Note. * by a name indicates a student researcher advised by myself. Last updated on 01/19/2020.
(When available, clicking on a title will link directly to a copy of the research product. Full text of some publications are also available via SocArXiv)
Peer-reviewed journal publications:
*Holmes, H. H., *Monaghan, P. G., Strunk, K. K., Paquette, M. R., & Roper, J. A. (In press). Influence of training, lifestyle, psychological, and demographic factors on running-related injuries. Frontiers in Sports and Active Living.
Strunk, K. K., *Lester, W. S., *Betties, J. S., & Lane, F. C. (In press). Testing the mastery-avoidance construct in achievement goal theory: A meta-analytic confirmatory factor analysis (MA-CFA) of two achievement goals scales. Educational Psychology.
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.
*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.
*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.
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.
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.
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.
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), 693-712.
Strunk, K. K., & Bailey, L. E. (2015). The difference one word makes: Imagining sexual orientation in graduate school admission essays. Psychology of Sexual Orientation and Gender Diversity, 2(4), 456-462.
Strunk, K. K. (2014). A factor analytic examination of the achievement goal questionnaire, revised: A three-factor model. Psychological Reports, 115(2), 400-414.
*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.
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.
*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.
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.
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.
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.
Books:
Strunk, K. K. & Mwarumba, M. (Under contract, scheduled 2021). Design and analysis in educational research: ANOVA designs in Jamovi. Routledge.
Strunk, K. K. & Shelton, S. A. (Eds.) (Under contract, scheduled 2021). Encyclopedia of queer studies in education. Brill.
Strunk, K. K. & Mwarumba, M. (2020). Design and analysis in educational research: ANOVA designs in SPSS. Routledge.
Strunk, K. K. & *Fieszli, R. (Eds.) (In press). Queering public health and public policy in the Deep South. Information Age Publishing.
Strunk, K. K., & Locke, L. A. (Eds.) (2019). Research methods for social justice and equity in education. Palgrave.
Strunk, K. K. (Ed.) (2019). Queering spirituality and community in the Deep South. Information Age Publishing.
Strunk, K. K. (Ed.) (2018). Queering education in the Deep South. Information Age Publishing.
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.
Book chapters:
Strunk, K. K. (Accepted for inclusion). Critical approaches to quantitative research: Review, critique, and applications. In S. Diem & M. Young (Eds.), Handbook of critical educational research. Routledge.
Taylor, L. D., Baggett, H. C., & Strunk, K. K. (Accepted for inclusion). Epistemic entanglements: Teaching and learning about ways of knowing. In A. Samuels & G. Samuels (Eds.), Fostering diversity and inclusion in the social sciences. Information Age Publishing.
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.
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.
*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.
*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. Charlotte, NC: 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). New York, NY: Palgrave.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). New York, NY: Palgrave.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). Charlotte, NC: 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. SAGE research methods cases. Thousand Oaks, CA: SAGE Publications.
Strunk, K. K., Bristol, D., & *Takewell, W. C. (2016). Queering South Mississippi: Simple and seemingly impossible work. In s.j. Miller & N. M. Rodriguez. Educators queering academia (pp. 155-164). New York, NY: Palgrave.
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. 45-61). Charlotte, NC: 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). New York, NY: Peter Lang.
Technical Reports and Other Publications:
Strunk, K. K., Locke, L. A., *Chang, J., *Clancy, P., *Wirtz, A., & *Drake, L. (In press). From the spies of Mississippi to the eyes of the White House: Surveilling and obstructing antiracist work in the U.S. The Professional Educator.
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.
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.
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. Research Initiative on Social Justice and Equity Report.
Strunk, K. K., & *Takewell, W. C. (2014). LGBT bias and discrimination: Occurrence, outcomes, and the impact of police 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.
National/International Presentations:
Strunk, K. K., & *Lester, W. S. (2021, April). A mixed methods examination of LGBTQ college students’ experiences in the Deep South. American Educational Research Association, Orlando, TX. [Virtual due to COVID-19]
Strunk, K. K., *Hoover, P. D., & Andrzejewski, C. E. (2021, April). Examining the racist roots of educational psychology theory and research. American Educational Research Association, Orlando, TX. [Virtual due to COVID-19]
Shelton, S. A., & Strunk, K. K. (2021, April). Questioning “queer” in qualitative research. American Educational Research Association, Orlando, TX. [Virtual due to COVID-19]
Strunk, K. K., & Shelton, S. A. (2021, April). Questioning “queer” in quantitative research. American Educational Research Association, Orlando, TX. [Virtual due to COVID-19]
Strunk, K. K. (2020, October). LGBTQ students at public universities in the Deep South: Factor analysis and cluster analysis of a quantitative survey. American Educational Studies Association, San Antonio, TX. [Cancelled due to COVID-19]
Strunk, K. K., Baggett, H. C., *Hoover, P., & *Lester, W. (2020, April). It (doesn't) get better: LGBTQ students' experiences of oppression and liberation in high school and college. Paper at the American Educational Research Association, San Francisco, CA. [Cancelled due to COVID-19]
Garcia, C. E., Strunk, K. K., Parson, L., & Baggett, H. (2019, November). A critical examination of students’ responses to equity and inclusion initiatives at a Deep South PWI college of education. Paper at the Association for the Study of Higher Education, Portland, OR.
Strunk, K. K., Baggett, H. C., & Watts, I. E. (2019, October). “Diversity and inclusion and free speech and civility”: Oppression and marginalization through diversity rhetoric. Paper at the American Educational Studies Association, Baltimore, MD.
Strunk, K. K., *Lester, W. S., & *Hoover, P. D. (2019, October). Examining “diversity” research in educational psychology: Deficit discourses and individualizing responsibility. Paper at the American Educational Studies Association, Baltimore, MD.
Strunk, K. K., *Betties, J. S., & *Lester, W. S. (2019, April). An analysis of competing achievement goal theoretical models: A meta-analytic confirmatory factor analysis of two scales. Poster at the American Educational Research Association, Toronto, ON.
Strunk, K. K., & Locke, L. A. (2019, April). Multi-method approaches to research for social justice and equity in education. Structured session at the American Educational Research Association, Toronto, ON.
Shelton, S. A., Battacharya, K., Blair, M. F., Barton, A. C., Greytak, E., Mattheis, A., Corado, J., Rios, J. A., & Strunk, K. K. (2019, April). Research methodology in a “post-truth” era: Narratives exploring equity and inclusion in educational research. Invited speaker session at the American Educational Research Association, Toronto, ON.
Strunk, K. K. (2019, April). Re-imagining methodologies and theoretical models in educational psychology to center equity and justice. Invited paper at the American Educational Research Association, Toronto, ON.
Strunk, K. K., Wang, S. C., Baggett, H. C., & *Betties, J. S. (2018, November). “I just thought something was wrong with me”: Understanding identity processes among LGBTQ people in Alabama. Paper at the American Educational Studies Association, Greenville, SC.
*Hill, A. C., & Strunk, K. K. (2018, November). The meaning behind silence: Deconstructing non-response in campus climate data. Paper at the American Educational Studies Association, Greenville, SC.
Strunk, K. K., *Betties, J., & *Lester, W. (2018, August). A meta-analytic confirmatory factor analysis of the Achievement Goal Questionnaire-Revised. Paper at the American Psychological Association, San Francisco, CA.
*Ridha, B., Strunk, K. K., & Wang, S. C. (2018, August). Perceptions of racism on campus: Experiences of Black students at a predominantly White institution. Poster at the American Psychological Association, San Francisco, CA.
*Beall, A., *McGuffin, M., *Dixon, C., & Strunk, K. K. (2018, April). Black students making sense of racialized experiences at a Southern Primarily White Institution: Hegemony, benevolence, and getting through school. Paper at the American Educational Research Association, New York, NY.
Strunk, K. K., Baggett, H. C., & *Riemer A. (2017, April). Developing community-based research methods with LGBTQ populations in the U.S. South. Paper at the American Educational Research Association, San Antonio, TX.
Wang, S. C., & Strunk, K. K. (2017, April). “They expect you to know that you are the minority”: Black college students’’ experiences in a predominantly White university in the Southeast U.S. Paper at the American Educational Research Association, San Antonio, TX.
Strunk, K. K., Baggett, H. C., & *Riemer, A. (2017, April). “Queer as shit”: Queering knowledge and action in community-based LGBTQ research. Paper at the American Educational Research Association, San Antonio, TX.
Strunk, K. K., Lane, F. C., & Mwavita, M. (2016, August). Time-related academic behavior: State or trait? A cluster invariance study. Presentation at the American Psychological Association, Denver, CO.
Thomas, J. T., Strunk, K. K. (2016, April). Where do gender stereotyped beliefs about mathematics come from? Parents, teachers, and achievement: A longitudinal analysis. Paper at the American Educational Research Association, Washington, DC.
Mattheis, A., Strunk, K. K., Greytak, E., & Garvey, J. (2016, April). Queering mixed methods research for social advocacy. Symposium at the American Educational Research Association, Washington, DC.
Strunk, K. K., Bailey, L. E. (2016, April). “A question everybody danced around”: Self-identified gay men negotiating identity in Christian colleges. Paper at the American Educational Research Association, Washington, DC.
Strunk, K. K., & Lane, F. C. (2015, April). An alternative approach to pooling covariance matrices in meta-analytic confirmatory factor analysis. Presented at the American Educational Research Association Annual Meeting, Chicago, IL.
Strunk, K. K., Cho, Y., Steele, M. R., & Bridges, S. L. (2012, April). The development of a multidimensional measure of procrastination and timely engagement. A 2x2 model of ‘when’ and ‘why’. Poster at the American Education Research Association Annual Meeting, Vancouver, BC.
Strunk, K. C., & Strunk, K. K. (2011, November). Personality characteristics, organizational structure, and job satisfaction of Sexual Assault Nurse Examiners. Poster at the International Society for Traumatic Stress Studies, Baltimore, MD.
Cho, Y., Walker, M., Strunk, K., Bridges, S., Steele, M. (2011, August). The influence of teachers’ perceived contextual goals and personal teaching goal orientation on classroom instructional approaches. Poster at the American Psychological Association Convention, Washington, DC.
Strunk, K. K. (2011, May). The development of a new multidimensional measure of procrastination. Poster at the Association for Psychological Science Annual Convention, Washington, DC.
Strunk, K., Farmer, K., Boling, S., & Arnold, D. (2009, October). Validation of the Mini-Headache Interview in a population of migraineurs. Presentation at the American Academy of Pain Management, Phoenix, AZ.
Farmer, K., Strunk, K., & Cady, R. (2009, September). Validation of disease progression in a population of migraineurs. Presentation at the American Headache Society, King Philadelphia, PA.
Strunk, K. K. (2009, April). The theology and psychology of the Word-Faith movement. Poster at the Christian Association for Psychological Studies International Conference, Orlando, FL.
Regional/Local Presentations:
Reynolds, W. M., Tennial, D. M., Hardy, E., Beech, J., Strunk, K. K., & McKnight, D. (2014, June). Critical studies of southern place. Presentation at the Curriculum Studies Summer Collaborative, Savannah, GA.
*McGee, M. K., & Strunk, K. (2014, March). Neoliberalism and contemporary reform efforts in Mississippi’s public education system. Presentation at the USM Graduate Student Research Symposium, Hattiesburg, MS.
*Takewell, W. C., & Strunk, K. (2014, March). “The enemy in the midst”: Gay identified men in Christian college spaces. Presentation at the USM Graduate Student Research Symposium, Hattiesburg, MS.
Strunk, K. (2013, April). A method for meta-analytic confirmatory factor analysis. Presentation at the Southwestern Psychological Association, Fort Worth, TX.
*Butler, T., *Walls, E., Strunk, K., & Montgomery, Y. (2013, April). Resiliency as a pathway of influence for childhood trauma on self-esteem. Poster at Southwestern Psychological Association, Fort Worth, TX.
*Fletcher, K., *Robinson, D., Strunk, K., & Montgomery, Y. (2013, April). Differences in men and women’s self-esteem: Influences of childhood trauma and parental devaluation. Poster at the Southwestern Psychological Association, Fort Worth, TX.
*Albright, E. A., & Strunk, K. K. (2013, February). Reflections on emotional intelligence during adolescent years. Presentation at the OSU Research Symposium, Stillwater, OK.
*Fowlkes, C., & Strunk, K. (2013, February). Contributions of instructors’ encouragement and classroom opportunities for hands-on learning in predicting students’ value for STEM courses by instructor gender. Presentation at the OSU Research Symposium, Stillwater, OK.
Strunk, K. K. (2012, October). High stakes testing and narrowing the pathway to higher education. Presentation at the Critical Questions in Education Conference, Springfield, MO.
Strunk, K. K. (2012, October). Reproduction of gendered binaries and sexuality in education. Presentation at the Critical Questions in Education Conference, Springfield, MO.
Strunk, K. K. (2012, March). Creating Barriers to Accessing Higher Education: National Educational Policy and Ethnicity. Presentation at the Oklahoma Educational Studies Association, Stillwater, OK.
Steele, M. R., Strunk, K. K., & Bridges, S. L. (2011, September). Synthesis of Jungian typology and holistic education: A four-quadrant model. Poster at the Oklahoma Network for the Teaching of Psychology, Stillwater, OK.
Strunk, K. K., Steele, M. R., & Bridges, S. L. (2011, September). Applying Jungian typology in holistic education as a teaching strategy in higher education. Poster at the Oklahoma Network for the Teaching of Psychology, Stillwater, OK.
Strunk, K., Bridges, S., Steele, M., Walker, M., & Cho, Y. (2010, November). Revising the School Goal Structure and Approaches to Instruction scales for teachers. Poster at the Oklahoma Research Day, Lawton, OK.
Strunk, K. K., & Spencer, J. M. (2010, September). A brief intervention for procrastination at the beginning of the semester. Poster at the Oklahoma Network for the Teaching of Psychology, Stillwater, OK.
Strunk, K. K. (2008, November). Neuropsychological status, academic achievement, and involvement in head-contact sports. Presentation at the Midwestern Christian Psychology Conference, Point Lookout, MO.
Strunk, K. K., & Burns, N. S. (2008, March). Is biofeedback relaxation therapy a placebo? Presentation at the Great Plains Regional Psychology Conference, Emporia, KS.
Strunk, K. K. (2007, April). The relationship between Spirit Baptism and Christian empowerment. Poster at the Southwestern Psychological Association, Fort Worth, TX.
(When available, clicking on a title will link directly to a copy of the research product. Full text of some publications are also available via SocArXiv)
Peer-reviewed journal publications:
*Holmes, H. H., *Monaghan, P. G., Strunk, K. K., Paquette, M. R., & Roper, J. A. (In press). Influence of training, lifestyle, psychological, and demographic factors on running-related injuries. Frontiers in Sports and Active Living.
Strunk, K. K., *Lester, W. S., *Betties, J. S., & Lane, F. C. (In press). Testing the mastery-avoidance construct in achievement goal theory: A meta-analytic confirmatory factor analysis (MA-CFA) of two achievement goals scales. Educational Psychology.
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.
*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.
*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.
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.
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.
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.
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), 693-712.
Strunk, K. K., & Bailey, L. E. (2015). The difference one word makes: Imagining sexual orientation in graduate school admission essays. Psychology of Sexual Orientation and Gender Diversity, 2(4), 456-462.
Strunk, K. K. (2014). A factor analytic examination of the achievement goal questionnaire, revised: A three-factor model. Psychological Reports, 115(2), 400-414.
*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.
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.
*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.
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.
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.
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.
Books:
Strunk, K. K. & Mwarumba, M. (Under contract, scheduled 2021). Design and analysis in educational research: ANOVA designs in Jamovi. Routledge.
Strunk, K. K. & Shelton, S. A. (Eds.) (Under contract, scheduled 2021). Encyclopedia of queer studies in education. Brill.
Strunk, K. K. & Mwarumba, M. (2020). Design and analysis in educational research: ANOVA designs in SPSS. Routledge.
Strunk, K. K. & *Fieszli, R. (Eds.) (In press). Queering public health and public policy in the Deep South. Information Age Publishing.
Strunk, K. K., & Locke, L. A. (Eds.) (2019). Research methods for social justice and equity in education. Palgrave.
Strunk, K. K. (Ed.) (2019). Queering spirituality and community in the Deep South. Information Age Publishing.
Strunk, K. K. (Ed.) (2018). Queering education in the Deep South. Information Age Publishing.
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.
Book chapters:
Strunk, K. K. (Accepted for inclusion). Critical approaches to quantitative research: Review, critique, and applications. In S. Diem & M. Young (Eds.), Handbook of critical educational research. Routledge.
Taylor, L. D., Baggett, H. C., & Strunk, K. K. (Accepted for inclusion). Epistemic entanglements: Teaching and learning about ways of knowing. In A. Samuels & G. Samuels (Eds.), Fostering diversity and inclusion in the social sciences. Information Age Publishing.
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.
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.
*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.
*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. Charlotte, NC: 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). New York, NY: Palgrave.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). New York, NY: Palgrave.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). Charlotte, NC: 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. SAGE research methods cases. Thousand Oaks, CA: SAGE Publications.
Strunk, K. K., Bristol, D., & *Takewell, W. C. (2016). Queering South Mississippi: Simple and seemingly impossible work. In s.j. Miller & N. M. Rodriguez. Educators queering academia (pp. 155-164). New York, NY: Palgrave.
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. 45-61). Charlotte, NC: 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). New York, NY: Peter Lang.
Technical Reports and Other Publications:
Strunk, K. K., Locke, L. A., *Chang, J., *Clancy, P., *Wirtz, A., & *Drake, L. (In press). From the spies of Mississippi to the eyes of the White House: Surveilling and obstructing antiracist work in the U.S. The Professional Educator.
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.
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.
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. Research Initiative on Social Justice and Equity Report.
Strunk, K. K., & *Takewell, W. C. (2014). LGBT bias and discrimination: Occurrence, outcomes, and the impact of police 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.
National/International Presentations:
Strunk, K. K., & *Lester, W. S. (2021, April). A mixed methods examination of LGBTQ college students’ experiences in the Deep South. American Educational Research Association, Orlando, TX. [Virtual due to COVID-19]
Strunk, K. K., *Hoover, P. D., & Andrzejewski, C. E. (2021, April). Examining the racist roots of educational psychology theory and research. American Educational Research Association, Orlando, TX. [Virtual due to COVID-19]
Shelton, S. A., & Strunk, K. K. (2021, April). Questioning “queer” in qualitative research. American Educational Research Association, Orlando, TX. [Virtual due to COVID-19]
Strunk, K. K., & Shelton, S. A. (2021, April). Questioning “queer” in quantitative research. American Educational Research Association, Orlando, TX. [Virtual due to COVID-19]
Strunk, K. K. (2020, October). LGBTQ students at public universities in the Deep South: Factor analysis and cluster analysis of a quantitative survey. American Educational Studies Association, San Antonio, TX. [Cancelled due to COVID-19]
Strunk, K. K., Baggett, H. C., *Hoover, P., & *Lester, W. (2020, April). It (doesn't) get better: LGBTQ students' experiences of oppression and liberation in high school and college. Paper at the American Educational Research Association, San Francisco, CA. [Cancelled due to COVID-19]
Garcia, C. E., Strunk, K. K., Parson, L., & Baggett, H. (2019, November). A critical examination of students’ responses to equity and inclusion initiatives at a Deep South PWI college of education. Paper at the Association for the Study of Higher Education, Portland, OR.
Strunk, K. K., Baggett, H. C., & Watts, I. E. (2019, October). “Diversity and inclusion and free speech and civility”: Oppression and marginalization through diversity rhetoric. Paper at the American Educational Studies Association, Baltimore, MD.
Strunk, K. K., *Lester, W. S., & *Hoover, P. D. (2019, October). Examining “diversity” research in educational psychology: Deficit discourses and individualizing responsibility. Paper at the American Educational Studies Association, Baltimore, MD.
Strunk, K. K., *Betties, J. S., & *Lester, W. S. (2019, April). An analysis of competing achievement goal theoretical models: A meta-analytic confirmatory factor analysis of two scales. Poster at the American Educational Research Association, Toronto, ON.
Strunk, K. K., & Locke, L. A. (2019, April). Multi-method approaches to research for social justice and equity in education. Structured session at the American Educational Research Association, Toronto, ON.
Shelton, S. A., Battacharya, K., Blair, M. F., Barton, A. C., Greytak, E., Mattheis, A., Corado, J., Rios, J. A., & Strunk, K. K. (2019, April). Research methodology in a “post-truth” era: Narratives exploring equity and inclusion in educational research. Invited speaker session at the American Educational Research Association, Toronto, ON.
Strunk, K. K. (2019, April). Re-imagining methodologies and theoretical models in educational psychology to center equity and justice. Invited paper at the American Educational Research Association, Toronto, ON.
Strunk, K. K., Wang, S. C., Baggett, H. C., & *Betties, J. S. (2018, November). “I just thought something was wrong with me”: Understanding identity processes among LGBTQ people in Alabama. Paper at the American Educational Studies Association, Greenville, SC.
*Hill, A. C., & Strunk, K. K. (2018, November). The meaning behind silence: Deconstructing non-response in campus climate data. Paper at the American Educational Studies Association, Greenville, SC.
Strunk, K. K., *Betties, J., & *Lester, W. (2018, August). A meta-analytic confirmatory factor analysis of the Achievement Goal Questionnaire-Revised. Paper at the American Psychological Association, San Francisco, CA.
*Ridha, B., Strunk, K. K., & Wang, S. C. (2018, August). Perceptions of racism on campus: Experiences of Black students at a predominantly White institution. Poster at the American Psychological Association, San Francisco, CA.
*Beall, A., *McGuffin, M., *Dixon, C., & Strunk, K. K. (2018, April). Black students making sense of racialized experiences at a Southern Primarily White Institution: Hegemony, benevolence, and getting through school. Paper at the American Educational Research Association, New York, NY.
Strunk, K. K., Baggett, H. C., & *Riemer A. (2017, April). Developing community-based research methods with LGBTQ populations in the U.S. South. Paper at the American Educational Research Association, San Antonio, TX.
Wang, S. C., & Strunk, K. K. (2017, April). “They expect you to know that you are the minority”: Black college students’’ experiences in a predominantly White university in the Southeast U.S. Paper at the American Educational Research Association, San Antonio, TX.
Strunk, K. K., Baggett, H. C., & *Riemer, A. (2017, April). “Queer as shit”: Queering knowledge and action in community-based LGBTQ research. Paper at the American Educational Research Association, San Antonio, TX.
Strunk, K. K., Lane, F. C., & Mwavita, M. (2016, August). Time-related academic behavior: State or trait? A cluster invariance study. Presentation at the American Psychological Association, Denver, CO.
Thomas, J. T., Strunk, K. K. (2016, April). Where do gender stereotyped beliefs about mathematics come from? Parents, teachers, and achievement: A longitudinal analysis. Paper at the American Educational Research Association, Washington, DC.
Mattheis, A., Strunk, K. K., Greytak, E., & Garvey, J. (2016, April). Queering mixed methods research for social advocacy. Symposium at the American Educational Research Association, Washington, DC.
Strunk, K. K., Bailey, L. E. (2016, April). “A question everybody danced around”: Self-identified gay men negotiating identity in Christian colleges. Paper at the American Educational Research Association, Washington, DC.
Strunk, K. K., & Lane, F. C. (2015, April). An alternative approach to pooling covariance matrices in meta-analytic confirmatory factor analysis. Presented at the American Educational Research Association Annual Meeting, Chicago, IL.
Strunk, K. K., Cho, Y., Steele, M. R., & Bridges, S. L. (2012, April). The development of a multidimensional measure of procrastination and timely engagement. A 2x2 model of ‘when’ and ‘why’. Poster at the American Education Research Association Annual Meeting, Vancouver, BC.
Strunk, K. C., & Strunk, K. K. (2011, November). Personality characteristics, organizational structure, and job satisfaction of Sexual Assault Nurse Examiners. Poster at the International Society for Traumatic Stress Studies, Baltimore, MD.
Cho, Y., Walker, M., Strunk, K., Bridges, S., Steele, M. (2011, August). The influence of teachers’ perceived contextual goals and personal teaching goal orientation on classroom instructional approaches. Poster at the American Psychological Association Convention, Washington, DC.
Strunk, K. K. (2011, May). The development of a new multidimensional measure of procrastination. Poster at the Association for Psychological Science Annual Convention, Washington, DC.
Strunk, K., Farmer, K., Boling, S., & Arnold, D. (2009, October). Validation of the Mini-Headache Interview in a population of migraineurs. Presentation at the American Academy of Pain Management, Phoenix, AZ.
Farmer, K., Strunk, K., & Cady, R. (2009, September). Validation of disease progression in a population of migraineurs. Presentation at the American Headache Society, King Philadelphia, PA.
Strunk, K. K. (2009, April). The theology and psychology of the Word-Faith movement. Poster at the Christian Association for Psychological Studies International Conference, Orlando, FL.
Regional/Local Presentations:
Reynolds, W. M., Tennial, D. M., Hardy, E., Beech, J., Strunk, K. K., & McKnight, D. (2014, June). Critical studies of southern place. Presentation at the Curriculum Studies Summer Collaborative, Savannah, GA.
*McGee, M. K., & Strunk, K. (2014, March). Neoliberalism and contemporary reform efforts in Mississippi’s public education system. Presentation at the USM Graduate Student Research Symposium, Hattiesburg, MS.
*Takewell, W. C., & Strunk, K. (2014, March). “The enemy in the midst”: Gay identified men in Christian college spaces. Presentation at the USM Graduate Student Research Symposium, Hattiesburg, MS.
Strunk, K. (2013, April). A method for meta-analytic confirmatory factor analysis. Presentation at the Southwestern Psychological Association, Fort Worth, TX.
*Butler, T., *Walls, E., Strunk, K., & Montgomery, Y. (2013, April). Resiliency as a pathway of influence for childhood trauma on self-esteem. Poster at Southwestern Psychological Association, Fort Worth, TX.
*Fletcher, K., *Robinson, D., Strunk, K., & Montgomery, Y. (2013, April). Differences in men and women’s self-esteem: Influences of childhood trauma and parental devaluation. Poster at the Southwestern Psychological Association, Fort Worth, TX.
*Albright, E. A., & Strunk, K. K. (2013, February). Reflections on emotional intelligence during adolescent years. Presentation at the OSU Research Symposium, Stillwater, OK.
*Fowlkes, C., & Strunk, K. (2013, February). Contributions of instructors’ encouragement and classroom opportunities for hands-on learning in predicting students’ value for STEM courses by instructor gender. Presentation at the OSU Research Symposium, Stillwater, OK.
Strunk, K. K. (2012, October). High stakes testing and narrowing the pathway to higher education. Presentation at the Critical Questions in Education Conference, Springfield, MO.
Strunk, K. K. (2012, October). Reproduction of gendered binaries and sexuality in education. Presentation at the Critical Questions in Education Conference, Springfield, MO.
Strunk, K. K. (2012, March). Creating Barriers to Accessing Higher Education: National Educational Policy and Ethnicity. Presentation at the Oklahoma Educational Studies Association, Stillwater, OK.
Steele, M. R., Strunk, K. K., & Bridges, S. L. (2011, September). Synthesis of Jungian typology and holistic education: A four-quadrant model. Poster at the Oklahoma Network for the Teaching of Psychology, Stillwater, OK.
Strunk, K. K., Steele, M. R., & Bridges, S. L. (2011, September). Applying Jungian typology in holistic education as a teaching strategy in higher education. Poster at the Oklahoma Network for the Teaching of Psychology, Stillwater, OK.
Strunk, K., Bridges, S., Steele, M., Walker, M., & Cho, Y. (2010, November). Revising the School Goal Structure and Approaches to Instruction scales for teachers. Poster at the Oklahoma Research Day, Lawton, OK.
Strunk, K. K., & Spencer, J. M. (2010, September). A brief intervention for procrastination at the beginning of the semester. Poster at the Oklahoma Network for the Teaching of Psychology, Stillwater, OK.
Strunk, K. K. (2008, November). Neuropsychological status, academic achievement, and involvement in head-contact sports. Presentation at the Midwestern Christian Psychology Conference, Point Lookout, MO.
Strunk, K. K., & Burns, N. S. (2008, March). Is biofeedback relaxation therapy a placebo? Presentation at the Great Plains Regional Psychology Conference, Emporia, KS.
Strunk, K. K. (2007, April). The relationship between Spirit Baptism and Christian empowerment. Poster at the Southwestern Psychological Association, Fort Worth, TX.