Georgianna Martin, Ph.D.

Assistant Professor, Department of Educational Studies and Research

My research interests include the social class identity and college experiences of low-income students and students who are the first in their family to attend college. I am also interested in the impact of college students’ out-of-class experiences (experiences such as involvement in a fraternity/sorority, holding a leadership position, involvement in student organizations, community service, etc.) on learning outcomes such as critical thinking, social responsibility, intercultural effectiveness, cognitive/academic curiosity, and social/political activism. I have multiple projects under way in each of these areas that interested students could connect with.

PUBLICATIONS

Peer-Reviewed Publications

Martin, G. L., Pascarella, E. T., Parker, E., and Blechschmidt, S. (in press). Do fraternities and sororities inhibit intercultural competence? Findings from a four-year longitudinal study. Journal of College Student Development [Expected Middle to Late 2015].

Broadhurst, C. J., & Martin, G. L. (in press). Part of the “Establishment”?: Understanding campus climates for student activists. Journal of College and Character [Expected 2014]

Martin, G. L., & Blechschmidt, S. (in press). The Impact of Being a Resident Assistant on Intercultural Effectiveness and Socially Responsible Leadership Development During College. Journal of College and University Housing [Expected Spring 2014].

Pascarella, E. T., Martin, G. L., Hanson, J. M., Trolian, T. L., Gilleg, B., & Blaich, C. (in press). Effects of diversity experiences on critical thinking skills over four years of college. Journal of College Student Development [Expected 2014].

Martin, G. L. (2013). The impact of interaction with student affairs professionals on socially responsible leadership development in the first year of college. Journal of College and Character, 14(4), 289-299.

Martin, G. L., Hevel, M. S., & Pascarella, E. T. (2012). Do fraternities and sororities enhance socially responsible leadership? Journal of Student Affairs Research and Practice, 49, 267-284.

Pascarella, E. T., Salisbury, M. H., Martin, G. L., & Blaich, C. (2012). Some complexities in the effects of diversity experiences on orientation toward social/political activism and political views in the first year of college. The Journal of Higher Education,84, 467-496.

Martin, G. L., Hevel, M. S., Asel, A. M., & Pascarella, E. T. (2011). New evidence on the effects of fraternity and sorority affiliation during the first year of college. Journal of College Student Development, 52(5), 543-559. doi: 10.1353/csd.2011.0062

Martin, G. L., & Seifert, T. A. (2011). The relationship between students’ interactions with student affairs professionals and cognitive outcomes in the first year of college. Journal of Student Affairs Research and Practice, 48 (4), 1-22. doi:10.2202/1949-6605.6198

Pascarella, E.T., Blaich, C., Martin, G. L., & Hanson, J. M. (2011). How robust are the findings of Academically Adrift? Evidence from the Wabash National Study. Change. 43(3), 20-22.

Invited Publications

Martin, G. L., & McGee, M. (forthcoming, 2014). Measuring our impact: The effects of student interactions with student affairs professionals on developmental college outcomes. In Research-Driven Practice in Student Affairs: Implications from the Wabash National Study of Liberal Arts Education (Georgianna L. Martin & Michael S. Hevel, Eds.). New Directions for Student Services, 147.

Martin, G. L. (2011). How and why: Moving forward to promote high quality, purposeful research on the fraternal experience. Invited Guest Editorial in Oracle: The Research Journal of the Association of Fraternity/Sorority Advisors, 6 (2), vi-vii.

Martin, G. L. (2011, May 6). Ethics 101 for new members. The New York Times. Retrieved from http://www.nytimes.com/roomfordebate/2011/05/05/frat-guys-gone-wild-whats-the-solution/teach-ethics-101-to-new-fraternity-members.

Martin, G. L., & Loes, C. N. (Winter, 2010). What incentives can teach us about missing data in longitudinal assessment. In Longitudinal Assessment for Institutional Improvement (Tricia A. Seifert, Ed.). New Directions for Institutional Research, Assessment Supplement, 17-28.

Monographs

Biddix, J. P., Matney, M. M., Norman, E. M., & Martin, G. L. (in press). (Re)Questioning the value of fraternities and sororities. ASHE, Higher Education Report. [Expected November 2013]

Edited Monographs

Martin, G. L., & Hevel, M. S. (Eds.) (forthcoming, 2014). Research-Driven Practice in Student Affairs: Implications from the Wabash National Study of Liberal Arts Education. New Directions for Student Services, 147.

Broadhurst, C., & Martin, G. L. (Eds.) (forthcoming, 2014). “Radical” Academia?: Understanding the Climates for Campus Activists. New Directions for Higher Education.

Manuscripts Under Review

Martin, G. L. (revise & resubmit). “Always in My Face”: An exploration of social class consciousness, salience, and values.

Hevel, M. S., Martin, G. L., Weeden, D., & Pascarella, E. T (revise & resubmit). The effects of fraternity and sorority membership in the fourth year of college: A detrimental or value-added component of undergraduate education?

Hevel, M. S., Martin, G. L., & Pascarella, E. T. (under review). Do fraternities and sororities still enhance socially responsible leadership? Evidence from the fourth year of college.

Martin, G. L. (under review). Using phenomenology to understand the social class experiences of
low-income college students.