Dian Squire | Rankin & Associates Consulting, LLC

Research Associate - Qualitative Specialist

Dian is an assistant professor of Counseling-Student Affairs at Northern Arizona University. Previously he was a visiting assistant professor at Iowa State University and a Postdoctoral Fellow at The University of Denver. Dian's research focuses on issues of diversity, equity, and justice in higher education. He particularly focuses on understanding how racism shapes university organization, culture, and experience. He utilizes organizational perspectives to help explain individual behavior and experience in order to transform organizational structures to support equity and justice.

Dian received his Ph.D. in Higher Education from Loyola University Chicago. He received his Master's degree in Educational Leadership and Policy Studies- Higher Education from the University of Maryland College Park and his B.S. in Secondary English Education from Florida State University.

Pronouns: (He, Him, His)

Publications

Squire, D. (Accepted). The neoliberal and neoracist tendencies of international doctoral student of color admissions in graduate education programs. Philosophy and Theory in Higher Education.

Jones, V. & Squire, D. (2018). Disengaging whiteness and examining power in campus activism: Reuniting communities of color through a critical race analysis of tempered radicalism. Journal Committed to Social Change on Race and Ethnicity, 4(1), 37-65.

Squire, D., Williams, B, & Tuitt, F. (2018). Plantation politics and neoliberal racism in higher education: A framework for reconstructing anti-racist institutions. Teachers College Record, 120(14), p -.

Squire, D., Jourian, T. J., Kelly, B. T., Byrd, A., Manzano, L., & Bumbry, M. (2018). A critical race feminist analysis of men of color matriculating into a higher education doctoral program.Journal of Diversity in Higher Education, 11(1), 16-33.

Garvey, J. C., Squire, D. D., Stachler, B.*, & Rankin, S. R. (2018). The impact of campus climate on queer-spectrum student academic success. Journal of LGBT Youth, 15(2), 89-105.

Squire, D., Nicolazzo, Z, & Perez, R. (Accepted). Institutional response as non-performative: What university communications (don’t) say about movements toward justice. Review of Higher Education.

Squire, D. & McCann, K. (2018). Women of color with critical epistemologies constructing spaces of resistance in doctoral education programs. Journal of College Student Development, 59(4), 404-420.

Squire, D., Byrd, A., Clark, K., Devaney, K., & Wright, K. (Under review). Mixed methods research in the higher education field: A review of the purposes and practices. Manuscript under review for publication consideration.

Squire, D. (In preparation). A critical race examination of the neo-liberal, -colonial and -racist implications of United States international doctoral student of color admissions. Manuscript in preparation.

Squire, D., Booth, A, & Arnold, B. (In press). Resituating neoliberalism’s construction of the individualistic white campus classroom toward collective and diverse intersectional success. In B. Ahad, & O. Poon (Eds.) Difficult subjects: Insights and strategies for teaching about race, sexuality, and gender. Sterling, VA: Stylus.

Poon, O., & Squire, D. (2017). Fundamental skills for applying a critical approach to leadership theory. In Dugan, J. P., Turman, N. T., Barnes, A. (Eds.). Leadership theory: A facilitator’s guide for cultivating critical perspectives (pp. 68-80). San Francisco, CA: Jossey-Bass.

Jones, V., & Squire, D. (In press). Toward a critical race tempered radicalism for campus faculty and staff: Conceptualizing empowerment and building radical change capacity in students of color. Journal Committed to Social Change on Race and Ethnicity.

Squire, D., Williams, B, & Tuitt, F. (Accepted). Plantation politics: A new framework to guide the continued search for racial equity in U.S. higher education. Teachers College Record Yearbook.

Squire, D. (2017). The vacuous rhetoric of diversity: How institutional responses to national racial incidences affect faculty of color perceptions of university commitment to diversity.International Journal of Qualitative Studies in Education, 30(8), 728-745.

Poon, O., Dizon, J. P.*, & Squire, D. (2017). Count me in!: Ethnic data disaggregation advocacy, racial mattering, and lessons for racial justice coalitions. Journal Committed to Social Change on Race and Ethnicity, 3(1), 122-154.

Squire, D. (Under review). “It’s essential”: A critical race counter narrative of faculty of color understandings of diversity and equity in doctoral admissions. Manuscript under review for publication consideration.

Squire, D., & Beck, B. (2016). Developmental pathways to trans inclusion on college campuses. Washington, DC: ACPA-College Student Educators International.

Squire, D., Tuitt, F., Patton Davis, L., Stewart, S. Williams, B. (2016, November). Campus rebellion and plantation politics: The continued search for racial equity in U.S. higher education. Symposium presented at annual meeting for the Association for the Study of Higher Education, Columbus, OH.

Squire, D., Jourian, T. J., Kelly, B. T., Byrd, A., Manzano, L., Bumbry, M. (2016) A critical race feminist analysis of men of color matriculating into a higher education doctoral program. Journal of Diversity in Higher Education. Online first doi: 10.1037/dhe0000025.

Poon, O., Squire, D., Kodama, K., Byrd, A., Chan, J., Manzano, L….Bishundat, D. (2016). A critical review of the model minority myth in selected literature on Asian Americans and Pacific Islanders in higher education. Review of Educational Research, 86(2), 469-502.

Squire, D. (2016). Engaging race and power in higher education organizations through a critical race institutional logics perspective. Journal of Critical Scholarship on Higher Education and Student Affairs, 2(1), 106-123.

Poon, O., Squire, D., Hom D. C., Gin, K., Segoshi, M., & Parayano, A. (2016) Critical cultural student affairs praxis and participatory action research. Journal of Critical Scholarship on Higher Education and Student Affairs, 3(1), 21-39.

Squire, D. (2015, May 5). Underprepared for the profession: The lack of minority Ph.D.’s has a lot to do with the lack of socialization into the academy. The Chronicle of Higher Education. Retrieved from http://m.chronicle.com/article/Underprepared-for-the/229915/

Squire, D., Williams, T. E., Cartwright, M., Jourian, T. J., Monter, M., & Weatherford, A. (2015). Exploring gender through education abroad programs: A graduate student case study. Journal of Student Affairs Research and Practice, 52(3), 1–13.

Squire, D., & Jourian, T. (2015). Going against the grain: Battling market-based individualism in higher education by establishing an open-access, collectivist journal. Journal of Critical Scholarship on Higher Education and Student Affairs, 1(1), 7-11.

Squire, D., & Mobley Jr., S. D. (2015). Negotiating race and sexual orientation in the college choice process of Black gay males. The Urban Review, 47(3), 466-491.

Squire, D. (2014). First generation college students: Understanding and improving the experience from recruitment to commencement. [Review of the book First generation college students: Understanding and improving the experience from recruitment to commencement by Lee Ward, Michael Siegel, and Zebulun Davenport]. Journal of Critical Thought and Praxis, 2(1), article 1.

Squire, D. (2014, October 16). A response to “An Open Letter to Journal Editors.” The Chronicle of Higher Education. Retrieved from http://m.chronicle.com/article/A-Response-to-An-Open-Letter/149365/

Squire, D., & Norris, L. (2014). Supporting students in the margins: Establishing a first-year experience for LGBTQA students. Journal of Student Affairs Research and Practice, 51(2), 195-206.

Squire, D. (2013). Back to school: Why everyone deserves a second chance at education [Review of the book Back to school: Why everyone deserves a second chance at education by Mike Rose]. Journal of College Orientation and Transition, 20(3), 7-9.

Squire, D., & Mobley Jr., S. D. (2013). Complex decisions: Exploring the college choice process for Black gay men as they choose between Historically Black Universities & Predominantly White Institutions. Out on Campus: SCGLBTA Newsletter. American College Personnel Association. Retrieved from: http://www2.myacpa.org/sclgbta-newsletter-archive

Mobley Jr., S. D., & Squire, D. (2013). Complex decisions: Exploring the college choice process for Black gay men as they choose between Historically Black Universities & Predominantly White Institutions. KCGBLTA White Paper. NASPA. Retrieved from http://www.naspa.org/2013SpringNASPAGLBTKCWhitePaper.pdf

Squire, D. (2013, June 9). Where have all the queer students gone? The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Where-Have-All-th Queer/139653/

Squire, D., Wilson, V., Ritchie, J., Bradford, K. & Wolfman, A. (2009). Incorporating crisis planning and management into orientation programs. In J. A. Ward Roof and C. Hatch (Eds.) Designing successful transitions: A guide for orienting students to college (3rd Ed.). Columbia, SC: National Resource Center for the First Year Experience and the National Orientation Directors Association.

Campbell, C., Shishineh, L, & Squire, D. (2009). A profile of beginning students: 2007. University of Maryland, College Park, Campus Assessment Working Group.

Squire, D., & Shishineh, L. (2007). Drive-Ins: A quick and useful way for state coordinators to connect with professionals. Journal of College Orientation and Transition, 15(2), 10-11.

It was a pleasure to work with Dr. Sue Rankin and her associate Dr. Genevieve Weber. They worked closely with our dedicated College committee and took great care to ensure the climate study accurately reflected our institution and its needs. We trusted the Rankin & Associates process and thousands of College community members participated in the survey. We now have extensive and valuable data with which we will shape the future of our campus.

Danielle Dimitrov, Esq.
Director, Diversity and Compliance/Chief Diversity Officer
The College of Staten Island

I highly recommend campuses engage Rankin & Associates for campus climate studies. Dr. Rankin brings the experience and insights needed to successfully guide a campus through a critical institutional process. She understands how to best engage campus stakeholders and how to help a campus identify and speak to their unique needs during survey development and in post-survey communications. Sue was a true partner in this process – while it was clear this was our process, we always felt that Sue proactively offered the support and knowledge needed for our campus committee to conduct this study and she was incredibly communicative throughout all phases of the project.

Nariah Broadus
Director, Innovation and Growth
Tuck School of Business
Dartmouth College

Celebration of diversity and inclusivity are treasured values at West Chester University, but we hadn't taken the opportunity to assess our success and challenges until we committed to conducting a campus-wide survey of climate. Dr. Rankin's approach to the survey development and implementation, bringing all concerned constituencies to the table, was the perfect approach to ensuring wide participation in the survey. ...It is obvious that the campus is engaged; there are conversations everywhere, and the ideas for action are pouring in.

Darla Spence Coffey, PhD, MSW
Associate Provost
West Chester University (PA)

Sue Rankin is not only an expert researcher, she is a passionate one, whose commitment to diversity has led her to not only ask the tough questions but to answer them. Her survey on LGBT issues on our campus was the match that fueled the fire. Within two years we moved from essentially no LGBT resources on campus to the administration funding a LGBT Office.

Sue Rankin has perfected the art of assessing campus climates through her nationally recognized consulting firm. A skilled researcher in her own right, Dr. Rankin and her associates are a full service firm from questionnaire construction to data analysis.

Linda A. Mooney, Ph.D.
Department of Sociology
East Carolina University

I have appreciated very much my opportunities to work with Dr. Rankin as a consultant. Her commitment to research-based campus climate assessment produces sound and usable results. At the same time she is willing to accommodate client suggestions and respond to client questions promptly and appropriately. Her enthusiasm for improving the campus climate provides clients with positive energy - in addition to consultant expertise - for their campus-based efforts to create inclusive environments.

Sandra Holbrook, Ph.D.
Director Emerita
North Dakota State University

When the Texas A&M School of Law decided to conduct its first-ever climate survey, we thought we could do it ourselves. Then we came to our senses and sought expert help. Dr. Rankin's step-by-step guidance through the months-long process of designing and implementing the survey and interpreting the results has been invaluable. She brought to the table the experience, insight, and know-how derived from hundreds of surveys and years of studying and writing the relevant literature. When I say we could not have done it without her, I mean it in the most literal sense.

John F. Murphy
Associate Instructional Professor of Law
Texas A&M School of Law