Higher Education Diversity Work and its Discontents – A multi-sited research project that combined digital ethnography with social network analysis to examine critical incidents of student activism within the context of institutional diversity work in higher education. The project focused on both transnational and local student movements, documenting how student activists used social media as a tool of resistance to form networks of practice, through which they organized campus-based protests, communicated experiences of discrimination, and broadcast narrative claims and demands for change beyond institutional spaces. Student activist counter-narratives, constructed and circulated via social media, shed light on institutional logics, enacted through diversity policy and practice, that reinforce exclusion in higher education. This research centered student activist voices, contributing a distinct perspective that deepens our understanding of persistent inequities in education. Findings published in the Journal of Qualitative Studies in Education.
Oregon Transfer Project – A qualitative study of first-generation Oregon community college (CC) students’ transfer knowledge and advising experience in the context of shifting state legislation. Baseline data was collected in Fall 2018 and preliminary findings are published in the edited volume, At the Intersection: Unpacking the Experiences of First-Generation College Students Today (Stylus Publishing, 2021). Data collection will continue over multiple years to determine the efficacy of changing legislation, inform policy revision, and generate knowledge regarding CC transfer among first generation students.
Oregon State Legislature, Senate Interim Committee on Education. Expert Perspectives on Community College to University Transfer Systems. September 16, 2019 (Oregon Transfer Project at minute 20:16)
Documenting Racial Transfer Gaps – This research used a nationally representative sample of students drawn from the Beginning Post-secondary Students Longitudinal Study (BPS:12/14) to quantitatively document transfer gaps. The study examined inequities in early transfer among racial/ethnic groups and explored implications for transfer partnerships. Results are published in Empirical and Practical Implications for Documenting Early Racial Transfer Gaps.
Questioning Assumptions about Accessible Bachelor’s Granting Institutions – A project that identified and problematized assumptions about broadly accessible bachelor’s granting institutions (BAIs) including: (a) enough is known about BAIs, (b) elite universities provide a higher quality educational experience when compared to BAIs, and (c) accessible institutions are a monolithic group. Research drew from the Integrated Postsecondary Education Data System (IPEDS) to provide a summary of relevant empirical findings and data specific to bachelor’s granting BAIs. In addition, the project explored implications for institutional leaders and policy makers and called for additional equity-centered research and policy work on BAIs. Published in the edited volume, Unlocking Opportunity through Broadly Accessible Institutions (Routledge Press, 2022).