Dr. Patrick Dilley
Office: 126D Pulliam Hall
475 Clocktower Dr, Mail Code: 4606
Southern Illinois University
Carbondale, Illinois 62901
Honors and Awards
- Annuit Coeptis Award, American College Personnel Association, 2004
- Research Recognition Award, Standing Committee for Lesbian, Gay, Bisexual, and Transgender Awareness, American College Personnel Association, 2004.
- Emerging Scholar Award, American College Personnel Association, 2002
- Ph.D. (Higher Education), University of Southern California
- M.S.Ed. (Higher Education – Student Affairs), University of Kansas
- B.A. (English), University of Central Oklahoma
- Dilley, P. (2002). Queer man on campus: A history of non-heterosexual college men, 1945-2000. New York: RoutledgeFalmer.
- Dilley, P. (2010). New century, new identities: Building upon a typology of non-heterosexual college men. Journal of LGBT Youth, 7(3), 186-199.
- Dilley, P. (2005). Which way out? A typology of non-heterosexual male collegiate identities. Journal of Higher Education, 76(1), 56-88.
- Dilley, P. (2004). Interviews and the philosophy of qualitative research.Journal of Higher Education, 75(1), 127-132.
- Dilley, P. (2004). LGBTQ research in higher education: A review of journal articles, 2000-2003. Journal of Gay and Lesbian Issues in Education, 2(2), 105-115.
- Dilley, P. (2002, October 28). An historical overview of theories of non-heterosexual identity development in college students. NetResults: NASPA’s E-Zine for Student Affairs Professionals. Available online at www.naspa.org/netresults.
- Dilley, P. (2002). 20th Century postsecondary practices and policies to control gay students. Review of Higher Education, 25(4), 409-431.
- Dilley, P. (2000). Conducting successful interviews. Theory Into Practice, 39(3), 131-137.
- Dilley, P. (2000). Not so black and white: Finding diversity where we least expect it. Academic Exchange Quarterly (Special Issue: The Many Faces of the Community College), 4(2), 64-72.
- Dilley, P. (1999). Queer theory: Under construction. QSE: International Journal of Qualitative Studies in Education, 12(5), 457-472.
Selected Chapters in Books
- Dilley, P. (2010). Which way out?: A typology of non-heterosexual male collegiate identities. In S. R. Harper & F. Harris III (Eds.), College men and masculinities: Theory Research and practice, pp. 105-135. San Francisco, CA: Jossey-Bass.
- Renn, K., Dilley, P., & Prentice, M. (2003). Identity research in higher education: Commonalities,differences, and complementarities. In J. C. Smart (Ed.), Higher education: Handbook of theory and research, Volume XVIII. Dordrecht/Boston/London: Kluwer Academic Publishers.
- Tierney, W. G., & Dilley, P. (2002). Interviewing in education. In J. Gubrium & J. Holstein (Eds.), Handbook of interviewing, pp. 453-471. Thousand Oaks, CA: Sage Publications.
- Tierney, W. G., & Dilley, P. (1998). Constructing knowledge: Educational research and gay and lesbian studies. In W. Pinar (Ed.),Queer theory in education, pp. 49-71. Mahwah, NJ: Lawrence Erlbaum.
Other Selected Publications
- Dilley, P., & Hart, J. (Winter, 2009). “Writing for publication (Part IV of the series Making the Leap: Transitioning from Student Affairs Administrator to Professor).” Developments (Online journal of American College Personnel Association/College Student Educators International).
- Dilley, P. (2005). “College age students.” In J. T. Sears (Ed.),[Homo]Sexualities, education & youth: An encyclopedia, pp. 168-172. Westport, CT: Greenwood Press
- Dilley, P. (2005). “College campus organizing.” In J. T. Sears (Ed.),[Homo]Sexualities, education & youth: An encyclopedia, 172-176. Westport, CT: Greenwood Press.
- Dilley, P. (2002). “Lesbian and gay studies.” In J. Forest and K. Kinser (Eds.), Higher education in the United States: An encyclopedia, pp. 395-397. Santa Barbara, CA: ABC-CLIO.
- Dilley, P. (2000). “Student organizations” (U.S.). In G. E. Haggerty (Ed.), Gay histories and cultures: An encyclopedia (Encyclopedia of lesbian and gay histories and cultures, vol. II), pp. 847-849. New York: Garland Publishing.
- EAHE 508 Student Development Theories. A study of the major theories of human development as applied to college students with implications for the student affairs specialist.
- EAHE 510 Higher Education in the United States. An overview of American higher education in historical and sociological perspectives: its development, scope, characteristics, issues, problems, trends and criticism.
- EAHE 516 College Students and College Cultures. Study of the nature of students, the impact of the college on student development, and the nature of the college as a unique social institution. Study of student subcultures and the interaction between students, institutions, and communities.
- EAHE 525 Equity and Diversity in Higher Education. Seminar designed to educate students in two ways: by broadening understanding and deepening readings into diverse higher education populations and issues, and by applying those understandings and readings to their practices as postsecondary administrators and educators.
- EAHE 587 Introduction to Qualitative Research. An advanced seminar dealing with the foundations, design, application, and implementation of the naturalistic or qualitative method of conducting research. The student is expected to develop a dissertation prospectus or an original research report using the naturalistic method of inquiry. Prerequisite: Doctoral standing or consent of instructor.
- EAHE 470/WMST 470 College Study Sexuality. Seminar designed to provide students with a strong grounding in the field of college student sexuality and sexual identity, covering the lived experiences of U.S. college students, the construction of sexualized collegiate identities through U.S. history, and how institutions of higher education have attempted to regulate, control, and (intentionally as well as inadvertently) effect college student sexuality.
- EAHE 576/WMST 576 College Men and Masculinities. Readings-based seminar covering concepts of masculinity as demonstrated by collegiate men in the United States. The readings in this course cover cultural as well as identity elements of what being a “college man” means (and how that definition has changed over time and contexts). The readings consist of historical, contemporary and theoretical scholarship concerning collegiate masculinity.
- WMST 403 Masculinity in the United States. Readings–based seminar covering concepts of masculinity in the United States. The reading cover cultural as well as identity elements of what being “man” means (and how that definition has changed over time and contexts), historical as well as contemporary understanding of masculinity.