Doctor of Philosophy (Ph.D.), Bowling Green State University, 2022, Higher Education Administration

White senior-level student affairs professionals are well-positioned to address issues of social justice and inclusion, oppression, privilege, power, and Whiteness within the field of student affairs. Their level of responsibility, scope of interaction and influence, and professional position provide senior-level student affairs professionals with the opportunity to both engage with social justice and inclusion in their practice and make a difference in their institutions and in the field of student affairs. As White individuals, these professionals have additional power within their divisions, institutions, and society. Although student affairs professionals are expected to be competent in the area of social justice and inclusion, there is a gap in the literature that examines these professionals' experiences with this topic. The purpose of this study was to hear the stories of White senior-level student affairs professionals' experiences engaging with social justice and inclusion and addressing Whiteness in their student affairs practice. The research questions are: 1) What stories do White senior-level student affairs professionals tell about their experiences engaging with social justice and inclusion in their student affairs practice? 2) What stories do White senior-level student affairs professionals tell about their experiences addressing issues of Whiteness in their student affairs practice? To address this gap in the literature and answer the research questions, I utilized narrative inquiry and a transformative paradigm. I interviewed six White senior-level student affairs professionals from across the United States. Nine key findings emerged from this study. These findings are summarized as: positional power and White voice, sense of responsibility, unpreparedness, personal connection, influence of current events on action and awareness, policy and practice, Whiteness as a systemic issue, increased opportunities, and choice to engage with and addr (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2009, Higher Education Administration

Most workers aspire to jobs where they are highly satisfied. This satisfaction may come from remuneration, opportunities for advancement, the work itself, or other factors. Although an awareness of job satisfaction has the potential to reduce absenteeism and employee turnover, we know little about the satisfaction levels of student affairs professionals. This study examined a population of entry- and mid-level student affairs practitioners in order to develop a profile of their levels of satisfaction with the overall job and five facets of satisfaction. In addition, differences were examined among demographic characteristics and predictors of job satisfaction for entry- and mid-level staff were explored. Findings indicated significant differences between entry- and mid-level student affairs professionals' levels of job satisfaction when compared to the neutral level of job satisfaction established by the general population of workers. In addition, significant differences were identified in relation to age, gender, position level, and student affairs functional area. Predictive models were identified for entry-level professionals' satisfaction with opportunities for promotion and mid-level professionals' satisfaction with pay. Suggestions for future research are provided. Implications for practice are noted including the recommendation that student affairs leaders should make much of the fact that student affairs is a satisfying line of work. In addition, results suggested that leaders within student affairs should attend to the differences in satisfaction levels between older and younger professionals at the entry and mid-levels. Further, results implied a generational influence on job satisfaction levels that has bearing on effective supervisory and leadership behaviors. Finally, practitioners may find it useful to attend to the differing satisfaction levels between various functional areas and what these variations imply for leadership practice.

DNP, Kent State University, 2024, College of Nursing

Lateral violence (LV) in healthcare remains a critical issue, impacting both staff well-being and patient care quality. This quality improvement (QI) project aimed to raise awareness of LV and provide practical strategies for healthcare professionals to address it effectively. Educational sessions were developed to define LV, explore its causes and consequences, and teach Cognitive Rehearsal (CR) techniques to combat LV. The project also emphasized organizational policy reviews, scenario-based learning, and promoting a culture of safety through continuing education. The QI initiative was conducted in a 269-bed acute care hospital, with two educational sessions held: one virtual session open to all hospital employees and an in-person session with the Nursing Practice Council. In total, 33 healthcare professionals attended the sessions. Participants were provided with educational materials, including an infographic and a pocket card summarizing LV concepts and CR responses. Data collection involved interactive polls and post-session evaluations, with results indicating 70% of participants had experienced LV and 91% reported feeling more knowledgeable about its impact. Participants expressed increased confidence in recognizing and addressing LV, with 73% rating the sessions as excellent. The project's findings highlight the value of combining educational interventions with policy reinforcement to promote awareness and improve responses to LV in healthcare. Limitations of the project include small sample size, limited post-session feedback, and the short-term nature of follow-up, all of which restrict the ability to assess the long-term impact of the intervention. Despite these limitations, this project has demonstrated positive results in enhancing awareness and offering practical strategies to address LV. Future initiatives could expand participation, include long-term assessments, and incorporate simulation exercises to further strengthen staff competency in (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2024, Educational Leadership

This study explores specific examples of social pressures and performances Black women student affairs professionals have navigated, adapted, and challenged since the pandemic's beginning (2020) to the present era. While utilizing Black Feminist Performance Theory (BFPT) and radical Black subjectivity (hooks, 2015), this study centers on the narratives of 10 Black women in Midwest and Southern states who have worked in student affairs since 2019. These stories were used to reflect and emphasize the fears of many Black women who work within Predominantly White Institutions (PWIs). I argue that many Black institutional staff have been encouraged to appease and perform for white audiences due to fear of isolation, consequences, and the threat of survival, which impact their well-being and livelihood. Additionally, this study explored how Black women define and work towards liberation from white dominance and influence while also creating space to reflect and (re)imagine Black freedom. Consequently, to secure this potential freedom, the Black pained body (Hartman, 1997) is centered within this study as a means to bring awareness to what binds the Black spirit and the liberating process of finding the confidence to shed the inauthentic character that many Black women professionals are pressured to accept and engage in.

Psy. D., Antioch University, 2024, Antioch Seattle: Clinical Psychology

This qualitative study explored the lived experience of addiction counselors in their work with clients who have a primary diagnosis of methamphetamine (MA) use disorder. Interpretative phenomenological analysis was used as the methodology for this study. A total of seven participants were recruited and met inclusion criteria. Participants engaged in individual, semi-structured interviews. The primary themes that emerged included “Flexibility,” “Understanding,” “Self-Reflection,” “Demanding,” “Encountering Resistance,” “Hope,” “Developing an Individualized Understanding of MAUD,” and “Essentials of Treatment Success.” The findings of the study demonstrate the usefulness of qualitative inquiry to examine the lived experience of addiction counselors in their work with an MA-dependent population and provide guidance on the clinical application of the findings.

Master of Arts, Miami University, 2024, Speech Pathology and Audiology

The current trend in the healthcare field is that professionals other than speech language pathologists are performing the 3-ounce water screening. This study aims to determine how effective two short, online training modules are at educating other professionals about dysphagia and the 3-ounce water screen. This pilot study utilized a survey comparing eight questions pre and post training. The findings demonstrated a statistical improvement in participant's knowledge regarding dysphagia and the 3-ounce water screen and overall confidence regarding their knowledge following the training. While these findings support the hypotheses it demonstrated a need for future research regarding survey questions, standardization of training, and best way to disseminate the training.

Doctor of Psychology (Psy.D.), Xavier University, 2024, Psychology

Burnout is a syndrome consisting of emotional exhaustion from one's work, personal life, and/or client-specific content (Kristensen et al., 2005). Mental health professionals (MHPs) experience burnout more frequently when there is an increase in their frequency of patient contact, and inpatient working MHPs tend to experience higher rates of burnout compared to their outpatient working peers (Rupert & Morgan, 2005). The dramatic rise in demand for mental health treatment following the onset of the COVID-19 pandemic for depression, anxiety, and suicidality (Ganesan et al., 2021) suggests that MHPs working in inpatient settings are experiencing higher rates of burnout in the post-COVID crisis era. This study examined whether patient contact frequency, contact with patients in crisis (i.e., acute patient contact frequency), and MHPs' use of adaptive and maladaptive coping skills would influence burnout rates among MHPs working in inpatient settings. Sixty licensed MHPs working in correctional facilities, psychiatric hospitals, state hospitals, and substance use clinics completed self-report surveys measuring frequency of patient contact, burnout, and methods of coping. Results showed that patient contact frequency did not significantly predict burnout rates on the Copenhagen Burnout Inventory (CBI). Thus, the proposed mediation analysis was not conducted to determine if acute patient contact frequency statistically explained the relationship between patient contact frequency and CBI scores. In addition, adaptive coping skill use (i.e., emotional support, positive reframing) was not significantly predictive of burnout scores on the CBI, while maladaptive coping skill use (i.e., substance use, denial) was significantly predictive of higher levels of burnout. Finally, 37% of MHPs in this study were at a moderate or high level of burnout, indicating that emotional exhaustion is common among inpatient working MHPs. These results suggest that although patient contact is not (open full item for complete abstract)

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This basic qualitative study explored the experiences of 12 higher education and/or student affairs (HESA) faculty members to understand how their equity, diversity, and inclusion-related courses prepared emerging HESA professionals to support first-generation college students from an anti-deficit perspective. Eligible participants taught in full-time HESA master's programs and were leaders in diversity work based on their equity, diversity, and inclusion-related grant funding, professional awards, and/or diversity-related publications. This research was guided by Perez et al.'s (2017) anti-deficit achievement framework. Data were collected from prescreening questionnaires, pre-interview journals, semistructured interviews, course syllabi, and other participant-shared resources. Generational status was not found to be an independent factor in anti-deficit course content as participants talked about their experiences with intersecting identities, such as first-generation plus Students of Color. Data analysis led to themes about participants' course content which established a foundation of respect and for lifelong learning, integrated anti-deficit pedagogy and empowered advocacy. Themes formed a student development process that promotes emerging HESA professionals' anti-deficit understanding. This study holds important implications for researchers to focus on anti-deficit systems-based approaches to college success. Stakeholders should ask questions with anti-deficit-minded prompts to institutional leadership and as part of institutional self-assessment; encourage syllabus audits and offer anti-deficit-focused faculty development; and prioritize equity, diversity, and inclusion-related teaching as an advantage to tenure, promotion, and course load. Future research should consider the sociological and K–12 educational literature, a case study approach, invite early career HESA professionals as participants, or explore the impact of policies on HESA programs.

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

People with intellectual and developmental disabilities (IDD) rely on direct support professionals (DSPs) to live safe, healthy, and fulfilling lives. Provider agencies that provide services for people with IDD cannot meet the demand due to the DSP workforce crisis. The DSP workforce crisis poses a significant impact on people with IDD. Research was completed regarding the significance of the DSP workforce crisis in Ohio based on the experiences of some of the Ohio County Boards of Developmental Disabilities, which provide case management services for people with IDD. This quantitative study aimed to determine the impact of the lack of service availability or discharges precisely due to an insufficient number of DSPs. Additional data collected determined if there were any DSP capacity differences based on the size of the counties, as well as the impact the workforce crisis has on specific home and community-based services. The findings of this study found that the DSP shortages did create difficulties for people with IDD to access and maintain services. The study further found that the DSP workforce crisis worsened after March 2020 compared to what case managers experienced before March 2020. Additional data revealed that the size of the county did not have a significant effect, as all counties were experiencing the same issues related to the workforce crisis. The data also showed that services requiring around-the-clock care were more challenging to maintain adequate DSPs versus intermittent services. The research demonstrates the need for further studies to analyze the issues and develop solutions to help with the DSP workforce crisis. The data collected in these studies could benefit policymakers, IDD providers, and case managers.

Ph.D., Antioch University, 2023, Leadership and Change

This study examined the perspectives of master-level clinical mental health providers and members of leadership at a Community Mental Health Center (CMHC) in New Hampshire, to understand clinician and leadership perspectives as to why master-level providers choose to continue working at CMHCs. Most prior research on turnover in such organizations has focused on why so many leave their positions, however this study instead focuses on factors related to the decision to stay at a specific CMHC in an urban area of New Hampshire. A single case study method was utilized to focus on masters-level mental health care providers with additional interviews with leadership at the CMHC. Some of the findings that will be explored is what draws providers to community mental health centers, the importance of connections with colleagues and leadership, and aspects of why master-level providers stay. The study contributes to the understanding of clinician retention in community mental health centers and provides recommendations for master-level providers, CMHC leadership, and clinical mental health educators. Some of the overarching themes that surface from the data were around why clinicians remain in the CMHC, the reasons why providers do the work they do each day, the draw to CMHC, and reasons why people master-level providers consider leaving a CMHC. Connections with leadership and supervisor were very important in why clinicians want to stay at the CMHC. Licensure contracts were also an area that was explored in this research. Clinicians and members of leadership provided their perspective on licensure contracts and the implementation of the contracts. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Business Administration (D.B.A.), Franklin University, 2023, Business Administration

When autistic professionals in the United States secure employment, over half remain underemployed (Linden & Wiscarson, 2019). Underemployment impacts a significant portion of the U.S. population, as autism appears in 2.4% of males and 0.5% of females in the United States (Austin & Pisano, 2017). Even with a college degree, 85% of autistic Americans remain unemployed compared to 4.5% of the general U.S. population (Lyn Pesce, 2019). Employment programs have been developed for autistic people. However, these programs may stereotype autistic people as pattern-recognizing-savants and build autism employment programs centered on these stereotypes (Austin et al., 2017). Furthermore, autistic professionals, especially those lacking visible characteristics of autism, feel that a disclosure of a clinical autism diagnosis negatively affects their employability (McMahon, 2021). However, limited autism self-disclosures by prominent tech executives, such as Elon Musk (Musk, 2021), anecdotally demonstrate autistic professionals self-directing themselves to attain leadership roles. This study used qualitative research to determine 12 self-directed career growth success factors of autistic business leaders who served the U.S. Tech industry. A phenomenological approach with semi-structured interviews was used in the research to understand themes as data was collected to determine how autistic business leaders self-directed themselves to their leadership roles. The research study aims to empower autistic professionals to own their career development with or without third-party support.

MA, Kent State University, 0, College of Education, Health and Human Services / School of Health Sciences

Healthcare and education are prominent features that contribute to living a healthy lifestyle along with a fulfilling quality of life (Addington-Hall & Kalra, 2001; Alim, 2010). Healthcare settings can range from primary care physician offices to hospitals, or from psychologist offices to speech therapy clinic rooms, while education settings can take place in public or private school systems along with universities. When seeking services from these helping professionals, the client or patient's primary focus is receiving the services they need in a professional and welcoming environment. However, when healthcare professionals practice in environments filled with discouraging and alienating language, this can lead individuals who do not identify with the majority to feel uncomfortable and isolated when seeking these services (Nadal et al., 2021). When this occurs, individuals from these marginalized groups may not seek the appropriate treatment, leading to healthcare and educational disparities among these groups in the United States (Alim, 2010; Flores, 2016; Harris, 2004; Rosa, 2016; Russel, 2016; U.S. Department of Health and Human Services, 2000). Research has been conducted to support the notion that recognition of one's own biases and their effects on marginalized groups may assist in the reduction of healthcare disparities across the United States (Flores, 2016; Livingston et al., 2019). Because of this, the current thesis aims to investigate the relation between microaggression recognition and pre-service profession — i.e., educators and healthcare (Communication Sciences and Disorders - CSD) professionals — in the context of microaggressive statements across a variety of communicative domains (Speech-Language Pathology, General Therapy, General Medical).

Doctor of Philosophy (PhD), Ohio University, 2022, Individual Interdisciplinary Program

This dissertation broadly explores the experiences of breastfeeding of Ecuadorian women who are mothers and healthcare professionals. The objective of this study is to investigate and understand how these female healthcare professionals managed their identities when experiencing breastfeeding and the communication interactions between them and their families, patients, and colleagues when discussing breastfeeding. Based on the Constructivist Grounded theory approach, as well as drawing from 60 virtual semi-structured interviews and collecting over 90 photos and stories through photovoice with nurses, physicians, and nutritionists who experienced breastfeeding, I highlight and theorize how breastfeeding was a co-created negotiated process in which tensions related to its initiation and maintenance arose. Likewise, building upon previous research from feminist theorists, I illustrate how breastfeeding and breast milk expression is seen as an extra layer of corporeal labor by my participants when they came back to their paid job as healthcare professionals. This study illustrates the necessity of improving public health strategies to support breastfeeding practices among Ecuadorian working mothers. This dissertation was guided by two research questions. I present the findings in chapters four, five, and six. In chapter four I highlight the four themes and five subthemes that describe the breastfeeding experiences of these female healthcare professionals. In chapter five, I illustrate the four themes that emerged from the photographs that the participants brought to the interviews to narrate specific moments of their breastfeeding experiences. In chapter six, I offer a photo novella as health communication material to raise awareness of breastfeeding practices of working mothers. Lastly, in chapter seven I conclude the dissertation with a discussion of the findings, theoretical and practical implications, as well as recommendations for future research.

PhD, University of Cincinnati, 2022, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies

Corpus linguists have long been interested in how words co-occur with each other for the past three decades. Formulaic sequences identified through a corpus-driven approach are considered the essential components of fluent linguistic production and effective communication. In addition, they also help language users create a professionally acceptable persona in the target discourse community. This three-paper dissertation study investigated three types of formulaic sequences (i.e., lexical bundles, phrase frames, and bigrams) in business and academic writing by English language learners. The goal was to improve the understanding of English learners' formulaic language use in different registers. The first paper examined the structural and functional differences of lexical bundles (i.e., a sequence of four words that co-occur frequently in a particular register) used in English business emails written by learners of business English and working professionals. The findings showed that the learners and working professionals tended to compose business emails differently as suggested by the various structural and functional use of lexical bundles. The second paper focused on the use of phrase frames (or p-frames, i.e., a multi-word sequence with one word variable within the sequence) in business emails by learners of business English, compared to that of working professionals. The p-frames were examined in terms of the structural characteristics, functional characteristics, and variability. Results indicated that p-frames could serve as a means to express politeness and formality in email communication and that p-frames can facilitate business English learning. The last paper presents the findings of bigrams (i.e., directly adjacent word pairs) of eleven collocational patterns (e.g., adjective-noun, verb-preposition) in the argumentative writing of English language learners from basic to intermediate proficiency levels. Previous studies mainly focused on the use of col (open full item for complete abstract)

Doctor of Business Administration (D.B.A.), Franklin University, 2022, Business Administration

The global pandemic posed an uncertain economic environment that required holistic thinking to succeed, especially for asset managers. Due to the complexity, severity, and unprecedented nature of the environment, there was a need to possess skills beyond analytical intelligence that allowed for thriving in ambiguity and uncertainty. Emotional intelligence and resilience are two of the proposed skills applicable in this environment. High levels of emotional intelligence help individuals navigate ambiguity, read situations, and pose more holistic solutions. Resilience allows individuals to rebound from misinterpretations of indicators quickly. A non-experimental, correlational study quantitatively examined asset managers, gathering anonymous demographic, emotional intelligence, and resilience data. The researcher measured their self-reported emotional intelligence using the Self-Reported Emotional Intelligence Test (SREIT) and resilience using the Connor-Davidson Resilience Scale 10 (CD-RISC10), with a multi-part electronic assessment delivered using SurveyMonkey. Both instruments used a five-point Likert scale to measure the independent variables. An asset management industry-related professional organization circulated the email inviting study participation. Asset managers self-selected to participate. There was no segregation regarding age, gender, experience, years in the role, or educational background. Hypotheses posed a positive relationship between emotional intelligence and resilience. From a theoretical standpoint, the constructs of chaos and intentional change theories were used as lenses to view the study results. The study uncovered a modest correlation between emotional intelligence and resilience and concluded with implications and suggestions for further research.

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

The shortage of Medical Laboratory Professionals (MLP) has been an ongoing problem for over a decade, primarily due to areas of discontent of MLP. Initiatives to improve these problematic areas of discontent have been and continue to be important to the field of medical laboratory science in regard to recruiting and retaining these essential professionals. Previous research has uncovered significant factors associated with discontent including; salary levels, lack of advancement, public awareness and esteem. This study explores the issues of awareness, respect, and recognition of the MLP within the context of the healthcare community, the impact on professional status among other healthcare professionals and the association with career satisfaction and professional engagement. This longitudinal survey presents data from samples of laboratory professionals collected both prior to the COVID-19 pandemic (n= 371) and during the COVID-19 pandemic (n=380). Results of the current study indicate that more than half of respondents do not feel respected by other healthcare professionals and more than 90% indicated that other healthcare professionals do not understand the educational requirements and level of responsibility of the MLP. Additional analysis reveals that perceived lack of respect and understanding by members of other healthcare professions have a statistically significant impact on the career satisfaction of MLP. The current study highlights the need to address awareness, respect, and understanding of the valuable contribution of the MLP, specifically, among other healthcare professionals. The implication of creating change related to respect, recognition, and awareness within the healthcare community is discussed as a means of developing positive professional identity and status and improving recruitment and retention of vital medical laboratory professionals.

Specialist in Education, Miami University, 2021, Educational Psychology

Over the last decade, mental health recognition and diagnoses for children, adolescents, and adults has increased. The need for mental health related services in schools is high, however there are many identified barriers to students receiving these services. Common barriers identified in literature included both structural (e.g. insurance, communication) and perceptual (e.g. stigma, discrimination) barriers. The current study was a local mixed methods evaluation of secondary school professionals' perceptions of barriers to mental health related services in schools. School referral process and pre-collected barrier data was also examined. Both structural (e.g., insurance, caregivers) and perceptual (e.g., stigma, language/culture) barriers were indicated in the results in addition to suggestions to overcome barriers. Study limitations and implications for practice will be discussed.

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2021, Leadership Studies and Human Resource Development

This correlational analysis study tested the hypothesis and answered the research questions. The theoretical framework revealed the relationship between the predictor and outcome variables through a correlational investigation into how an individual identifies on the leader and follower distinction and if that identity affects adaptive coping responses. The study utilized survey instrumentation, which was distributed to the population of healthcare professionals. The study's findings supported the indication that there is a positive correlation between leader identity and adaptive coping. The finding of a significant, positive correlation between leader identity and adaptive coping does have predictive value. These results indicate that health care workers who score higher in leader identity are predicted to have higher levels of adaptive coping. The data did not support the prediction of a negative correlation between follower identity and adaptive coping. No correlation was found between follower identity and adaptive coping in this study. Variations in adaptive coping do not co-vary with follower identity. Therefore, higher levels of follower identity do not predict lower levels of adaptive coping. Additionally, the research revealed no significant interaction effect between leader and follower identity and adaptive coping responses.

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

Midlevel student affairs professionals are integral to supporting the mission of higher education institutions. These professionals work closely with a diverse array of campus stakeholders, helping to implement strategy and facilitate information throughout the organization. Yet the midlevel nature of their role can be a source of frustration for these professionals. Despite their talent and expertise, midlevel student affairs professionals often feel as though they have few opportunities to provide input on the policies they are asked to implement and enforce (Donaldson & Rosser, 2007; Rosser, 2004; Wilson et al., 2016). In recent years, many scholars have explored tensions associated with free speech events on college campuses (Ben-Porath, 2017; Chemerinsky & Gillmam, 2017; Morse, 2017; Palfrey, 2017). Few, however, have studied this topic from the perspective of midlevel student affairs professionals. This is an oversight because midlevel professionals comprise the majority of staff in student affairs organizations (M. B. Cooper & Boice‐Pardee, 2011). Furthermore, the midlevel nature of their position within the campus hierarchy suggests that these individuals can illuminate tensions and conflicting priorities associated with campus free speech events in ways that have been previously unseen. The purpose of this grounded theory study was to illustrate how midlevel student affairs professionals navigate the personal and professional tensions that arise through their involvement with campus free speech events. Research questions included: 1) What policies and practices inform the ways in which midlevel student affairs professionals navigate campus free speech events?; 2) In what ways do campus free speech events create conflict for midlevel student affairs professionals concerning their professional roles and individual values?; and 3) How do systems of power shape the ways in which midlevel student affairs professionals negotiate these tensions that arise th (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2020, Higher Education (Education)

Disruptive activism has been a part of college campus since 1766 when the Bad Butter Rebellion at Harvard took place (Dickey, 2016; Ireland, 2012; Moore, 1976). More recently institutions have been facing an increase in disruptive campus activism (Dickey, 2016). When disruptive campus activism occurs on a college campus it is often the student affairs professionals that are asked to help manage the situation. These professionals serve as both the advisors to the student activism and campus managers representing the university. Understanding how student affairs professionals reconcile the role they play will add to the existing research on activism on college campuses. The findings of this study show that operationalizing a specific role can be challenging when it comes to disruptive campus activism. Reconciling the role is also challenging, especially if you don't have the preferred role of advisor. Student affairs professionals who perform the advisor role often understand what their role is and how to operationalize the function. Campus managers, however, have less of an understanding of how to operationalize their functions, and when disruptive campus activism occurs, they are forced into stressful situations. For both groups, there were six main factors that influenced how they reconciled their particular role. The student affairs professionals' personal identities played a major factor in reconciling the actions in their roles. This factor was particularly influential when the 4 professional held a minoritized identity. All participants believed that the advisor role was more central to their work than was the manager role. The advisor identity was based on a core value of student advocacy and education. Interestingly, this value was articulated more clearly by those participants who occupied professional roles that were more managerial in nature. For both advisors and campus managers, the issue at the heart of the disturbance played a major factor. When issues (open full item for complete abstract)