Browsing by Author "Nanney, Megan Paige"

Now showing 1 - 4 of 4
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    College Match and Undermatch: Assessing Student Preferences, College Proximity, and Inequality in Post-College Outcomes
    Ovink, Sarah; Kalogrides, D.; Nanney, Megan Paige; Delaney, Patrick Prescott (2018-08)
    Recently, multiple studies have focused on the phenomenon of “undermatching”—when students attend a college for which they are overqualified, as measured by test scores and grades. The extant literature suggests that students who undermatch fail to maximize their potential. However, gaps remain in our knowledge about how student preferences—such as a desire to attend college close to home—influence differential rates of undermatching. Moreover, previous research has not directly tested whether and to what extent students who undermatch experience more negative post-college outcomes than otherwise similar students who attend “match” colleges. Using ELS:2002, we find that student preferences for low-cost, nearby colleges, particularly among low-income students, are associated with higher rates of undermatching even among students who are qualified to attend a “very selective” institution. However, this relationship is weakened when students live within 50 miles of a match college, demonstrating that proximity matters. Our results show that attending a selective postsecondary institution does influence post-college employment and earnings, with less positive results for students who undermatch as compared with peers who do not. Our findings demonstrate the importance of non-academic factors in shaping college decisions and post-college outcomes, particularly for low-income students.
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    “Figuring Out Your Place at a School Like This:” Intersectionality and Sense of Belonging in College
    Ovink, Sarah; Byrd, Carson; Nanney, Megan Paige; Wilson, Abigail (2022-01-25)
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    Gays Going Global: Institutional Scripting and Inclusion of Homonationalist Student Identities in Study Abroad
    Nanney, Megan Paige (Virginia Tech, 2015-06-16)
    Previous research has discussed the extension of social, economic, and political rights, including same-sex marriage, to the lesbian, gay, and bisexual communities. Yet, as Duggan (2002, 2003) and other argue, these sexual rights are extended only to individuals on the condition that they conform to the pre-existing heteronormative framework. Puar (2007) argues that this new normativity, called homonormativity, is part of a larger nationalist project that constructs and defines the terms of national belonging by extending sexual citizenship to the "good gay citizen." One way that individuals can work towards their inclusion is through consuming homonationalist "prepackaged experiences" that spread American ideals through travel. One example of this includes study abroad programs, where students serve as representatives of the home nation by spreading skills, culture, and ideologies to the international real through subtle actions. Preparatory orientation programs serve as a sight where students are instructed on how to be responsible representative citizens of the their nation (Virginia Tech Global Education Office 2014). Utilizing analysis of a study abroad website, participant observation of an orientation program, and eight interviews with study abroad staff and lesbian, bay, and bisexual identified students, this study examines how study abroad perpetuates homonationalist motives and ideals through the construction and inclusion of the "good representative student." I find that by privatizing and excluding sexuality from the study abroad experience as a "non-factor"--claiming that is it a matter of what students do, not who they are--homonationalism can be considered a consequence of current orientation practices.
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    Open Gates, Broken Promises: Inclusion Policies and Transgender Student Experiences at Gender-Selective Women's Colleges
    Nanney, Megan Paige (Virginia Tech, 2020-06-04)
    Since 2013, over half of all gender-selective women's colleges in the United States have adopted admission policies that outline varying biological, social, and legal criteria for who may apply to their institution. In effect, these policies opened the gates to admission, driven by the goal to be more inclusive to transgender applicants, especially trans* women. This dissertation examines if and how these policies enact missions of social justice, diversity, and inclusion through the informal practices, production, and regulation of gender on campus. How do gender-selective women's colleges go from trans* admitting to trans* serving? Through a nine-month ethnography of trans* admission policies at two gender-selective women's colleges, including 126 interviews with students, alumni, faculty, staff, and administrators; archival document analysis regarding trans* and queer history on campus; and participant observation of events and spaces on campus with trans* students, my objective is to describe the world that takes shape when gender and feminism become institutionalized, routine, and used as descriptions to both include and exclude. I contend that the impact of these admission policies is not limited to the application process, but rather the experiences of matriculated students are shaped by the gendered norms and discourses structured within the policies themselves. Findings suggest that despite the fact that these policies, formally, allow for transgender students to apply and enroll to gender-selective women's colleges, institutionalized commitments to inclusion obscure and even intensify existing gender inequality, particularly for students who do not fit within normative ideals of the "right way to be trans*" including those who are low-income, non-white, and trans* men. Because the feminist missions of these colleges continue to reaffirm an ideal of cisgender womanhood on campus, the extent to which these inclusion policies were able to make fundamental structural changes in how gendered power, resources, and opportunities are distributed was limited at best. As such, this dissertation is a call to think about gender as an institutional product; not simply in terms of the politics that are attached to the experiences, bodies, and identities, but in the very constitution of gender as a social category. As an ethnography of how these categories become comprehensible, admissible, and livable, this dissertation complicates our understanding of how policies work, how gender is reinforced in the women's college setting, and how to transform institutional practices through a trans* justice framework.