• Critical Scholars For Quant Research
• The Creation of a National Initiative to Augment the Pipeline of URM Entrepreneurs Through the NSF I-Corp Infrastructure (Collaborative)
• NSF EAGER: Celebrating the successes and identifying the obstacles faced by innovative and entrepreneurial underrepresented women of color
• NSF S-STARS: Scholarships to Attract and Retain Students in Graduate Engineering and Computer Science Programs
• CAREER: The Impact of Racialized Experiences on the Career Trajectories of Doctoral and Postdoctoral Underrepresented STEM Students of Color.
• Coaching Black Ph.D. Engineering and Computing Students Toward the Professoriate.
• Why We Persist: An Intersectional Approach to Characterizing and Examining the Experiences of Women of Color Tenure-Track Faculty in Engineering.
• Explorations into the Stagnant Number of African American Engineering Faculty.
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Bonilla-Silva, E. (2018). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Lanham, MD: Rowman & Littlefield.
Brown, B.A., Henderson, J.B., Gray, S., Donovan, B., Sullivan, S., Patterson, A. and Waggstaff, W. (2015), From description to explanation: an empirical exploration of the African-American pipeline problem in STEM, Journal of Research in Science Teaching, 53(1), pp. 146-177.
Bullock, E. C. (2017). Only STEM can save us? Examining race, place, and STEM education as property. Educational Studies, 53(6), 628-641.
Burt, B. A., Williams, K. L., & Palmer, G. J. (2018). It takes a village: The role of emic and etic adaptive strengths in the persistence of Black men in engineering graduate programs. American Educational Research Journal, 56(1), 39-74. https://doi.org/10.3102/0002831218789595
Burt, B., McKen, A. S., Burkhart, J. A., Hormell, J., & Knight, A. J. (2016). Racial microaggressions within the advisor-advisee relationship implications for engineering research, policy, and practice. Paper presented at the ASEE’s 123rd Annual Conference and Exposition, New Orleans, LA. Retrieved from https://lib.dr.iastate.edu/edu_conf/1/
Eagan, M. K., Jr., & Garvey, J. C. (2015). Stressing out: Connecting race, gender, and stress with faculty productivity. Journal of Higher Education, 86(6), 923–954.
Garibay, J. C. (2018). Beyond traditional measures of STEM success: Long-term predictors of social agency and conducting research for social change. Research in Higher Education, 59(3), 349–381. https://doi.org/10.1007/s11162-017-9470-2
Gholson, M. L., & Wilkes, C. E. (2017). (Mis)taken identities: Reclaiming identities of the “collective Black” in mathematics education research through an exercise in Black specificity. Review of Research in Education, 41(1), 228-252.
National Science Foundation, National Center for Science and Engineering Statistics. (2016). Doctorate Recipients from U.S. Universities: 2015. Special Report NSF 17-306. Arlington, VA. Available at http://www.nsf.gov/statistics/2017/nsf17306/
National Science Foundation, National Center for Science and Engineering Statistics. (2017). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17-310. Arlington, VA. Available at http://www.nsf.gov/statistics/wmpd/
National Center for Science and Engineering Statistics. (2018). Scientists and Engineers Statistical Data System (SESTAT) . National Science Foundation. Retrieved from http://www.nsf.gov/statistics/sestat/
Niemann, Y. F., & Sanchez, N. C. (2015). Perceptions about the role of race in the job acquisition process: At the nexus of attributional ambiguity and aversive racism in technology and engineering education. Journal of Technology Education, 27(1), 41-55. Retrieved from https://eric.ed.gov/?id=EJ1087889
Roy, J. (2019). Engineering by the numbers. Washington, DC: American Society for Engineering Education. Retrieved from https://ira.asee.org/wp-content/uploads/2019/07/2018-Engineering-by-Numbers-Engineering-Statistics-UPDATED-15-July-2019.pdf
Smith, W. A., Mustaffa, J. B., Jones, C. M., Curry, T. J., & Allen, W. R. (2016). “You make me wanna holler and throw up both my hands!”: Campus culture, Black misandric microaggressions, and racial battle fatigue. International Journal of Qualitative Studies in Education, 29(9), 1189–1209.