Britney N Graber | Baylor University (original) (raw)

Books by Britney N Graber

Reimagining the Landscape of Religious Education: Challenges and Opportunities, 2023

Despite a growing body of literature depicting specific aspects of a Christian approach to studen... more Despite a growing body of literature depicting specific aspects of a Christian approach to student affairs, a discipline-wide theological vision for Christian student life professionals does not exist. This paper reports on the first stage of a larger research project that attempts to meet this need by investigating how the Christian intellectual tradition animates the practice of student affairs professionals at Christian colleges and universities. We used Benne’s (2001) typology to identify 192 “Orthodox” and “Critical Mass” institutions of higher education in the Christian Protestant tradition. We then sent a mixed-methods survey to their chief student affairs officers (CSAOs) and received 69 responses, capturing their initial reflections on what makes their institution’s student life practice(s) distinctively Christian. Our findings reveal that some of the participants’ responses included language and practices common to non-Christian student affairs, but most referred to words, theological concepts, and practices selectively borrowed from the Christian tradition. The latter distinctively shaped the aims and methods of Christian student affairs.

Papers by Britney N Graber

Growth: The Journal of the Association for Christians in Student Development, 2020

Christian Higher Education, 2022

The relationship between faith-based institutions and students who identify as LGBTQ+ has attract... more The relationship between faith-based institutions and students who identify as LGBTQ+ has attracted considerable attention of late. Most of this scholarly attention, however, has focused upon the students themselves. In this article, we examine the contemporary experience of 371 student affairs leaders (SALs) who serve as the primary mediators between the desires and demands of LGBTQ+ advocates, scholars, and students, and the policies of current administrators. This article reports on previously unexplored data from a larger grounded theory study on Christ-enlivened student affairs to answer the research question: How do SALs at Christian universities approach LGBTQ+ students in light of the Christian mission of their institutions? Data were collected using a qualitative questionnaire of 301 SALs, as well as extended interviews with 70 SALs. Participants' moral/theological responses included a collection of Christian virtues and rules. They indicated a range of helpful practices-including how they handled campus groups-but generally agreed on the dearth of training and education they had received on the topic. In our discussion, we compare our findings to the recommendations of previous scholars before elaborating our own list of recommendations. Our suggestions for Christian campuses include a re-imagined policy statement, a commitment to education rather than training, a focus on the spiritual needs of students, and some recommendations for LGBTQ+ campus groups.

Little research has explored academic leadership, more specifically the academic deanship. This n... more Little research has explored academic leadership, more specifically the academic deanship. This narrative study examined the leadership of Dr. Milo A. Rediger as an academic dean and dean of students—unique positions to hold concurrently. Rediger leveraged his position to promote collaboration between student and academic affairs in an effort to produce seamless student learning. This study delved into Rediger’s personal characteristics that defined his leadership as described by participants who knew him personally, as well as sought to understand how Rediger utilized his position to influence cross-campus relationships, resulting in high-quality, holistic education for students. As a result, this research led to the development of a model for academic leadership in addition to implications for professionals in both academic and co-curricular leadership roles who value seamless (i.e., holistic) student learning.

Christian Higher Education

Christian Higher Education, 2019

Throughout American history, scholars called Christian higher education by other names. They used... more Throughout American history, scholars called Christian higher education by other names. They used terms such as “denominational,” “sectarian,” “church-related,” “church-sponsored,” “church-based,” and “church-affiliated” higher education to describe Christian higher education. What these terms failed to include, however, were the increasing number of nondenominational institutions that began to
emerge in the nineteenth century.

In The Dying of the Light, James Burtchaell (1998) did include these institutions in his argument. He suggested that nondenominational colleges and universities had the same weakness as denominational institutions that abandoned their church connections. In fact, compared to institutions that kept their church ties, in Burtchaell’s
eyes, they appeared to be weaker institutions since they lacked direct denominational support.

Apart from Burtchaell’s one historical case study, very little empirical literature exists that supports this argument. This study explores this claim empirically, and compares faculty attitudes, theological beliefs, and religious behaviors at denominational and nondenominational institutions that are part of the Council for Christian Colleges &
Universities (CCCU). Respondents included 1,999 full-time faculty from 49 CCCU institutions. Contrary to what certain scholars claim, results demonstrated that faculty at nondenominational institutions did not significantly differ in their theological beliefs from their denominational counterparts. Further empirical research is needed to understand the reasons for this outcome, although we offer some possible hypotheses.

The Field Experience Journal, 2017

ACSI 2017 Higher Education Symposium for Teacher Educators: Conference Monograph, 2017

1. RESEARCH Three papers share the results of research studies on Christian teacher preparation. ... more 1. RESEARCH Three papers share the results of research studies on Christian teacher preparation. These include an exploration of ProEthica's suitability for the Christian college and university context (Bose, Klamm, and Smith), a study of cross-cultural skills growth in an international teaching practicum (Tyner and Graber), and findings from a cultural historical immersion experience for pre-service teachers (Ginn).

NASPA Knowledge Community Publication, 2019

NASPA Knowledge Community Publication, 2020

Growth, 2018

The current financial climate for higher education is one of constrained and declining resources,... more The current financial climate for higher education is one of constrained and declining resources, causing many institutions to turn towards a retrenchment strategy that often includes reducing expenses and, in more extreme cases, eliminating programs. A review of existing literature reveals few models colleges can utilize in conducting comprehensive analyses of programs to determine how to proceed with these cost cutting measures. Additionally, the authors could not find any existing approaches focused on student development or other nonacademic programs. In this article, the authors provide a review of relevant literature, a review of the Dickeson Model (2010), and build the case for an assessment-based program review and prioritization model designed to specifically address the nuanced needs of student development programs. This model is presented in a three-step process that should enable student development professionals to assess their programs and make prioritization decisions within a framework pertaining to student development professional standards as well as aligning with individual institutional contexts.

International Journal of Christianity & Education, 2020

Despite a focus on the holistic formation of students, nonreligious narratives shape student affa... more Despite a focus on the holistic formation of students, nonreligious narratives shape
student affairs theories and professional practice guidelines. Recognizing this problem,
Christian scholar-practitioners have authored a growing body of literature about what
might be distinct about Christian student affairs. This article provides an analysis of the
theological foundations used in this literature. Our aim was to locate the unique
theological building blocks for a more comprehensive Christian theology of student affairs. Our analysis found that placing and practicing the profession of student affairs within the Christian narrative produced noteworthy distinctives in every aspect of student affairs.

Christian Higher Education, 2020

Underreporting of sexual assault on college campuses is a growing concern for institutions of hig... more Underreporting of sexual assault on college campuses is a growing concern for institutions of higher education. Amnesty clauses in Title IX policies intend to reduce barriers to reporting, encouraging victims and witnesses to come forward with any knowledge or experience of an incident of sexual assault. However, little research has
been conducted on Christian college campuses and Title IX issues. In an effort to close this scholarly gap, this study explores the 112 Council for Christian Colleges & Universities (CCCU) member institutions located in the United States to determine what, if any, types and extent of amnesty they afford complainants and/or witnesses
during Title IX investigations. The findings of this study demonstrate that some form of amnesty provision is apparent in about half of CCCU institutions. However, after a content analysis of these institutions’ Title IX policies, this study reveals that only five out of the 112 CCCU member institutions afford complete and comprehensive
amnesty to complainants and witnesses during a Title IX investigation. As relevant literature and federal Title IX guidance suggest, this lack of true amnesty has major implications for Title IX reporting and best practices on Christian college campuses.

Book Reviews by Britney N Graber

Christian Higher Education, 2020

Thesis by Britney N Graber

Little research has explored academic leadership, more specifically the academic deanship. This n... more Little research has explored academic leadership, more specifically the academic
deanship. This narrative study examined the leadership of Dr. Milo A. Rediger as an
academic dean and dean of students—unique positions to hold concurrently. Rediger
leveraged his position to promote collaboration between student and academic affairs in
an effort to produce seamless student learning. This study delved into Rediger’s personal
characteristics that defined his leadership as described by participants who knew him
personally, as well as sought to understand how Rediger utilized his position to influence
cross-campus relationships, resulting in high-quality, holistic education for students. As
a result, this research led to the development of a model for academic leadership in
addition to implications for professionals in both academic and co-curricular leadership
roles who value seamless (i.e., holistic) student learning.

Reimagining the Landscape of Religious Education: Challenges and Opportunities, 2023

Despite a growing body of literature depicting specific aspects of a Christian approach to studen... more Despite a growing body of literature depicting specific aspects of a Christian approach to student affairs, a discipline-wide theological vision for Christian student life professionals does not exist. This paper reports on the first stage of a larger research project that attempts to meet this need by investigating how the Christian intellectual tradition animates the practice of student affairs professionals at Christian colleges and universities. We used Benne’s (2001) typology to identify 192 “Orthodox” and “Critical Mass” institutions of higher education in the Christian Protestant tradition. We then sent a mixed-methods survey to their chief student affairs officers (CSAOs) and received 69 responses, capturing their initial reflections on what makes their institution’s student life practice(s) distinctively Christian. Our findings reveal that some of the participants’ responses included language and practices common to non-Christian student affairs, but most referred to words, theological concepts, and practices selectively borrowed from the Christian tradition. The latter distinctively shaped the aims and methods of Christian student affairs.

Growth: The Journal of the Association for Christians in Student Development, 2020

Christian Higher Education, 2022

The relationship between faith-based institutions and students who identify as LGBTQ+ has attract... more The relationship between faith-based institutions and students who identify as LGBTQ+ has attracted considerable attention of late. Most of this scholarly attention, however, has focused upon the students themselves. In this article, we examine the contemporary experience of 371 student affairs leaders (SALs) who serve as the primary mediators between the desires and demands of LGBTQ+ advocates, scholars, and students, and the policies of current administrators. This article reports on previously unexplored data from a larger grounded theory study on Christ-enlivened student affairs to answer the research question: How do SALs at Christian universities approach LGBTQ+ students in light of the Christian mission of their institutions? Data were collected using a qualitative questionnaire of 301 SALs, as well as extended interviews with 70 SALs. Participants' moral/theological responses included a collection of Christian virtues and rules. They indicated a range of helpful practices-including how they handled campus groups-but generally agreed on the dearth of training and education they had received on the topic. In our discussion, we compare our findings to the recommendations of previous scholars before elaborating our own list of recommendations. Our suggestions for Christian campuses include a re-imagined policy statement, a commitment to education rather than training, a focus on the spiritual needs of students, and some recommendations for LGBTQ+ campus groups.

Little research has explored academic leadership, more specifically the academic deanship. This n... more Little research has explored academic leadership, more specifically the academic deanship. This narrative study examined the leadership of Dr. Milo A. Rediger as an academic dean and dean of students—unique positions to hold concurrently. Rediger leveraged his position to promote collaboration between student and academic affairs in an effort to produce seamless student learning. This study delved into Rediger’s personal characteristics that defined his leadership as described by participants who knew him personally, as well as sought to understand how Rediger utilized his position to influence cross-campus relationships, resulting in high-quality, holistic education for students. As a result, this research led to the development of a model for academic leadership in addition to implications for professionals in both academic and co-curricular leadership roles who value seamless (i.e., holistic) student learning.

Christian Higher Education

Christian Higher Education, 2019

Throughout American history, scholars called Christian higher education by other names. They used... more Throughout American history, scholars called Christian higher education by other names. They used terms such as “denominational,” “sectarian,” “church-related,” “church-sponsored,” “church-based,” and “church-affiliated” higher education to describe Christian higher education. What these terms failed to include, however, were the increasing number of nondenominational institutions that began to
emerge in the nineteenth century.

In The Dying of the Light, James Burtchaell (1998) did include these institutions in his argument. He suggested that nondenominational colleges and universities had the same weakness as denominational institutions that abandoned their church connections. In fact, compared to institutions that kept their church ties, in Burtchaell’s
eyes, they appeared to be weaker institutions since they lacked direct denominational support.

Apart from Burtchaell’s one historical case study, very little empirical literature exists that supports this argument. This study explores this claim empirically, and compares faculty attitudes, theological beliefs, and religious behaviors at denominational and nondenominational institutions that are part of the Council for Christian Colleges &
Universities (CCCU). Respondents included 1,999 full-time faculty from 49 CCCU institutions. Contrary to what certain scholars claim, results demonstrated that faculty at nondenominational institutions did not significantly differ in their theological beliefs from their denominational counterparts. Further empirical research is needed to understand the reasons for this outcome, although we offer some possible hypotheses.

The Field Experience Journal, 2017

ACSI 2017 Higher Education Symposium for Teacher Educators: Conference Monograph, 2017

1. RESEARCH Three papers share the results of research studies on Christian teacher preparation. ... more 1. RESEARCH Three papers share the results of research studies on Christian teacher preparation. These include an exploration of ProEthica's suitability for the Christian college and university context (Bose, Klamm, and Smith), a study of cross-cultural skills growth in an international teaching practicum (Tyner and Graber), and findings from a cultural historical immersion experience for pre-service teachers (Ginn).

NASPA Knowledge Community Publication, 2019

NASPA Knowledge Community Publication, 2020

Growth, 2018

The current financial climate for higher education is one of constrained and declining resources,... more The current financial climate for higher education is one of constrained and declining resources, causing many institutions to turn towards a retrenchment strategy that often includes reducing expenses and, in more extreme cases, eliminating programs. A review of existing literature reveals few models colleges can utilize in conducting comprehensive analyses of programs to determine how to proceed with these cost cutting measures. Additionally, the authors could not find any existing approaches focused on student development or other nonacademic programs. In this article, the authors provide a review of relevant literature, a review of the Dickeson Model (2010), and build the case for an assessment-based program review and prioritization model designed to specifically address the nuanced needs of student development programs. This model is presented in a three-step process that should enable student development professionals to assess their programs and make prioritization decisions within a framework pertaining to student development professional standards as well as aligning with individual institutional contexts.

International Journal of Christianity & Education, 2020

Despite a focus on the holistic formation of students, nonreligious narratives shape student affa... more Despite a focus on the holistic formation of students, nonreligious narratives shape
student affairs theories and professional practice guidelines. Recognizing this problem,
Christian scholar-practitioners have authored a growing body of literature about what
might be distinct about Christian student affairs. This article provides an analysis of the
theological foundations used in this literature. Our aim was to locate the unique
theological building blocks for a more comprehensive Christian theology of student affairs. Our analysis found that placing and practicing the profession of student affairs within the Christian narrative produced noteworthy distinctives in every aspect of student affairs.

Christian Higher Education, 2020

Underreporting of sexual assault on college campuses is a growing concern for institutions of hig... more Underreporting of sexual assault on college campuses is a growing concern for institutions of higher education. Amnesty clauses in Title IX policies intend to reduce barriers to reporting, encouraging victims and witnesses to come forward with any knowledge or experience of an incident of sexual assault. However, little research has
been conducted on Christian college campuses and Title IX issues. In an effort to close this scholarly gap, this study explores the 112 Council for Christian Colleges & Universities (CCCU) member institutions located in the United States to determine what, if any, types and extent of amnesty they afford complainants and/or witnesses
during Title IX investigations. The findings of this study demonstrate that some form of amnesty provision is apparent in about half of CCCU institutions. However, after a content analysis of these institutions’ Title IX policies, this study reveals that only five out of the 112 CCCU member institutions afford complete and comprehensive
amnesty to complainants and witnesses during a Title IX investigation. As relevant literature and federal Title IX guidance suggest, this lack of true amnesty has major implications for Title IX reporting and best practices on Christian college campuses.

Little research has explored academic leadership, more specifically the academic deanship. This n... more Little research has explored academic leadership, more specifically the academic
deanship. This narrative study examined the leadership of Dr. Milo A. Rediger as an
academic dean and dean of students—unique positions to hold concurrently. Rediger
leveraged his position to promote collaboration between student and academic affairs in
an effort to produce seamless student learning. This study delved into Rediger’s personal
characteristics that defined his leadership as described by participants who knew him
personally, as well as sought to understand how Rediger utilized his position to influence
cross-campus relationships, resulting in high-quality, holistic education for students. As
a result, this research led to the development of a model for academic leadership in
addition to implications for professionals in both academic and co-curricular leadership
roles who value seamless (i.e., holistic) student learning.

Christian Scholar's Review Blog, 2020