Publications

ORCID orcid.org/0000-0002-3451-8524

Recent Publications (email if free full-text not available here)

Havard, D., Gholami, Z., Wu, J., Martinez, D., Balatico, A.J., Perez-Felkner, L. (Revise & Resubmit)[Blinded for review]. Research in Higher Education. Impact factor = 2.3. SSCI-indexed.

Perez-Felkner, L. Li, Y., Erichsen, K., Hu, S., Chen, J., Nhien, C., Fluker, C. (2025). Does Advanced High School Coursework Enhance Community College Women’s Pathways to Computing Degrees? Evidence from Florida. Review of Higher Education. Impact factor = 2.2. SSCI-indexed. https://dx.doi.org/10.1353/rhe.0.a974470

Wofford, A., Fatima, A., Wu, X. Perez-Felkner, L., Nhien, C., Staudt-Willet, B. (2025). Minority-Serving Institutions’ Role in Enhancing Access to Computing Doctoral Education: A Multi-Method Landscape Analysis. Innovative Higher Education. Impact factor = 2.4. ESCI-indexed. https://doi.org/10.1007/s10755-025-09841-w

Nicolas, M. & Perez-Felkner, L. (2025). The (Mis)Education of Black Boys: Exploring the Contributing Factors of Their Accelerated Curricular Decision-Making Process. Journal of African American Males in Education. ESCI-indexed.

Wofford, A., Perez-Felkner, L., Staudt-Willet, B., Nhien, C. (2025). Geography of Computing Graduate Degree Opportunities: Examining the Characteristics of Minority-Serving Institutions. Research in Higher Education, 66(37), 1-11. https://doi.org/10.1007/s11162-025-09848-4 Impact factor = 2.3. SSCI-indexed.

Armbrister, C., Perez-Felkner, L., Dickens, T., Lowe, K. (2025) Manufacturing the STEM Workforce: The Effect of Structured Undergraduate Research Experiences on Engineering Student Retention. American Society for Engineering Education, PEER Proceedings, Montreal, CA. DOI: 10.18260/1-2–56953

Perez-Felkner, L. Acosta, J., Iturriaga, V. (2025). Student Success for Latin* Students. Ch 11 in Shouping Hu and Joseph O’Shea (Eds.) The Routledge Handbook on Postsecondary Student Success. Pp. 142-157. https://doi.org/10.4324/9781032642246-14
See also chapter link here.

Perez-Felkner, L., Gholami, Z., & Wu, X. (2025). Public Financing of STEM Education: Research Evidence and Policy Recommendations. Policy Insights from the Behavioral and Brain Sciences, 12(2), 177-185. https://doi.org/10.1177/23727322251360330 Impact factor = 2.3. ESCI-indexed.

Zhao, T., Perez-Felkner, L., & Hu, S. (2025). The Impact of Merit Aid on STEM Major Choices: A Propensity Score Approach. Educational Evaluation and Policy Analysis, 47(3), 939-959. https://doi.org/10.3102/01623737241254842 Impact factor = 3.4. SSCI-indexed. Supplemental material available here.

Perez-Felkner, L. Erichsen, K., Li, Y., Chen, J., Hu, S., Ramirez Surmeier, L., Shore, C. (2025). Computing Education Interventions to Increase Gender Equity from 2000 to 2020: A Systematic Literature Review. Review of Educational Research, 95(3), 536-580. Impact factor = 11.2. SSCI-indexed. https://doi.org/10.3102/00346543241241536

Nhien, C., Perez-Felkner, L., Li, Y., & Hu, S. (2024). Pathways into Computing Fields by Florida’s Community College Students: An Intersectional Descriptive Analysis. Community College Journal of Research and Practice. Impact factor = 1.0. ESCI-indexed. https://doi.org/10.1080/10668926.2024.2425323

Perez-Felkner, L., Rodriguez, S., & Fluker, C. (Eds.) (2024). Latin* Students in Engineering: An Intentional Focus on a Growing Population. Rutgers University Press. Winner: 2025 AAHHE Edited Book of the Year. Chapters and doi’s available on JSTOR: https://www.jstor.org/stable/jj.18530950

  • Editorial Chapter 1: Perez-Felkner, L., Rodriguez, S., & Fluker, C. (2024). Updating the narrative on Latin* engineering students and the institutions that could better serve them.
  • Empirical Chapter 7: Perez-Felkner, L., Fluker, C., & Templeton, D. S. (2024). A critical mixed methods analysis of Latin* students in diverse contexts.
  • Editorial Chapter 14: Perez-Felkner, L., Fluker, C., & Rodriguez, S. (2024). Future directions and implications for Latin* engineering.

Perez-Felkner, L., Fluker, C., Armbrister, C. & Dickens, T. (2024). Manufacturing Inclusive Excellence: An Intersectional, Mixed Methods Study of Engineering Identity among Undergraduate Research Students at a Historically Black University. American Society for Engineering Education, PEER Proceedings, Portland, OR. https://sftp.asee.org/47758 doi: 10.18260/1-2–47758

Erichsen, K., Šaras, E., & Perez-Felkner, L. (2024). Towards Institutional Transformation: Warming the Chilly Climate for Women in STEM Through Macrostructural Change. Frontiers in Education. Impact factor = 2.3. ESCI-Indexed. https://doi.org/10.3389/feduc.2024.1328574

Marks, L., Jenkins, L., Perez-Felkner, L., Templeton, D., Verma, K. (2024). Social Cognitive Predictors of Bystander Intervention in Racial Microaggressions among College Students. Race and Social Problems, 16, 249–262. https://doi.org/10.1007/s12552-024-09412-2 Impact factor = 3.1. SSCI-indexed.

Jenkins, L., Marks, L., Perez-Felkner, L., Verma, K., Templeton, D., Thomas, J. (2024). Applying the Bystander Intervention Model to Racial Microaggressions in College Students. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-024-00216-x Read here for free.

Perez-Felkner, L., Ramirez Surmeier, L., & Rezaei, R. (2024). Gender and Educational Inequality. In Mark Berends, Barbara Schneider, & Stephen Lamb (Eds.), The Sage Handbook on Sociology of Education, pp. 142-157. Sage Publications. https://doi.org/10.4135/9781529783506 Free full-text here.

Chen, J., Perez-Felkner, L., Nhien, C., Hu, S., Erichsen, K., Li, Y. (2024). Gender Differences in Motivational and Curricular Pathways Towards Postsecondary Computing Majors. Research in Higher Education, 65, pp. 2013–2036. Impact factor = 2.1. SSCI-indexed. https://doi.org/10.1007/s11162-023-09751-w

Holton-Thomas, A., Perez-Felkner, L., & Portis Templeton, D. (2023). How Do Institutional Type and Transfer Affect Contemporary College Students’ Degree Attainment? Community College Journal of Research and Practice, 47(9), p. 602-607. https://doi.org/10.1080/10668926.2022.2156633 Free full-text for those w/out subscription access here. Impact factor = 1.0. ESCI-indexed.

Perez-Felkner, L., Gast, M. J., & Ovink, S. M. (2022). Liberating our writing: Critical narratives and systemic changes in education and the social sciences. Multicultural Perspectives, 24(3), 162-169. https://doi.org/10.1080/15210960.2022.2127400. Free full-text for those w/out subscription access here. Impact factor = 0.6. ESCI-indexed.

Perez-Felkner, L., Baker-Smith, C., & Goldrick-Rab, S. (2022). Does Rent-Free Community Housing Make a Difference in Higher Education Outcomes? Report published by the Hope Center for College, Community, and Justice. Full-text here.

Fluker, C., Perez-Felkner, L., & McCoy, K. (2022). Students’ Perceptions of an REU Summer Internship Program and their Engineering Identity Development: An Equity-Centered Analysis. American Society for Engineering Education, PEER Proceedings, Minneapolis, MN. https://strategy.asee.org/40969

Zhao, T. & Perez-Felkner, L. (2022). Perceived Abilities or Academic Interests? Longitudinal High School Science and Mathematics Effects on Postsecondary STEM Outcomes by Gender and Race. International Journal of STEM Education, 9(42), 1-26. DOI: 10.1186/s40594-022-00356-w. Impact factor = 6.7. SSCI- and SCIE-indexed.

Perez-Felkner, L. (2022). Transforming Opportunity to Support STEM Success for All. Policy Brief published with Scholars Strategy Network (SSN) and Student Experience Research Network (SERN).

Doran, E. E., Davis, R. D., Rodriguez Vargas, L., Perez-Felkner, L., Smith, M. R., & De Leon Rodriguez, N. (2022). Student success & STEM. In V. A. Sansone & M. Hernandez (Eds.), Working beyond borders to cultivate knowledge and support for Puerto Rican colleges and universities: Post-traditional student characteristics, STEM outcomes, and financial context in Puerto Rico (pp. 22-29). Association for the Study of Higher Education (ASHE).

Perez-Felkner, L. (2021). Affirmative Action Challenges Keep on Keeping On: Responding to Shifting Federal and State Policy. Perspectives: Policy and Practice in Higher Education, 25(1), 19-23,  https://doi.org/10.1080/13603108.2018.1529639. Full-text available here.

Woodin, S., Perez-Felkner, L., Purita, R., Moran-Melendez, A., Baker-Smith, C. (2021). Southern Scholarship Foundation: Education for Life. White paper available here.

Hanson, D. , Perez-Felkner, L., & Thayer, D., (2020). Overview of Higher Education (USA). In Bloomsbury Education and Childhood Studies. London: Bloomsbury. Retrieved May 13, 2020, from http://dx.doi.org/10.5040/9781350996489.0012 Full-text available here.

Perez-Felkner, L., Shore, C., Dickens, T., & Yang, M. D. (2020). Engineering Resilience through Research Mentorship: Manufacturing Pathways to Careers. American Society for Engineering Education, PEER Proceedings, Montreal, CA. https://doi.org/10.18260/1-2–34557

Perez-Felkner, L. (2020). EDITORIAL: Surpassing STEM’s Gender Limitations: Structures, Interventions, and Systems Change. International Journal of Gender, Science and Technology, 11(3), 1-4.

Perez-Felkner, L., Ford, J., Zhao, T., Anthony, M, Harrison, J., & Rahming, S. (2020) “Basic Needs Insecurity Among Doctoral Students: What It Looks Like and How to Address It.” About Campus, January/February 2020, pp. 1-7. https://doi.org/10.1177/1086482219899649. Full-text available here.

Perez-Felkner, L., Felkner, J., Nix, S., & Magalhães, M. (2020). The Puzzling Relationship between International Development and Gender Equity: The Case of STEM Postsecondary Education in Cambodia. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2019.102102. Free-full text at link above. Impact factor = 2.5. SSCI-indexed.

Felkner, J.S., Shaikh, S., Hara, K. Kolata, A., Binford, M., Arias, M.E., Chen, L. Elliott, V., Maher, S., Ward, J. Perez-Felkner, L., & Duprey, A. (2020) A Scientific Research Agenda for Water Sustainability in the Mekong. Available at Social Science Research Network: https://ssrn.com/abstract=3763132 or http://dx.doi.org/10.2139/ssrn.3763132

Nix, S., & Perez-Felkner, L. (2019). Difficulty orientations, gender, and race/ethnicity: An intersectional analysis of pathways to STEM degrees. Social Sciences, 8(2), 1-29. doi: 10.3390/socsci8020043. See also video abstract: https://youtu.be/w-2QEoJjKDE. Impact factor = 1.7. ESCI-indexed.

Perez-Felkner, L., Thomas, K., Nix, S., Hopkins, J., & D’Sa, M. (2019). Are 2-Year Colleges the Key? Institutional Variation and the Gender Gap in Undergraduate STEM Degrees. Journal of Higher Education. 90(2), 181-209. doi: 10.1080/00221546.2018.1486641 Impact factor = 3.1 SSCI-indexed.

Perez-Felkner, L., Gaston Gayles, J. (Eds.) (2018).  Special Issue: Advancing Higher Education Research on Undergraduate Women in STEM. New Directions for Institutional Research, vol. 179, pp. 1-137.

Perez-Felkner, L., Gaston Gayles, J. (2018). Editor’s Notes. New Directions for Institutional Research, 2018(179): 7-9. https://doi.org/10.1002/ir.20272

Perez-Felkner, L. (2018). Conceptualizing the field: Higher education research on the STEM gender gap. New Directions for Institutional Research, 2018(179): 11-26. https://doi.org/10.1002/ir.20273

Šaras, E., Perez-Felkner, L., & Nix, S. (2018).  Warming the Chill: Insights for Institutions and Researchers to Keep Women in STEM. New Directions for Institutional Research, 2018(179): 115-137. https://doi.org/10.1002/ir.20278

Šaras, E. & Perez-Felkner, L. (2018) Sociological Perspectives on Socialization. Oxford Bibliographies in Sociology. Oxford: Oxford University Press. doi: 10.1093/obo/9780199756384-0155 Full text here.

Orozco, R. & Perez-Felkner, L. (2018). Ni De Aquí, Ni De Allá: Conceptualizing the Self-Authorship Experience of Gay Latino College Men Using Conocimiento. Journal of Latinos and Education. 17(4), 386-394. http://dx.doi.org/10.1080/15348431.2017.1371018. Impact factor = 0.9. ESCI-indexed.

Milesi, C., Perez-Felkner, L., Brown, K, & Schneider, B. (2017). Engagement, Persistence, and Gender in Computer Science: Results of a Smartphone ESM Study. Frontiers in Psychology. 8(602). doi: 10.3389/fpsyg.2017.00602. Impact factor = 3.8. SSCI-indexed.

Perez-Felkner, L., Nix, S., & Thomas, K. (2017). Gendered Pathways: How Mathematics Ability Beliefs Shape Secondary and Postsecondary Course and Degree Field Choices. Frontiers in Psychology, 8(386). doi:10.3389/fpsyg.2017.00386 See related press. Impact factor = 3.8. SSCI-indexed.

Perez-Felkner, L. (2015). Perceptions and Resilience in Underrepresented Students’ Pathways to College. Teachers College Record, 117(8), 1-60. https://doi.org/10.1177/016146811511700806 Note: Full text available here, with TCR reprint rights. Impact factor = 1.0. SSCI-indexed.

Schneider, B., Milesi, C., Perez-Felkner, L., Brown, K., & Gutin, I. (2015). Does the gender gap in STEM majors vary by field and institutional selectivity? Teachers College Record. See associated poster and free full-text, including published supplemental appendix. Impact factor = 1.0. SSCI-indexed.

Nix, S., Perez-Felkner, L., & Thomas, K. (2015). Perceived mathematical ability under challenge: A longitudinal perspective on sex segregation among STEM degree fields. Frontiers in Psychology, 6(530), 1-19. doi:10.3389/fpsyg.2015.00530. See related press. Impact factor = 3.8. SSCI-indexed.

  • Also appeared in an edited volume as:

Nix, S., Perez-Felkner, L., & Thomas, K. (2018). Perceived mathematical ability under challenge: A longitudinal perspective on sex segregation among STEM degree fields. In S. Ceci, W. M. Williams & S. Khan (Eds.), The Underrepresentation of Women in Science: International and Cross-Disciplinary Evidence and Debate (pp. 133-151). Lausanne, Switzerland: Frontiers Media. Retrieved from https://www.frontiersin.org/research-topics/2794/underrepresentation-of-women-in-science-international-and-cross-disciplinary-evidence-and-debate.  doi: 10.3389/fpsyg.2015.00530

Perez-Felkner, L. (2015). Achievement Differences and Gender. In R. Gunstone (Ed.), Encyclopedia of Science Education. (pp. 9-10): Springer Netherlands. doi: 10.1007/978-94-007-2150-0_349. Full text here.

Perez-Felkner, L. (2015). Attitude Differences and Gender. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 93-94): Springer Netherlands. doi: 10.1007/978-94-007-2150-0_351 Full text here.

Perez-Felkner, L., McDonald, S.-K., & Schneider, B. L. (2014). What happens to high-achieving females after high school? Gender and persistence on the postsecondary STEM pipeline. In I. Schoon & J. S. Eccles (Eds.), Gender differences in aspirations and attainment: A life course perspective (pp. 285-320). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139128933.018 Read and download here.

Perez-Felkner, L. (2013). Occupational Aspirations/Expectations. In J. W. Ainsworth & G. J. Golson (Eds.), Sociology of education: An A-to-Z guide (Vol. 15, pp. 543-545). Thousand Oaks, CA: SAGE Publications.  http://dx.doi.org/10.4135/9781452276151.n289

Perez-Felkner, L. (2013). Racial inequality: Returns to educational investments. In J. W. Ainsworth & G. J. Golson (Eds.), Sociology of education: An A-to-Z guide (Vol. 18, pp. 638-640). Thousand Oaks, CA: SAGE Publications. http://dx.doi.org/10.4135/9781452276151.n333

Perez-Felkner, L. (2013). Socialization in Childhood and Adolescence. In J. DeLamater & A. Ward (Eds.), Handbook of Social Psychology, 2nd Edition. (pp. 119-149) New York: Springer Publishing. http://dx.doi.org/10.1007/978-94-007-6772-0_5

Perez-Felkner, L., McDonald, S.-K., Schneider, B., & Grogan, E. (2012). Female and Male Adolescents’ Subjective Orientations to Mathematics and Their Influence on Postsecondary Majors. Developmental Psychology, 48(6), 1658–1673. See also APA link. doi: http://dx.doi.org/10.1037/a0027020 Impact factor = 4.0. SSCI-indexed.

Perez-Felkner, L. (2012). Educational Aspirations: Understanding Social Inequality in Higher Education and Careers. Pathfinder(4).

Perez-Felkner, L., Hedberg, E. C., & Schneider, B. (2012). The Changing Landscape for Educational Opportunity: Enhancing the Public Option for Black Youth. In D. Slaughter-Defoe, H. Stevenson, E. Arrington & D. J. Johnson (Eds.), Black Educational Choice: Assessing the Private and Public Alternatives to Traditional K-12 Public Schools (pp. 234-354). Santa Barbara, CA: Praeger Press. DOI: 10.13140/RG.2.1.3889.6085 See also publisher link.

Schneider, B. L., Ford, T., & Perez-Felkner, L. (2010). Social Networks and the Education of Children and Youth. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (pp. 705-711). Oxford: Elsevier. See also Google Books link. http://doi.org/10.1016/B978-0-08-044894-7.00627-8

  • Also appeared in an edited volume as:

Schneider, B., Ford, T. G., & Perez-Felkner, L. (2011). Social networks and the education of children and youth. In S. Järvelä (Ed.), Social and emotional aspects of learning (pp. 269-275). Oxford: Elsevier. doi: https://doi.org/10.1016/B978-0-08-044894-7.00627-8

Perez-Felkner, L. (2009). Cultivating college dreams: Social pathways to educational attainment. Ph.D. Dissertation, The University of Chicago, Chicago, IL. Retrieved from http://search.proquest.com/docview/305062579

Perez-Felkner, L. (2009). ARC guide to archiving and managing complex data.  Center for Advancing Research and Communication in Science, Technology, and Mathematics. Chicago, IL: NORC at the University of Chicago.

Perez-Longobardo, L. (2005). Latino Crossings: Mexicans, Puerto Ricans, and the Politics of Race and Citizenship. Contemporary Sociology: A Journal of Reviews, 34(5), 490-491. doi: 10.1177/009430610503400515. See also journal link. Impact factor = 0.2. SSCI-indexed.

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