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 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.

Graduate School Experiences and Faculty/Industry Trajectories

Wofford, A. M., Blaney, J. M., Blake, D. J., & Gates, A. Q. (Accepted). 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).

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.

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.

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