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Creating a Campus-wide Culture of Student Success: An Evidence-Based Approach to Supporting Low-Income, Racially Minoritized, and First-Generation College Students

1, 2024

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Exploring Complexities in College Student Development: Critical Lessons From Researching Students' Journeys

1, 2024

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(Mis)Alignment of Challenges and Strategies in Promoting Inclusive Racial Climates in STEM Graduate Departments

AERA open, 2023-01, Vol.9, p.233285842311686

2023

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Paradigmatic Perspectives and Self-Authorship: Implications for Theory, Research, and Praxis

Journal of college student development, 2019, Vol.60 (1), p.70-84

Perez, Rosemary J

2019

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The potential of and mechanisms for a hub of innovation on campus to support changes for low-income, first generation, and racially minoritized college students

Research in higher education, 2022-11, Vol.63 (7), p.1237-1260

2022

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Enhancing, Inhibiting, and Maintaining Voice: An Examination of Student Affairs Graduate Students' Self-Authorship Journeys

Journal of college student development, 2017-09, Vol.58 (6), p.833-852

Perez, Rosemary J

2017

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Institutional Response as Non-Performative: What University Communications (Don't) Say About Movements Toward Justice

Review of higher education, 2019, Vol.42 (5), p.109-133

2019

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“We are a huge source of labor”: Exploring STEM Graduate Students’ Roles in Changing Departmental Climate

Review of higher education, 2022-09, Vol.46 (1), p.33-66

2022

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Exploring Developmental Differences in Students’ Sensemaking During the Transition to Graduate School

Journal of college student development, 2016-10, Vol.57 (7), p.763-777

Perez, Rosemary J

2016

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Scaling Success for Low-Income, First-Generation in College, and/or Racially Minoritized Students Through a Culture of Ecological Validation

Journal of diversity in higher education, 2024-04, Vol.17 (2), p.229-242

2024

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Variability Patterns in Self-Authorship Trajectories: Complicating Understanding of Development

Review of higher education, 2023-09, Vol.47 (1), p.1-30

2023

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A Four-Year Longitudinal Study of Self-Authorship Development: Evidence from the Wabash National Study

Journal of college student development, 2022-11, Vol.63 (6), p.626-642

2022

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How STEM Lab Settings Influence Graduate School Socialization and Climate for Students of Color

Journal of diversity in higher education, 2022-02, Vol.15 (1), p.58-72

2022

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The Process of Academic Validation Within a Comprehensive College Transition Program

The American behavioral scientist (Beverly Hills), 2020-03, Vol.64 (3), p.253-275

2020

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A Typology of College Transition and Support Programs: Situating a 2-Year Comprehensive College Transition Program Within College Access

The American behavioral scientist (Beverly Hills), 2020-03, Vol.64 (3), p.230-252

2020

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Examining the Development of Intercultural Maturity Among College Students

Journal of college student development, 2020-07, Vol.61 (4), p.405-421

2020

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Exploring Compassion Fatigue and Community Care in Student Affairs

Journal of student affairs research and practice, 2024-03, Vol.61 (2), p.266-278

2024

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Examining Undergraduate College Students’ Experiences Participating in Longitudinal Qualitative Research

Qualitative report, 2023-02, Vol.28 (1), p.340-359

2023

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Exploring Graduate Students' Socialization to Equity, Diversity, and Inclusion

Journal of diversity in higher education, 2020-06, Vol.13 (2), p.133-145

2020

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Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-Year, Low-Income Students

Innovative higher education, 2021-12, Vol.46 (6), p.623-641

2021

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Fostering Equitable Engagement: A Mixed-Methods Exploration of the Engagement of Racially Diverse Students in a Comprehensive College Transition Program

Journal of diversity in higher education, 2024-04, Vol.17 (2), p.200-214

2024

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Awareness, evasiveness, and conditional acceptance: What graduate students learn about social identity in their academic departments

Journal of diversity in higher education, 2023-03

2023

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The tensions of teaching low-income students to perform professionalism

Journal of diversity in higher education, 2022-11

2022

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Learning and (dis)connection: graduate students’ experiences seeking diversity, equity and inclusion education and engagement opportunities

Studies in Graduate and Postdoctoral Education, 2024-01, Vol.15 (1), p.82-95

2024

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Creating a Campus-wide Culture of Student Success: An Evidence-Based Approach to Supporting Low-Income, Racially Minoritized, and First-Generation College Students

Exploring Complexities in College Student Development: Critical Lessons From Researching Students' Journeys

(Mis)Alignment of Challenges and Strategies in Promoting Inclusive Racial Climates in STEM Graduate Departments

Paradigmatic Perspectives and Self-Authorship: Implications for Theory, Research, and Praxis

Building a Networked Improvement Community: Lessons in Organizing to Promote Diversity, Equity, and Inclusion in Science, Technology, Engineering, and Mathematics

The potential of and mechanisms for a hub of innovation on campus to support changes for low-income, first generation, and racially minoritized college students

Enhancing, Inhibiting, and Maintaining Voice: An Examination of Student Affairs Graduate Students' Self-Authorship Journeys

Institutional Response as Non-Performative: What University Communications (Don't) Say About Movements Toward Justice

“We are a huge source of labor”: Exploring STEM Graduate Students’ Roles in Changing Departmental Climate

Exploring Developmental Differences in Students’ Sensemaking During the Transition to Graduate School

Scaling Success for Low-Income, First-Generation in College, and/or Racially Minoritized Students Through a Culture of Ecological Validation

Variability Patterns in Self-Authorship Trajectories: Complicating Understanding of Development

A Four-Year Longitudinal Study of Self-Authorship Development: Evidence from the Wabash National Study

How STEM Lab Settings Influence Graduate School Socialization and Climate for Students of Color

The Process of Academic Validation Within a Comprehensive College Transition Program

A Typology of College Transition and Support Programs: Situating a 2-Year Comprehensive College Transition Program Within College Access

Examining the Development of Intercultural Maturity Among College Students

Exploring Compassion Fatigue and Community Care in Student Affairs

Examining Undergraduate College Students’ Experiences Participating in Longitudinal Qualitative Research

Exploring Graduate Students' Socialization to Equity, Diversity, and Inclusion

Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-Year, Low-Income Students

Fostering Equitable Engagement: A Mixed-Methods Exploration of the Engagement of Racially Diverse Students in a Comprehensive College Transition Program

Awareness, evasiveness, and conditional acceptance: What graduate students learn about social identity in their academic departments

The tensions of teaching low-income students to perform professionalism

Learning and (dis)connection: graduate students’ experiences seeking diversity, equity and inclusion education and engagement opportunities

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