes existing scholarship, provides theoretical grounding, advances new approaches, and offers practical guidance on how to best address sexual violence in higher education.We intend for this volume to benefit three primary audiences: (1) administrators whose work is directly related to sexual violence prevention and/or response, (2) institutional leaders who would benefit from a stronger working knowledge about the complexity of addressing sexual violence, and (3) faculty and graduate students in student affairs graduate preparation programs. We believe that everyone across postsecondary institutions has a role to play in addressing sexual violence.”
Edwards, K. E., Shea, H., Barboza Barela, A. (2018). In J. Jessup-Anger, & K. E. Edwards (Eds.), Comprehensive Sexual Violence Prevention Education. (pp. 47-58) San Francisco: Jossey Bass.
In this chapter, we outline student learning goals and outcomes and discuss approaches to engaging college students effectively to prevent sexual violence on campus and beyond.
Edwards, K. E. (2018). Review of the book White out: Understanding white privilege and dominance in the modern age. Journal of College Student Development, 59, 254-255.
Kerr, K. G., Tweedy, J., Edwards, K. E., & Kimmel, D. (2017). Shifting to curricular approaches to learning beyond the classroom. About Campus 22 (1). 22-31.
The authors describe the Curricular Model for Student Affairs work and explain how it has changed their approach to their work, their students, and their colleagues.
Jessup-Anger, J. & Edwards, K. E. (Eds.). (2015). Beyond compliance: Addressing sexual violence in higher education. Washington DC: ACPA-College Student Educators International
Edwards, K. E. (2015). Review of the book Understanding White privilege: Creating pathways to authentic relationships across race. Journal of College Student Development, 56, 205-207.
Full Book Review PDF
Foste, Zak, Edwards, K. E., & Davis, T. (2012). Trial and error: Negotiating manhood and struggling to discover true self. The Journal of College and University Student Housing. 39 (1), 124-138.
Edwards, K. E. (2012). Moving beyond green: Sustainable development toward healthy environments, social justice, and strong economies. In B. Jacobs, & J. Kinzie (Eds.), Enhancing sustainability in student affairs . (pp. 19-28) San Francisco: Jossey-Bass.
This chapter frames sustainability initiatives in higher education and student affairs as a push beyond “green” ideas to the identification of solutions that lead to a more environmentally sound and economically viable future that is both just and equitable.
Harris III, F., & Edwards, K. E. (2010). College men’s experiences as men: Findings from two grounded theory studies. Journal of Student Affairs Research and Practice, 47(1), 43-62.
“Many problematic behavioral trends and issues involving men on college campuses have been well documented in the recently published discourse on college men and masculinities. Yet, empirical explanations as to why these trends and issues persist and what college educators can do to effectively address them are largely absent from this discourse. In response to these knowledge gaps, the shared findings that emerged from two grounded theory studies of college men’s gender identity development are presented in this article. B ased on these findings, recommendations for supporting the gender identity development and success of college men in ways that benefit campus communities are offered.”
Edwards, K. E. (2009). Effectiveness of a sexual assault prevention program on reducing participants’ rape myth acceptance and increasing their understanding of rape definitions. College Student Affairs Journal, 28.
Article Submission PDF
“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., & DeBowes, M. (2009). Why objectivity is not enough: The critical role of social justice in campus conduct and conflict work. In J. Schrage, & N. G. Giacomini (Eds.), Reframing campus conflict: Student conduct practice through a social justice lens. Sterling, VA: Stylus Publishers.
Edwards, K. E. & Jones, S. R. (2009). “Putting my man face on”: A grounded theory of college men’s gender identity development. Journal of College Student Development, 50, 210-228.
“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.
Full Article PDF
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.
Edwards, K. E. & Headrick, T. (2008). She fears you: Teaching college men to end rape. Journal About Women in Higher Education 1, 163-180.
Full Article PDF
“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.
Full 252 page PDF
“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.”
Edwards, K. E. (2006). Aspiring social justice ally identity development. NASPA Journal 43 (4), 39-60.
Full Article PDF
“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.
“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
Kerr, K. G. & Edwards, K. E. (2003). Impetus for opportunity: Reflections on an organizational change process. ACUHO-I Talking Stick, 20, 18 – 20.
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.
Full Article PDF
Edwards, K. E. & Gasser, H. S. (2001). He said, she said: Legal issues surrounding sexual assault on campus. Journal of Student Affairs, 10, 42 – 54.
Full Article PDF
“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.
Full Book Review PDF
Edwards, K. E. & Sweeton, N. (2000). Learning communities: Past, present, and future. Journal of Student Affairs, 9, 42 – 51.
Full Article PDF
Edwards, K. E. (1999). Overview and evaluation of the Five Star Chapter Evaluation Program. Student Affairs, 8, 113 – 117.
Full Article PDF
