Peer-reviewed journal articles:
Strunk, K. K. (2023). QuantQueer: Renovating quantitative methods through queer and critical theoretical traditions. Educational Studies. Advance online publication. https://doi.org/10.1080/00131946.2023.2276229
Strunk, K. K., & Andrzejewski, C. E. (2023). Racisms of commission and omission in educational psychology: A historical analysis and systematic review. Educational Psychologist, 58(2), 57-69. https://doi.org/10.1080/00461520.2022.2152031
*Weise, J., *Courtney, S., & Strunk, K. K. (2023). “I didn’t think I’d be supported,”: LGBTQ students’ non-reporting of bias incidents at Southeastern colleges and universities. Journal of Diversity in Higher Education, 16(5), 607-618. https://doi.org/10.1037/dhe0000274
*Jang, H., *Dai, Y., Strunk, K. K., & Salisbury-Glennon, J. (2022). Investigating mastery-avoidance goals using the Achievement Goal Questionnaire for Sports (AGQ-S): A meta-analytic confirmatory factor analysis (MA-CFA). Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-022-03768-7
Strunk, K. K., Locke, L. A., *Chang, J., *Clancy, P., & *Drake, L. (2021). From the spies of Mississippi to the eyes of the White House: Surveilling and obstructing antiracist work in the U.S. The Professional Educator, 44(1), 1-7. https://doi.org/10.47038/tpe.44.01.03
Strunk, K. K., *Lester, W. S., *Betties, J. S., & Lane, F. C. (2021). Testing the mastery-avoidance construct in achievement goal theory: A meta-analytic confirmatory factor analysis (MA-CFA) of two achievement goals scales. Educational Psychology, 41(4), 383-400. https://doi.org/10.1080/01443410.2020.1824268
*Holmes, H. H., *Monaghan, P. G., Strunk, K. K., Paquette, M. R., & Roper, J. A. (2021). Influence of training, lifestyle, psychological, and demographic factors on running-related injuries. Frontiers in Sports and Active Living, 3, Article 637516. https://doi.org/10.3389/fspor.2021.637516
Strunk, K. K., Baggett, H. C., & Watts, I. E. (2020). “Diversity & inclusion & free speech & civility”: Oppression and marginalization through diversity rhetoric. Journal of Critical Scholarship on Higher Education and Student Affairs, 5(3), 65-78. https://ecommons.luc.edu/jcshesa/vol5/iss3/4/
*Johnson, J. L., Rudisill, M. E., Hasite, P., Wadsworth, D. D., Strunk, K. K., Venezia, A., Sassi, J., Morris, M., & Merritt, M. A. (2019). Changes in motor skill performance following a nine month mastery motivational climate intervention. Research Quarterly for Exercise and Sport, 90(4), 517-526. https://doi.org/10.1080/02701367.2019.1628909
*Ward, J. K., Hastie, P. A., & Strunk, K. K. (2019). Effects of ability grouping on students’ game performance and physical activity. Journal of Teaching in Physical Education, 38(3), 187-198. https://doi.org/10.1123/jtpe.2018-0140
Bailey, L. E., & Strunk, K. K. (2018). “A question everybody danced around”: Self-identified gay men negotiating identity in Christian colleges. Educational Studies, 54(5), 483-504. https://doi.org/10.1080/00131946.2018.1453513
Strunk, K. K., Wang, S. C., *Beall, A. L., *Dixon, C. E., *Stabin, D. J., & *Ridha, B. Z. (2018). “I knew what I was going to school for”: A mixed methods examination of Black college students’ racialized experiences at a Southern PWI. Journal of Critical Scholarship on Higher Education and Student Affairs, 4(1), 61-71. https://ecommons.luc.edu/jcshesa/vol4/iss1/3
Strunk, K. K., Lane, F. C., & Mwavita, M. (2018). Changes in time-related academic behavior across time are associated with contextual motivational shifts. Educational Psychology, 38(2), 203-220. https://doi.org/10.1080/01443410.2017.1384535
Thomas, J. T., & Strunk, K. K. (2017). Expectancy-value and children’s science achievement: Parents matter. Journal of Research on Science Teaching, 54(6), 693-712. https://doi.org/10.1002/tea.21382
Strunk, K. K., & Lane, F. C. (2017). The Beck Depression Inventory 2nd Edition (BDI-II): A cross sample structural analysis. Measurement and Evaluation in Counseling and Development, 50(1-2), 3-17. https://doi.org/10.1080/07481756.2017.1318636
Strunk, K. K., & Bailey, L. E. (2015). The difference one word makes: Imagining sexual orientation in graduate school application essays. Psychology of Sexual Orientation and Gender Diversity, 2(4), 456-462. https://doi.org/10.1037/sgd0000136
Strunk, K. K. (2014). A factor analytic examination of the Achievement Goal Questionnaire, Revised: A three-factor model. Psychological Reports, 115(2), 400-414. https://doi.org/10.2466/14.03.PR0.115c24z0
*Bobo, J. L., *Whitaker, K. C., & Strunk, K. K. (2013). Personality and student self-handicapping: A cross-validated regression approach. Personality and Individual Differences, 55(5), 619-621. https://doi.org/10.1016/j.paid.2013.04.010
Strunk, K. K., Cho, Y., Steele, M. R., & Bridges, S. L. (2013). Development and validation of a 2x2 model of time-related academic behavior: Procrastination and timely engagement. Learning and Individual Differences, 25(1), 35-44. https://doi.org/10.1016/j.lindif.2013.02.007
*Gravina, V., *Besick, C., & Strunk, K. (2013). Teaching strategies and value for STEM courses. Academic Exchange Quarterly, 17(1), 139-144.
Strunk, K. K., & Montgomery, D. M. (2013). Perceptions of learning versus teaching styles. Academic Exchange Quarterly, 17(1), 112-121.
Montgomery, D., Strunk, K., Steele, M., & Bridges, S. (2012). Jungian typology as holistic teaching strategy in higher education. Encounter: Education for Meaning and Social Justice, 25(4), 64-72.
Strunk, K. C., & Strunk, K. K. (2012). The contribution of personality and workplace characteristics in predicting turnover intention among Sexual Assault Nurse Examiners. Journal of Forensic Nursing, 8(3), 144-150. https://doi.org/10.1111/j.1939-3938.2012.01141.x
Strunk, K. K., & Spencer, J. M. (2012). A brief intervention for reducing procrastination. Academic Exchange Quarterly, 16(1), 91-96.
Strunk, K. K., & Steele, M. R. (2011). Relative contributions of self-regulation, self-efficacy, and self-handicapping in predicting student procrastination. Psychological Reports, 109(3), 983-989. https://doi.org/10.2466/07.09.20.PR0.109.6.983-989
Strunk, K. K., Sutton, G. W., & Skadeland, D. R. (2010). The repeatable battery for the assessment of neuropsychological status may be valid in men ages 18 to 20. Psychological Reports, 107(2), 493-499. https://doi.org/10.2466/03.04.10.13.PR0.107.5.493-499
Strunk, K. K., Sutton, G. W., & Burns, N. S. (2009). The beneficial effects of accurate and false brief biofeedback on relaxation. Perceptual and Motor Skills, 109(3) 881-886. https://doi.org/10.2466/pms.109.3.881-886
Books:
Strunk, K. K., & Mwavita, M. (Under contract, scheduled 2024). Design and analysis in quantitative educational research: Univariate designs in SPSS. Routledge.
Castillo, W., & Strunk, K. K. (Under contract, scheduled 2024). How to QuantCrit: Applying Critical Race Theory to quantitative data. Routledge.
Duran, A., Strunk, K. K., & Schey, R. (Eds.) (2023). Bridging the rainbow gap: Exploring the possibilities and tensions in queer and trans studies in education. Brill. ISBN: 9789004549760
Strunk, K. K. & Shelton, S. A. (Eds.) (2021). Encyclopedia of queer studies in education. Brill. ISBN: 9789004506718
Strunk, K. K. & Mwavita, M. (2021). Design and analysis in educational research: ANOVA designs in jamovi. Routledge. ISBN: 9780367723088
Strunk, K. K. & Mwavita, M. (2020). Design and analysis in educational research: ANOVA designs in SPSS. Routledge. ISBN: 9781138361164
Strunk, K. K. & *Fieszli, R. (Eds.) (2020). Queering public health and public policy in the Deep South. Information Age Publishing. ISBN: 9781641139663
Strunk, K. K., & Locke, L. A. (Eds.) (2019). Research methods for social justice and equity in education. Palgrave. ISBN: 9783030058999
Strunk, K. K. (Ed.) (2019). Queering spirituality and community in the Deep South. Information Age Publishing. ISBN: 9781641135733
Strunk, K. K. (Ed.) (2018). Queering education in the Deep South. Information Age Publishing. ISBN: 9781641132459
Strunk, K. K., Locke, L. A., & Martin, G. L. (2017). Oppression and resistance in Southern higher and adult education: Mississippi and the dynamics of equity and social justice. Palgrave. ISBN: 9781137576637
Book chapters:
Strunk, K. K. (2023). Critical approaches to quantitative research: Review, critique, and applications. In S. Diem & M. Young (Eds.), Handbook of critical educational research (pp. 56-74). Routledge.
Strunk, K. K., & *Kulick, K. (2023). Confessions of whiteness in queer organizing spaces. In A. Duran, K. Strunk, & R. Schey (Eds.), Bridging the rainbow gap: Exploring the possibilities and tensions in queer and trans studies in education (pp. 88-104). Brill. D
Strunk, K. K. (In press). A critical pedagogy approach to LGBTQ+ studies in quantitative methods courses. In N. Rodriguez (Ed.), Teaching LGBTQ+ studies in education: Theoretical perspectives. Palgrave.
*Dai, Y., *Jang, H. S., Salisbury-Glennon, J., Wang, C. H., & Strunk, K. K. (2022). A cross-cultural study of the U.S. and Chinese students’ self-efficacy, self-regulation, and resilience. In M. Mervio (Ed.), Handbook of research on interdisciplinary studies on healthcare, culture, and the environment (pp. 21-40). IGI Global. https://doi.org/10.4018/978-1-7998-8996-0.ch002
Strunk, K. K. (2021). Biological essentialism. In K. K. Strunk & S. A. Shelton (Eds.), Encyclopedia of queer studies in education (pp. 55-57). Brill. https://doi.org/10.1163/9789004506725_012 D
Strunk, K. K. (2021). Kinsey scale. In K. K. Strunk & S. A. Shelton (Eds.), Encyclopedia of queer studies in education (pp. 324-326). Brill. https://doi.org/10.1163/9789004506725_065 D
Strunk, K. K., & *Jang, H. S. (2021). Psychological identity development models. In K. K. Strunk & S. A. Shelton (Eds.), Encyclopedia of queer studies in education (pp. 473-478). Brill. https://doi.org/10.1163/9789004506725_093 D
Taylor, L. D., Baggett, H. C., & Strunk, K. K. (2021). Epistemic engagement: Teaching and learning about ways of knowing. In A. Samuels & G. Samuels (Eds.), Fostering diversity and inclusion in the social sciences (pp. 33-48). Information Age Publishing.
Demoiny, S., Baggett, H. C., & Strunk, K. K. (2020). Political correctness. In Z. Casey (Ed.), Critical understandings in education encyclopedia: Critical whiteness studies (pp. 461-467). Brill Publishing. https://doi.org/10.1163/9789004444836_062
*Lester, W. S., Strunk, K. K., & *Hoover, P. D. (2020). Persistent myths about the psychology of teaching and learning: Implications for social justice and equity. In L. Parson and C. Ozaki (Eds.), Teaching and learning for social justice and equity in higher education (pp. 53-71). Palgrave. https://doi.org/10.1007/978-3-030-44939-1_4
*Fieszli, R., & Strunk, K. K. (2020). LGBTQ mental health disparities in the Deep South: Trends in mental health discourse and the lived experiences of LGBTQ Southerners. In K. K. Strunk & R. Fieszli (Eds.), Queering public health and public policy in the Deep South (pp. 55-72). Information Age Publishing.D
Strunk, K. K., & *Hoover, P. D. (2019). Quantitative methods for social justice and equity: Theoretical and practical considerations. In K. K. Strunk & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 191-201). Palgrave. https://doi.org/10.1007/978-3-030-05900-2_16 D
Strunk, K. K., & *Betties, J. S. (2019). Using critical theory in educational research. In K. K. Strunk & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 71-79). Palgrave. https://doi.org/10.1007/978-3-030-05900-2_6 D
*Beall, A. L., & Strunk, K. K. (2018). Making sense of contradictions in Deep South schooling: Queer potentialities and possibilities. In K. K. Strunk (Ed.), Queering education in the Deep South (pp. 101-118). Information Age Publishing.D
Strunk, K. K., Baggett, H., *Riemer, A., & *Hafftka, R. (2016). Community-based participatory research with LGBTQ communities in Alabama and Mississippi. In SAGE research methods cases. SAGE Publications. https://doi.org/10.4135/9781526401083
Strunk, K. K., Bristol, D., & *Takewell, W. C. (2016). Queering South Mississippi: Simple and seemingly impossible work. In sj Miller & N. M. Rodriguez. Educators queering academia: Critical memoirs (pp. 155-164). Peter Lang.
Strunk, K. K., Locke, L. A., & *McGee, M. K. (2015). Neoliberalism and contemporary reform efforts in Mississippi’s public education system. In M. Abendroth, & B. J. Porfilio (Eds.), Understanding neoliberal rule in K-12 schools: Educational fronts for local and global justice (pp. 45-59). Information Age Publishing.
Strunk, K. K., Bailey, L. E., & *Takewell, W. C. (2014). “The enemy in the midst”: Gay identified men in Christian college spaces. In W. M. Reynolds (Ed.), Critical studies of southern place: A reader (pp. 369-378). Peter Lang.
Other Publications:
Strunk, K. K. (2021, October). Considering equity and justice in teaching quantitative methods. Inside Higher Ed. https://www.insidehighered.com/advice/2021/10/29/ensuring-equity-justice-when-teaching-quantitative-methods-opinion
Strunk, K. K., Mwavita, M., & *Hoover, P.D. (2020). Design and analysis in educational research: ANOVA design case studies for teaching race, racism, and Black Lives Matter. Routledge.
Strunk, K. K. (2020, March). Demystifying and democratizing tenure and promotion. Insider Higher Ed. https://www.insidehighered.com/advice/2020/03/13/tenure-and-promotion-process-must-be-revised-especially-historically-marginalized
Strunk, K. K., Andrzejewski, C. E., Parson, L. J., Garcia, C. E., Baggett, H. C., Russell, M. L., Oliver, G. D., Palacios, A. F., & Russell, J. (2019). Initial report on findings from the College of Education climate study focus groups and open-ended responses [Internal report]. College of Education, Auburn University.
Strunk, K. K. (2018, September). Free speech for some, civility for others: Responding to dehumanization. Inside Higher Ed. https://www.insidehighered.com/advice/2018/09/21/colleges-and-politicians-promote-free-speech-some-insist-civility-others-opinion
Strunk, K. K. (2016). Queer studies SIG members’ responses to the AERA gender identity data collection strategy. AERA Queer Studies SIG & Research Initiative on Social Justice and Equity.
Strunk, K. K., *Suggs, J. R., & *Thompson, K. (2015). The USM campus climate survey: Findings and recommendations. The University of Southern Mississippi & Research Initiative on Social Justice and Equity.
Strunk, K. K., & *Suggs, J. R. (2014). Research update on findings from the USM campus climate survey: Results related to LGBTQ students. The University of Southern Mississippi & Research Initiative on Social Justice and Equity.
Strunk, K. K., & *Takewell, W. C. (2014). LGBT bias and discrimination in Mississippi: Occurrence, outcomes, and the impact of policy change. Research Initiative on Social Justice and Equity Report.
*Takewell, W. C., & Strunk, K. K. (2014). Gay students at Christian colleges: Implications for student affairs practice. NASPA Gay, Bisexual, Lesbian, and Transgender Knowledge Community Research Summary and Compilation Whitepaper.
Book Reviews:
Strunk, K. K. (2021). Review of “The critical turn in education: From Marxist critique to poststructural feminism to critical theories of race.” The Professional Educator. https://doi.org/10.47038/tpe.44.01.01
Strunk, K. K. (2017). Review of “The rising price of objectivity: Philanthropy, government, and the future of education research.” Teachers College Record. https://www.tcrecord.org/content.asp?contentid=21831
Strunk, K. K. (2023). QuantQueer: Renovating quantitative methods through queer and critical theoretical traditions. Educational Studies. Advance online publication. https://doi.org/10.1080/00131946.2023.2276229
Strunk, K. K., & Andrzejewski, C. E. (2023). Racisms of commission and omission in educational psychology: A historical analysis and systematic review. Educational Psychologist, 58(2), 57-69. https://doi.org/10.1080/00461520.2022.2152031
*Weise, J., *Courtney, S., & Strunk, K. K. (2023). “I didn’t think I’d be supported,”: LGBTQ students’ non-reporting of bias incidents at Southeastern colleges and universities. Journal of Diversity in Higher Education, 16(5), 607-618. https://doi.org/10.1037/dhe0000274
*Jang, H., *Dai, Y., Strunk, K. K., & Salisbury-Glennon, J. (2022). Investigating mastery-avoidance goals using the Achievement Goal Questionnaire for Sports (AGQ-S): A meta-analytic confirmatory factor analysis (MA-CFA). Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-022-03768-7
Strunk, K. K., Locke, L. A., *Chang, J., *Clancy, P., & *Drake, L. (2021). From the spies of Mississippi to the eyes of the White House: Surveilling and obstructing antiracist work in the U.S. The Professional Educator, 44(1), 1-7. https://doi.org/10.47038/tpe.44.01.03
Strunk, K. K., *Lester, W. S., *Betties, J. S., & Lane, F. C. (2021). Testing the mastery-avoidance construct in achievement goal theory: A meta-analytic confirmatory factor analysis (MA-CFA) of two achievement goals scales. Educational Psychology, 41(4), 383-400. https://doi.org/10.1080/01443410.2020.1824268
*Holmes, H. H., *Monaghan, P. G., Strunk, K. K., Paquette, M. R., & Roper, J. A. (2021). Influence of training, lifestyle, psychological, and demographic factors on running-related injuries. Frontiers in Sports and Active Living, 3, Article 637516. https://doi.org/10.3389/fspor.2021.637516
Strunk, K. K., Baggett, H. C., & Watts, I. E. (2020). “Diversity & inclusion & free speech & civility”: Oppression and marginalization through diversity rhetoric. Journal of Critical Scholarship on Higher Education and Student Affairs, 5(3), 65-78. https://ecommons.luc.edu/jcshesa/vol5/iss3/4/
*Johnson, J. L., Rudisill, M. E., Hasite, P., Wadsworth, D. D., Strunk, K. K., Venezia, A., Sassi, J., Morris, M., & Merritt, M. A. (2019). Changes in motor skill performance following a nine month mastery motivational climate intervention. Research Quarterly for Exercise and Sport, 90(4), 517-526. https://doi.org/10.1080/02701367.2019.1628909
*Ward, J. K., Hastie, P. A., & Strunk, K. K. (2019). Effects of ability grouping on students’ game performance and physical activity. Journal of Teaching in Physical Education, 38(3), 187-198. https://doi.org/10.1123/jtpe.2018-0140
Bailey, L. E., & Strunk, K. K. (2018). “A question everybody danced around”: Self-identified gay men negotiating identity in Christian colleges. Educational Studies, 54(5), 483-504. https://doi.org/10.1080/00131946.2018.1453513
Strunk, K. K., Wang, S. C., *Beall, A. L., *Dixon, C. E., *Stabin, D. J., & *Ridha, B. Z. (2018). “I knew what I was going to school for”: A mixed methods examination of Black college students’ racialized experiences at a Southern PWI. Journal of Critical Scholarship on Higher Education and Student Affairs, 4(1), 61-71. https://ecommons.luc.edu/jcshesa/vol4/iss1/3
Strunk, K. K., Lane, F. C., & Mwavita, M. (2018). Changes in time-related academic behavior across time are associated with contextual motivational shifts. Educational Psychology, 38(2), 203-220. https://doi.org/10.1080/01443410.2017.1384535
Thomas, J. T., & Strunk, K. K. (2017). Expectancy-value and children’s science achievement: Parents matter. Journal of Research on Science Teaching, 54(6), 693-712. https://doi.org/10.1002/tea.21382
Strunk, K. K., & Lane, F. C. (2017). The Beck Depression Inventory 2nd Edition (BDI-II): A cross sample structural analysis. Measurement and Evaluation in Counseling and Development, 50(1-2), 3-17. https://doi.org/10.1080/07481756.2017.1318636
Strunk, K. K., & Bailey, L. E. (2015). The difference one word makes: Imagining sexual orientation in graduate school application essays. Psychology of Sexual Orientation and Gender Diversity, 2(4), 456-462. https://doi.org/10.1037/sgd0000136
Strunk, K. K. (2014). A factor analytic examination of the Achievement Goal Questionnaire, Revised: A three-factor model. Psychological Reports, 115(2), 400-414. https://doi.org/10.2466/14.03.PR0.115c24z0
*Bobo, J. L., *Whitaker, K. C., & Strunk, K. K. (2013). Personality and student self-handicapping: A cross-validated regression approach. Personality and Individual Differences, 55(5), 619-621. https://doi.org/10.1016/j.paid.2013.04.010
Strunk, K. K., Cho, Y., Steele, M. R., & Bridges, S. L. (2013). Development and validation of a 2x2 model of time-related academic behavior: Procrastination and timely engagement. Learning and Individual Differences, 25(1), 35-44. https://doi.org/10.1016/j.lindif.2013.02.007
*Gravina, V., *Besick, C., & Strunk, K. (2013). Teaching strategies and value for STEM courses. Academic Exchange Quarterly, 17(1), 139-144.
Strunk, K. K., & Montgomery, D. M. (2013). Perceptions of learning versus teaching styles. Academic Exchange Quarterly, 17(1), 112-121.
Montgomery, D., Strunk, K., Steele, M., & Bridges, S. (2012). Jungian typology as holistic teaching strategy in higher education. Encounter: Education for Meaning and Social Justice, 25(4), 64-72.
Strunk, K. C., & Strunk, K. K. (2012). The contribution of personality and workplace characteristics in predicting turnover intention among Sexual Assault Nurse Examiners. Journal of Forensic Nursing, 8(3), 144-150. https://doi.org/10.1111/j.1939-3938.2012.01141.x
Strunk, K. K., & Spencer, J. M. (2012). A brief intervention for reducing procrastination. Academic Exchange Quarterly, 16(1), 91-96.
Strunk, K. K., & Steele, M. R. (2011). Relative contributions of self-regulation, self-efficacy, and self-handicapping in predicting student procrastination. Psychological Reports, 109(3), 983-989. https://doi.org/10.2466/07.09.20.PR0.109.6.983-989
Strunk, K. K., Sutton, G. W., & Skadeland, D. R. (2010). The repeatable battery for the assessment of neuropsychological status may be valid in men ages 18 to 20. Psychological Reports, 107(2), 493-499. https://doi.org/10.2466/03.04.10.13.PR0.107.5.493-499
Strunk, K. K., Sutton, G. W., & Burns, N. S. (2009). The beneficial effects of accurate and false brief biofeedback on relaxation. Perceptual and Motor Skills, 109(3) 881-886. https://doi.org/10.2466/pms.109.3.881-886
Books:
Strunk, K. K., & Mwavita, M. (Under contract, scheduled 2024). Design and analysis in quantitative educational research: Univariate designs in SPSS. Routledge.
Castillo, W., & Strunk, K. K. (Under contract, scheduled 2024). How to QuantCrit: Applying Critical Race Theory to quantitative data. Routledge.
Duran, A., Strunk, K. K., & Schey, R. (Eds.) (2023). Bridging the rainbow gap: Exploring the possibilities and tensions in queer and trans studies in education. Brill. ISBN: 9789004549760
Strunk, K. K. & Shelton, S. A. (Eds.) (2021). Encyclopedia of queer studies in education. Brill. ISBN: 9789004506718
Strunk, K. K. & Mwavita, M. (2021). Design and analysis in educational research: ANOVA designs in jamovi. Routledge. ISBN: 9780367723088
Strunk, K. K. & Mwavita, M. (2020). Design and analysis in educational research: ANOVA designs in SPSS. Routledge. ISBN: 9781138361164
Strunk, K. K. & *Fieszli, R. (Eds.) (2020). Queering public health and public policy in the Deep South. Information Age Publishing. ISBN: 9781641139663
Strunk, K. K., & Locke, L. A. (Eds.) (2019). Research methods for social justice and equity in education. Palgrave. ISBN: 9783030058999
Strunk, K. K. (Ed.) (2019). Queering spirituality and community in the Deep South. Information Age Publishing. ISBN: 9781641135733
Strunk, K. K. (Ed.) (2018). Queering education in the Deep South. Information Age Publishing. ISBN: 9781641132459
Strunk, K. K., Locke, L. A., & Martin, G. L. (2017). Oppression and resistance in Southern higher and adult education: Mississippi and the dynamics of equity and social justice. Palgrave. ISBN: 9781137576637
Book chapters:
Strunk, K. K. (2023). Critical approaches to quantitative research: Review, critique, and applications. In S. Diem & M. Young (Eds.), Handbook of critical educational research (pp. 56-74). Routledge.
Strunk, K. K., & *Kulick, K. (2023). Confessions of whiteness in queer organizing spaces. In A. Duran, K. Strunk, & R. Schey (Eds.), Bridging the rainbow gap: Exploring the possibilities and tensions in queer and trans studies in education (pp. 88-104). Brill. D
Strunk, K. K. (In press). A critical pedagogy approach to LGBTQ+ studies in quantitative methods courses. In N. Rodriguez (Ed.), Teaching LGBTQ+ studies in education: Theoretical perspectives. Palgrave.
*Dai, Y., *Jang, H. S., Salisbury-Glennon, J., Wang, C. H., & Strunk, K. K. (2022). A cross-cultural study of the U.S. and Chinese students’ self-efficacy, self-regulation, and resilience. In M. Mervio (Ed.), Handbook of research on interdisciplinary studies on healthcare, culture, and the environment (pp. 21-40). IGI Global. https://doi.org/10.4018/978-1-7998-8996-0.ch002
Strunk, K. K. (2021). Biological essentialism. In K. K. Strunk & S. A. Shelton (Eds.), Encyclopedia of queer studies in education (pp. 55-57). Brill. https://doi.org/10.1163/9789004506725_012 D
Strunk, K. K. (2021). Kinsey scale. In K. K. Strunk & S. A. Shelton (Eds.), Encyclopedia of queer studies in education (pp. 324-326). Brill. https://doi.org/10.1163/9789004506725_065 D
Strunk, K. K., & *Jang, H. S. (2021). Psychological identity development models. In K. K. Strunk & S. A. Shelton (Eds.), Encyclopedia of queer studies in education (pp. 473-478). Brill. https://doi.org/10.1163/9789004506725_093 D
Taylor, L. D., Baggett, H. C., & Strunk, K. K. (2021). Epistemic engagement: Teaching and learning about ways of knowing. In A. Samuels & G. Samuels (Eds.), Fostering diversity and inclusion in the social sciences (pp. 33-48). Information Age Publishing.
Demoiny, S., Baggett, H. C., & Strunk, K. K. (2020). Political correctness. In Z. Casey (Ed.), Critical understandings in education encyclopedia: Critical whiteness studies (pp. 461-467). Brill Publishing. https://doi.org/10.1163/9789004444836_062
*Lester, W. S., Strunk, K. K., & *Hoover, P. D. (2020). Persistent myths about the psychology of teaching and learning: Implications for social justice and equity. In L. Parson and C. Ozaki (Eds.), Teaching and learning for social justice and equity in higher education (pp. 53-71). Palgrave. https://doi.org/10.1007/978-3-030-44939-1_4
*Fieszli, R., & Strunk, K. K. (2020). LGBTQ mental health disparities in the Deep South: Trends in mental health discourse and the lived experiences of LGBTQ Southerners. In K. K. Strunk & R. Fieszli (Eds.), Queering public health and public policy in the Deep South (pp. 55-72). Information Age Publishing.D
Strunk, K. K., & *Hoover, P. D. (2019). Quantitative methods for social justice and equity: Theoretical and practical considerations. In K. K. Strunk & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 191-201). Palgrave. https://doi.org/10.1007/978-3-030-05900-2_16 D
Strunk, K. K., & *Betties, J. S. (2019). Using critical theory in educational research. In K. K. Strunk & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 71-79). Palgrave. https://doi.org/10.1007/978-3-030-05900-2_6 D
*Beall, A. L., & Strunk, K. K. (2018). Making sense of contradictions in Deep South schooling: Queer potentialities and possibilities. In K. K. Strunk (Ed.), Queering education in the Deep South (pp. 101-118). Information Age Publishing.D
Strunk, K. K., Baggett, H., *Riemer, A., & *Hafftka, R. (2016). Community-based participatory research with LGBTQ communities in Alabama and Mississippi. In SAGE research methods cases. SAGE Publications. https://doi.org/10.4135/9781526401083
Strunk, K. K., Bristol, D., & *Takewell, W. C. (2016). Queering South Mississippi: Simple and seemingly impossible work. In sj Miller & N. M. Rodriguez. Educators queering academia: Critical memoirs (pp. 155-164). Peter Lang.
Strunk, K. K., Locke, L. A., & *McGee, M. K. (2015). Neoliberalism and contemporary reform efforts in Mississippi’s public education system. In M. Abendroth, & B. J. Porfilio (Eds.), Understanding neoliberal rule in K-12 schools: Educational fronts for local and global justice (pp. 45-59). Information Age Publishing.
Strunk, K. K., Bailey, L. E., & *Takewell, W. C. (2014). “The enemy in the midst”: Gay identified men in Christian college spaces. In W. M. Reynolds (Ed.), Critical studies of southern place: A reader (pp. 369-378). Peter Lang.
Other Publications:
Strunk, K. K. (2021, October). Considering equity and justice in teaching quantitative methods. Inside Higher Ed. https://www.insidehighered.com/advice/2021/10/29/ensuring-equity-justice-when-teaching-quantitative-methods-opinion
Strunk, K. K., Mwavita, M., & *Hoover, P.D. (2020). Design and analysis in educational research: ANOVA design case studies for teaching race, racism, and Black Lives Matter. Routledge.
Strunk, K. K. (2020, March). Demystifying and democratizing tenure and promotion. Insider Higher Ed. https://www.insidehighered.com/advice/2020/03/13/tenure-and-promotion-process-must-be-revised-especially-historically-marginalized
Strunk, K. K., Andrzejewski, C. E., Parson, L. J., Garcia, C. E., Baggett, H. C., Russell, M. L., Oliver, G. D., Palacios, A. F., & Russell, J. (2019). Initial report on findings from the College of Education climate study focus groups and open-ended responses [Internal report]. College of Education, Auburn University.
Strunk, K. K. (2018, September). Free speech for some, civility for others: Responding to dehumanization. Inside Higher Ed. https://www.insidehighered.com/advice/2018/09/21/colleges-and-politicians-promote-free-speech-some-insist-civility-others-opinion
Strunk, K. K. (2016). Queer studies SIG members’ responses to the AERA gender identity data collection strategy. AERA Queer Studies SIG & Research Initiative on Social Justice and Equity.
Strunk, K. K., *Suggs, J. R., & *Thompson, K. (2015). The USM campus climate survey: Findings and recommendations. The University of Southern Mississippi & Research Initiative on Social Justice and Equity.
Strunk, K. K., & *Suggs, J. R. (2014). Research update on findings from the USM campus climate survey: Results related to LGBTQ students. The University of Southern Mississippi & Research Initiative on Social Justice and Equity.
Strunk, K. K., & *Takewell, W. C. (2014). LGBT bias and discrimination in Mississippi: Occurrence, outcomes, and the impact of policy change. Research Initiative on Social Justice and Equity Report.
*Takewell, W. C., & Strunk, K. K. (2014). Gay students at Christian colleges: Implications for student affairs practice. NASPA Gay, Bisexual, Lesbian, and Transgender Knowledge Community Research Summary and Compilation Whitepaper.
Book Reviews:
Strunk, K. K. (2021). Review of “The critical turn in education: From Marxist critique to poststructural feminism to critical theories of race.” The Professional Educator. https://doi.org/10.47038/tpe.44.01.01
Strunk, K. K. (2017). Review of “The rising price of objectivity: Philanthropy, government, and the future of education research.” Teachers College Record. https://www.tcrecord.org/content.asp?contentid=21831