Specialization/Area of Interest:
Inequality, Gender & Sexualities, Culture, Diversity & Inclusion, Health, Work & Occupations, Qualitative & Mixed Methods
Mixed-methods design, inferential statistics, regression analyses (OLS & logistic), in-depth and cognitive interviews, focus groups, content analysis, data analysis and programming, survey design, data visualization
Trenton M. Haltom is a PhD Candidate (ABD) in the Department of Sociology at the University of Nebraska-Lincoln with a specialization in Women's and Gender Studies (WGS). He graduated with an MA in Sociology from the University of Houston (2015) and BA in Sociology from the University of Oklahoma (2012). He has received multiple awards for research across his seven peer-reviewed publications. His success in the classroom has also been recognized with multiple awards having taught six unique courses in Sociology and WGS. Trenton is currently on the job market seeking a position as a faculty member or postdoctoral researcher. He is also interested in UX Research and People Operations internships or full-time work.
Using qualitative and mixed methodologies, Trenton studies masculinities and sexualities in the contexts of culture, health and the body, work and occupations, and sports. His lead-author and coauthor work has been published in Gender & Society, Archives of Sexual Behavior, Deviant Behavior, Sociology of Sport Journal, in edited volumes, and other outlets. Many of these projects have come from collaborative relationships with scholars across disciplines and in industry.
Trenton's dissertation, Cover Guys: Masculinity, Sexuality, and Representations of Men’s Bodies in Popular Magazines for Men, is a mixed method content analyses of a self-curated data set of over 2,700 major men’s interest magazine covers between 1980 and 2018. I am interested in how characteristics of men change—or stay the same—over time. He explores how these cover images collectively communicate idealized masculinity, health, and sexuality. For example, he finds “healthy” men are singularly represented as young, white, and shirtless to show off their muscular bodies. Men of color, on the other hand, are decidedly absent, shaping how they are seen by others and how they see themselves. As cultural products, these magazines reflect and contribute to the power dynamics of diversity and inclusion at the intersections of race, class, sexuality, health, and age.
Having worked in Sociology and Women’s and Gender Studies (WGS), Trenton has had the opportunity to serve to his department, university, and broader community. In 2019, Trenton was elected president of the UNL Sociology graduate student association. In this role, he promoted peer mentorship, implemented an annual department climate survey, and raised funds. In the community, he shared social theory in an afterschool program though an activity he developed called “#Presentation of Selfie.” For several years, Trenton helped organize an annual conference on masculinity with the UNL Women’s Center. He also served as a student member of the WGS Advisory Board during its Academic Program Review and revitalization.
In his free time, Trenton is an avid podcast listener, reality TV watcher, and judges baton twirling competitions around the country.
Pilot Funding for the Twirling World Inclusivity, Representation, and Lifestyles (TWIRL) Survey with David Lopes (University of Lyon, France), United States Twirling Association, $4000
J. J. & Eleanor S. Ogle Academic Year Fellowship (Fall), UNL Department of Sociology, $8250
Winner, Sport, Leisure, and the Body Division Graduate Student Paper Competition Award, Society for the Study of Social Problems
Burke, Kelsy, and Trenton M. Haltom. 2020. “Created by God and Wired to Porn: Redemptive Masculinity and Gender Beliefs in Narratives of Religious Men’s Pornography Addiction Recovery.” Gender & Society 34(2):233–258.
Haltom, Trenton M. Ahead of Print, 2020. “A New Spin on Gender: How Parents of Male Baton Twirlers (Un)Do Gender Essentialism.” Sociology of Sport Journal 37(4).
Haltom, Trenton M., and Shawn Ratcliff. Online First, 2020. “Effects of Sex, Race, and Education on the Timing of Coming Out among Lesbian, Gay, and Bisexual Adults in the U.S.” Archives of Sexual Behavior.
Elizabeth Straley studies health disparities, biosociological methods, and inequalities, especially among the LGBTQ population. She is currently completing her mixed-methods primary data collection dissertation addressing LGB health and resilience in university students. Her dissertation was supported by an NSF Doctoral Dissertation Research Improvement Grant, “Population Neuroscience Approaches to Minority Discrimination and Health” and utilized cutting-edge survey and experimental methods, along with novel biosignals (i.e., electrodermal activity and electroencephalography). Using this new data source, Elizabeth’s research illustrates the differences and similarities amongst LGB and heterosexual college students as they experience and respond to stress.
She has also used multilevel modeling to investigate state-level restrictive policies regarding abortion and their association with women’s health and well-being in her Master’s Thesis and to examine police deployment tactics within and between neighborhoods. All of Elizabeth’s research projects pivot around the importance of the consequences of in- and out- group stigma and stress for marginalized populations. Her teaching experience includes both online and in person courses ranging from 10 to 90 students on the topics of Statistical Methods for the Social Sciences, Sociology of Crime, Drugs and Society, and independent studies with undergraduates on data collection methods using biomedical equipment (electrodermal wristbands and electroencephalography nets) to investigate differential biological responses to simulated social stimuli.
Her work using biosignals has appeared in Social Cognitive and Affective Neuroscience and Social Neuroscience and she has work under review at mainstream sociology journals. In the future, Elizabeth hopes to investigate health disparities and health care access/utilization for marginalized communities using both survey and possibly biomedical measurement in the field.
Degree & Year in Program
5th Year PhD Student
I am a 5th year PhD candidate at Nebraska. I received my Masters of Science in Rehabilitation Psychology from the University of Wisconsin-Madison in 2009 and my Bachelors of Science in Sociology and Philosophy from the University of Wisconsin-La Crosse in 2005. My research focuses primarily on social contexts that influence health and wellbeing in youth and young adulthood. Specifically, I examine how negative social experiences (e.g., bullying, racial discrimination) are linked with social, developmental, and health outcomes in youth and young adulthood. I address how issues such as bullying and discrimination are linked with the production of broader population health disparities over time. In addition, I have research interests in religion, delinquency, and health in adolescence. My work highlights issues of power and inequality in the achievement of positive health and wellbeing. My research agenda is grounded in a longstanding interest in social dynamics that influence health, wellbeing, and overall quality-of-life.
My dissertation examines religious-related victimization in youth, and its associations with mental health. This work highlights issues of health and stratification in a few key ways. First, I show that non-religious youth and youth belonging to non-Christian faiths have a higher risk of religious victimization than do Christian youth in the United States. Second, while religion often helps people cope with stressful life events, I show that experiencing bullying continues to have mental health consequences even at times when youth use tools of religious coping. Third, I show that religious victimization has distinct mental health implications for youth. I hypothesize that this is due to the unique threats to identity, perceptions of discrimination, and potential for physical harm associated with religious victimization.
My teaching responsibilities have included introduction to social statistics, juvenile delinquency, and introduction to sociology recitation sections. I also provided one-on-one support to students completing their senior research projects. Working with undergraduate students and even publishing with an undergraduate has allowed me to see the benefits of my work for student development by involving students in real research. I enjoy the opportunities and challenges involved in undergraduate and graduate education and see possibilities for including students in research projects. I anticipate continuing to learn from colleagues and professional development opportunities how to best meet the needs of all students so that they get the most out of my courses.
I am also currently working with a number of faculty on projects pertaining to discrimination, identity and health among college students, the emergence of gendered science identities among middle school students, how post-secondary institutional characteristics (e.g., institutional size, percent women faculty) shape women’s baccalaureate degree completions in computer science and engineering fields, and mental health consequences (i.e., dissociation, posttraumatic stress) of childhood sexual abuse among homeless youth and young adults.
Post-graduation, I hope to continue my teaching and research activities in an academic setting. I’ve enjoyed my experience at Nebraska and look forward to continued scholarship and networking in the future.