Recent Publications – more detail available on Research page
Nix, S., & Perez-Felkner, L. (2019, in press). Ability beliefs, gender, and race/ethnicity: An intersectional analysis of pathways to STEM degrees. Social Sciences.
Perez-Felkner, L., Gaston Gayles, J. (Eds.) (2019, in press). Advancing Higher Education Research on Undergraduate Women in STEM. New Directions for Institutional Research, vol. 179.
Perez-Felkner, L., Gaston Gayles, J. (2019, in press). Editor’s Notes. New Directions for Institutional Research, vol. 179.
Perez-Felkner, L. (2019, in press). Conceptualizing the field: Higher education research on STEM gender gaps. New Directions for Institutional Research, vol. 179.
Šaras, E., Perez-Felkner, L., & Nix, S. (2019, in press). Warming the Chill: Insights for Institutions and Researchers to Keep Women in STEM. New Directions for Institutional Research, vol. 179.
Perez-Felkner, L., Thomas, K., Nix, S., Hopkins, J., & D’Sa, M. (2019, online first). “Are 2-Year Colleges the Key? Institutional Variation and the Gender Gap in Undergraduate STEM Degrees.” Journal of Higher Education. p. 1-29. doi: 10.1080/00221546.2018.1486641
Perez-Felkner, L. (2019, online first). “Affirmative Action Challenges Keep on Keeping On: Responding to Shifting Federal and State Policy.” Perspectives: Policy and Practice in Higher Education. https://doi.org/10.1080/13603108.2018.1529639
See also public communication article in The Conversation, republished in Salon, Houston Chronicle, San Francisco Chronicle, Chicago Tribune, Seattle Post-Intelligencer, United Press International (UPI), and elsewhere.
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
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
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.
Perez-Felkner, L. (2015). Perceptions and Resilience in Underrepresented Students’ Pathways to College. Teachers College Record, 117(8), 1-60. Full text available here, with TCR reprint rights.
- Corresponding policy brief published by Center for Postsecondary Success at Florida State University: “Perceptions Matter: How Schools Can Enhance Underrepresented Students’ Success on the Rocky Path to College.”
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.
Nix, S., Perez-Felkner, L. C., & 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.
- Also appeared in an edited volume as:
Nix, S., Perez-Felkner, L. C., & 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
Perez-Felkner, L. (2012). Educational Aspirations: Understanding Social Inequality in Higher Education and Careers. Pathfinder(4).
Perez-Felkner, L., Hedberg, E. C., & Schneider, B. (2011). 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 and APA links.
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.