• 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.
Boyd, F. B., Ridgeway, M. L., & Nyachae, T. M. (2018). “Is there lead in my water?”: Employing a culturally compelling instructional perspective to teach for change. Multicultural Learning and Teaching, 14(1). https://doi.org/10.1515/mlt-2017-002
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.
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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.
Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Douthirt Cohen, B., & Eliason, J. (2015). “Don’t leave us behind”: The importance of mentoring for underrepresented minority faculty. American Educational Research Journal, 52(1), 40–72.