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
- Pathways to Graduate School
- Graduate School Experiences and Faculty/Industry Trajectories
- Equity-Minded Mentoring
- (In)Equity in Undergraduate Students’ Experiences and Environments
- Critical Inquiry in Theory and Education Research Methods
- Invited Blogs, Articles, and Reports
Pathways to Graduate School
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.
- 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.
Blaney, J. M., & Wofford, A. M. (2021). Fostering Ph.D. aspirations among upward transfer students in computing. Computer Science Education, 31(4), 489-511.
Wofford, A. M. (2021). Modeling the pathways to self-confidence for graduate school in computing. Research in Higher Education, 62(3), 359-391.
Graduate School Experiences and Faculty/Industry Trajectories
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 54th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’23), 1198-1199.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Equity-Minded Mentoring
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.
- 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.
(In)Equity in Undergraduate Students’ Experiences and Environments
Wofford, A. M., Smith, K. N., & Branch, B. (Accepted). “I found my home there”: Exploring women’s engineering identity in STEM student organizations. Journal of Student Affairs Research and Practice.
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.
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.
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.
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 51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’20), 1075-1081.
Critical Inquiry in Theory and Education Research Methods
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.
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.
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.
Invited Blogs, Articles, and Reports
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/
ANNIE M. WOFFORD, PH.D. 