Submissions from 2025
Enhancing Self-Efficacy for Engagement With Diversity, Equity, and Inclusion Initiatives: Evaluation of a Seven-Day Immersive Pilot Program in a College of Education, Health, and Human Sciences, Jennifer M. Jabson Tree, Stefanie Benjamin, and Dorian L. McCoy Ph.D.
Submissions from 2024
Graduate and Professional Student Sponsorship Across Racial and Gender Identities, Dorian L. McCoy Ph.D., Miranda N. Rutan, and Ashton R. Cooper
Submissions from 2023
Multicultural Student Services at Public Institutions, Dorian L. McCoy Ph.D.
A Web of Support: a Critical Narrative Analysis of Black Women’S Relationships in Stem Disciplines, Paris Wicker, Dorian L. McCoy Ph.D., Rachelle Winkle-Wagner, and Imani Barnes
Submissions from 2022
Cultivating “Generational Blessings”: Graduate School Aspirations and Intergenerational Uplift Among Women of Color, Dorian L. McCoy Ph.D. and Rachelle Winkle-Wagner
Transhiphop Pedagogy and Epistemic Disobedience in Senegal, Noella Binda Niati and Payal Pradip Shah Ph.D.
Designing MOOCs with LITTLE, Hengtao Tang and Yingxiao Qian Ph.D.
Submissions from 2021
Latent Class Analysis of K-12 Teachers’ Barriers to Implementing OER, Hengtao Tang Ph.D. and Yu Bao
Improving K-12 Teachers’ Acceptance of Open Educational Resources by Open Educational Practices: A Mixed Methods Inquiry, Hengtao Tang, Yu-Ju Lin, and Yingxiao Qian
Massive Open Online Courses for Professional Certificate Programs? Perspectives on Professional Learners’ Longitudinal Participation Patterns, Hengtao Tang Ph.D. and Wanli Xing
Submissions from 2020
Transformational Mentoring Practices: Students’ Perspectives on Practitioner-Educators’ Support During College, Dorian L. McCoy Ph.D., Courtney L. Luedke, Jamila Lee-Johnson, and Rachelle Winkle-Wagner
Submissions from 2019
Connecting Identity with Research: Socializing Students of Color Towards Seeing Themselves as Scholars, Courtney L. Luedke, Gresham D. Collom, Dorian L. McCoy Ph.D., Jamila Lee-Johnson, and Rachelle Winkle-Wagner
School Development in Culturally Diverse U.S. Schools: Balancing Evidence-Based Policies and Education Values, Rose Ylimaki and Lynnette Brunderman
Submissions from 2018
Feeling Like an “Alien” or “Family”? Comparing Students and Faculty Experiences of Diversity in Stem Disciplines at a Pwi and an Hbcu, Rachelle Winkle-Wagner and Dorian L. McCoy Ph.D.
Submissions from 2017
Encouraged or Weeded Out: Perspectives of Students of Color in the Stem Disciplines on Faculty Interactions, Dorian L. McCoy Ph.D., Courtney L. Luedke, and Rachelle Winkle-Wagner
Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership, Michael Uljens and Rose Ylimaki
Curriculum Theory, Didaktik, and Educational Leadership: Reflections on the Foundations of the Research Program, Rose Ylimaki and Michael Uljens
Submissions from 2016
Entering the (Postgraduate) Field: Underrepresented Students’ Acquisition of Cultural and Social Capital in Graduate School Preparation Programs, Rachelle Winkle-Wagner and Dorian L. McCoy Ph.D.
Submissions from 2015
Mixed Methods Research, Dorian L. McCoy Ph.D.
Bridging the Divide: Developing a Scholarly Habitus for Aspiring Graduate Students Through Summer Bridge Programs Participation, Dorian L. McCoy Ph.D. and Rachelle Winkle-Wagner
Colorblind Mentoring? Exploring White Faculty Mentoring of Students of Color, Dorian L. McCoy Ph.D., Rachelle Winkle-Wagner, and Courtney L. Luedke
Submissions from 2013
The Final Word, Dorian L. McCoy Ph.D.
Submissions from 2012
Black Men, Fraternities, and Historically Black Colleges and Universities, Dorian L. McCoy Ph.D.