PUBLICATIONS

Below, you will find a Table of Contents outlining my published work. This is intended to help you navigate to topics that may interest you most; however, I write about some topics in interconnected ways and you may see a few duplicates of publication titles because of this overlap (which I have noted where relevant). Additionally, while much of my research concerns structural inequities that occur in STEM disciplines, some publications are more general in nature and/or hold implications across disciplines.

Please click the button beneath each citation for access to the relevant publication.

Table of Contents

1. Pathways to Graduate School
2. Graduate School Experiences and Faculty/Industry Trajectories
3. Equity-Minded Mentoring
4. (In)Equity in Undergraduate Students’ Experiences and Environments
5. Critical Inquiry in Theory and Education Research Methods
6. Invited Op-Eds, Blogs, Articles, and Reports

Pathways to Graduate School

Wofford, A. M., Winkler, C. E., & DeAngelo, L. (In Press). Part of the plan? A critical quantitative examination of mentoring and psychosocial mediators shaping computing students’ graduate school applications. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000696

Wofford, A. M., Fatima, A., Wu, X., Perez-Felkner, L., Nhien, C., & Staudt Willet, K. B. (In Press). Minority-serving institutions’ role in enhancing access to computing doctoral education: A multi-method landscape analysis. Innovative Higher Education. Advance online publication. https://doi.org/10.1007/s10755-025-09841-w

Blaney, J. M., Hernandez, T. E., Wofford, A. M., & Feldon, D. F. (2025). “That sounds like something geniuses do”: Exploring how vertical transfer computing students conceptualize PhD pathways. The Review of Higher Education, 48(2), 307-340. https://doi.org/10.1353/rhe.0.a926783

Blaney, J. M., & Wofford, A. M. (2025). Upward transfer student pathways in computing: Examining degree and career outcomes through structural equation modeling. Community College Journal of Research and Practice, 49(6), 363-384. https://doi.org/10.1080/10668926.2023.2284218

Wofford, A. M. (2023). Inequitable interactions: A critical quantitative analysis of mentorship and psychosocial development within computing graduate school pathways. AERA Open, 9(1), 1-18. https://doi.org/10.1177/23328584221143097

• This publication is also listed under the “Equity-Minded Mentoring” subheader

Wofford, A. M., Sax, L. J., George, K. L., Ramirez, D., & Nhien, C. (2022). Advancing equity in graduate pathways: Examining the factors that sustain and develop computing graduate aspirations. The Journal of Higher Education, 93(1), 110-136. https://doi.org/10.1080/00221546.2021.1930840

Blaney, J. M., & Wofford, A. M. (2021). Fostering Ph.D. aspirations among upward transfer students in computing. Computer Science Education, 31(4), 489-511. https://doi.org/10.1080/08993408.2021.1929723

Wofford, A. M. (2021). Modeling the pathways to self-confidence for graduate school in computing. Research in Higher Education, 62(3), 359-391. https://doi.org/10.1007/s11162-020-09605-9

Graduate School Experiences and Faculty/Industry Trajectories

Wofford, A. M., Perez-Felkner, L., Staudt Willet, K. B., & Nhien, C. (In Press). Geography of computing graduate degree opportunities: Examining the characteristics of minority-serving institutions. Research in Higher Education. Advance online publication. https://doi.org/10.1007/s11162-025-09848-4

Wofford, A. M., Blaney, J. M., Blake, D. J., & Gates, A. Q. (2023). Diversifying pathways to the computing professoriate: A deeper look into institutional practices that broaden participation. In Proceedings of the 54^th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’23), 1198-1199. https://doi.org/10.1145/3545947.3569610

Feldon, D. F., Wofford, A. M., & Blaney, J. M. (2023). Ph.D. pathways to the professoriate: Affordances and constraints of institutional structures, individual agency, and social systems. Higher Education: Handbook of Theory and Research, Volume 38. Springer. https://doi.org/10.1007/978-3-030-94844-3_4-1

Blaney, J. M., Wofford, A. M., Jeong, S., Kang, J., & Feldon, D. F. (2022). Autonomy and privilege in doctoral education: An analysis of STEM students’ academic and professional trajectories. The Journal of Higher Education, 93(7), 1037-1063. https://doi.org/10.1080/00221546.2022.2082761

Wofford, A. M., & Blaney, J. M. (2021). (Re)Shaping the socialization of scientific labs: Understanding women’s doctoral experiences in STEM lab rotations. The Review of Higher Education, 44(3), 357-386. https://doi.org/10.1353/rhe.2021.0001

Wofford, A. M., Griffin, K. A., & Roksa, J. (2021). Unequal expectations: First-generation and continuing-generation students’ anticipated relationships with doctoral advisors in STEM. Higher Education, 82(5), 1013-1029. https://doi.org/10.1007/s10734-021-00713-8

Blaney, J. M., Kang, J., Wofford, A. M., & Feldon, D. F. (2020). Mentoring relationships between doctoral students and postdocs in the lab sciences. Studies in Graduate and Postdoctoral Education, 11(3), 263-279. https://doi.org/10.1108/SGPE-08-2019-0071

Maher, M. A., Wofford, A. M., Roksa, J., & Feldon, D. F. (2020). Finding a fit: Biological science doctoral students’ selection of a principal investigator and research laboratory. CBE—Life Sciences Education, 19(3), Article 31. https://doi.org/10.1187/cbe.19-05-0105

Maher, M. A., Wofford, A. M., Roksa, J., & Feldon, D. F. (2020). Exploring early exits: Doctoral attrition in the biomedical sciences. Journal of College Student Retention: Research, Theory, & Practice, 22(2), 205-226. https://doi.org/10.1177/1521025117736871

Maher, M. A., Wofford, A. M., Roksa, J., & Feldon, D. F. (2019). Doctoral student experiences in biological sciences laboratory rotations. Studies in Graduate and Postdoctoral Education, 10(1), 69-82. https://doi.org/10.1108/SGPE-02-2019-050

Gilmore, J. A., Wofford, A. M., & Maher, M. A. (2016). The flip side of the attrition coin: Faculty perceptions of factors supporting graduate student success. International Journal of Doctoral Studies, 11, 419-439. http://www.informingscience.org/Publications/3618

Equity-Minded Mentoring

Wofford, A. M., & Henning, H. N. (2025). “We can change the culture through those individual engagements”: Social exchange and equity-mindedness in STEMM graduate-undergraduate mentorship. Studies in Graduate and Postdoctoral Education. Advance online publication. https://doi.org/10.1108/SGPE-05-2024-0059

Wofford, A. M. (2024). They say goodbye, we say hello: Understanding the relational phases of equity-minded STEMM graduate-undergraduate mentorship. Mentoring & Tutoring: Partnership in Learning, 32(2), 184-205. https://doi.org/10.1080/13611267.2024.2323476

Wofford, A. M. (2023). Inequitable interactions: A critical quantitative analysis of mentorship and psychosocial development within computing graduate school pathways. AERA Open, 9(1), 1-18. https://doi.org/10.1177/23328584221143097

• Note: This publication is also listed under the “Pathways to Graduate School” subheader

Wofford, A. M. (2022). Equity-minded stage-ahead mentoring: Exploring graduate students’ narratives as mentors to undergraduates in STEMM. The Review of Higher Education, 46(2), 249-279. https://doi.org/10.1353/rhe.2022.0017

(In)Equity in Undergraduate Students’ Experiences and Environments

Blaney, J. M., Feldon, D. F., Wofford, A. M., & Litson, K. (2025). Building transfer student interest in computer science PhDs: Examining an advising intervention using a staged innovation design. Research in Higher Education. Advance online publication. https://doi.org/10.1007/s11162-025-09843-9

Wofford, A. M., & Blaney, J. M. (2025). Community college pathways to graduate study: Examining community cultural wealth among transfer Students of Color. Community College Journal of Research and Practice, 49(12), 783-802. https://doi.org/10.1080/10668926.2025.2453466

Blaney, J. M., Hernandez, T. E., Feldon, D. F., & Wofford, A. M. (2025). Transfer student receptivity in patriarchal STEM contexts: Evidence of gendered transfer student stigma in computer science from a mixed methods study. Community College Review, 53(1), 28-60. https://doi.org/10.1177/00915521231218233

Smith, K. N., Pincus, B., Wofford, A. M., & Branch, B. L. (2025). “Do I even belong?”: Internships as gendered career socialization experiences in engineering. Journal of Diversity in Higher Education, 18(4), 542-556. https://doi.org/10.1037/dhe0000532

Newhouse, K. N. S., Lehman, K. J., Wofford, A. M., & Sendowski, M. (2024). Doing and defining interdisciplinarity in undergraduate computing. ACM Transactions on Computing Education (TOCE), 24(3), Article 29. https://doi.org/10.1145/3654676

Wofford, A. M., Smith, K. N., & Branch, B. L. (2024). “I found my home there”: Exploring women’s engineering identity in STEM student organizations. Journal of Student Affairs Research and Practice, 61(3), 336-350. https://doi.org/10.1080/19496591.2023.2181085

Wofford, A. M. (2022). The perpetuation of privilege: Exploring the relationship between early admissions and high-impact practices. Research in Higher Education, 63(8), 1312-1342. https://doi.org/10.1007/s11162-022-09681-z

Wofford, A. M., & Smith, K. N. (2022). Analyzing signals of (in)equity and power in engineering college internship advertisements. Journal of Women and Minorities in Science and Engineering, 28(4), 25-49. https://doi.org/10.1615/JWomenMinorScienEng.2021037923

George, K. L., Sax, L. J., Wofford, A. M., & Sundar, S. (2022). The tech trajectory: Examining the role of college environments in shaping students’ interest in computing careers. Research in Higher Education, 63(5), 871-898. https://doi.org/10.1007/s11162-021-09671-7

Lehman, K. J., Wofford, A. M., Sendowski, M., Newhouse, K. N. S., & Sax, L. J. (2020). Better late than never: Exploring students’ pathways to computing in later stages of college. In Proceedings of the 51^st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’20), 1075-1081. https://doi.org/10.1145/3328778.3366814

Critical Inquiry in Theory and Education Research Methods

Wofford, A. M., & Ecton, W. G. (2025). Using quantitative research for student success: A primer on purpose, process, and the people behind the numbers. In S. Hu & J. O’Shea (Eds.), Routledge handbook on postsecondary student success (pp. 477-492). Routledge.

Winkler, C. E., & Wofford, A. M. (2024). Trends and motivations in critical quantitative educational research: A multimethod examination across higher education scholarship and author perspectives. Research in Higher Education, 65, 1368–1394. https://doi.org/10.1007/s11162-024-09802-w

Wofford, A. M., & Winkler, C. E. (2022). Publication patterns of higher education research using quantitative criticalism and QuantCrit perspectives. Innovative Higher Education, 47(6), 967-988. https://doi.org/10.1007/s10755-022-09628-3

Wofford, A. M., & Gutzwa, J. A. (2022). Funds of science identity: Toward an asset-based framework for undergraduate STEM research and praxis. Journal of Women and Minorities in Science and Engineering, 28(3), 59-81. https://doi.org/10.1615/JWomenMinorScienEng.2022036454

Smith, K. N., Wofford, A. M., Friedensen, R. E., Stanfield, T. D., & Jackson, Y. (2021). Understanding the complexity of applying theory in higher education research. In J. Huisman & M. Tight (Eds.), Theory and method in higher education research (Vol. 7, pp. 113-129). Emerald Publishing Limited, Bingley. https://doi.org/10.1108/S2056-375220210000007007

Invited Op-Eds, Blogs, Articles, and Reports

Lue, K., & Wofford, A. M. (2024, March 8). The why and how of equity-minded mentoring. Inside Higher Ed. https://www.insidehighered.com/opinion/career-advice/2024/03/08/why-and-how-make-mentoring-relationships-equity-minded-opinion

Wofford, A. M., Burton, A., Dennin, K., & Gardner, R. T. (2023). Equity-minded mentoring toolkit. Inclusive Graduate Education Network. https://equitygraded.org/equityminded-mentoring-toolkit/

Diversity & Inclusion Mission Advancement Commission. (2020, July). Diversity, equity, & inclusion best practices: Helping PA programs foster a more diverse, equitable, and inclusive culture among students and faculty [Report]. Physician Assistant Education Association.

Feldon, D., Peugh, J., Shenoy, A., & Wofford, A. (2019, September). Increasing faculty diversity: Study shows annual institute is an effective strategy [Report]. Southern Regional Education Board.

Wofford, A. M. (2019). Enhancing support and self-confidence for graduate school admission: Early findings from the computing field. NAGAP Perspectives, 31(2), 23-27.

Wofford, A. M. (2018, January). Developing your “through line” en route to the finish line. [Blog post]. Association for the Study of Higher Education (ASHE) Grads. Available at: https://ashegrads.wordpress.com/2019/01/08/developing-your-through-line-en-route-to-the-finish-line/  

Wofford, A. M. (2014, November). Diversity’s changing demographic: Building community and collegiality among ESL students. Essay for NASPA Knowledge Communities: Socioeconomic and Class Issues in Higher Education. Available at: https://www.naspa.org/constituent-groups/posts/diversitys-changing-demographic-building-community-and-collegiality-among-e

Wofford, A. (2014-2015). Invited Blog Writer for The Student Affairs Collective. All posts available at: https://studentaffairscollective.org/author/annie-lewis-jones/