Selected Peer Reviewed Articles  

Peer-Reviewed Books

 

Winkle-Wagner, R. (Under Review - Pending). The Chosen We: Black Women’s Claims to Empowerment In and Beyond Higher Education. 

 

Winkle-Wagner & Locks, A. (2020, Second Edition). Diversity and inclusion on campus: Supporting students of color in college. Higher Education Core Concept Series. New York: Routledge. 

 

Winkle-Wagner, R. & Locks, A. (2014). Diversity and inclusion on campus: Supporting racially and ethnically underrepresented students. Higher Education Core Concept Series. New York: Routledge. 

 

Winkle-Wagner, R. (2009a). The Unchosen Me: Race, gender, and identity among Black women in college. Baltimore, MD: Johns Hopkins University Press. 

 

Peer-Reviewed Monographs

 

Winkle-Wagner, R. (2010a). Cultural Capital: The uses and abuses of a key theoretical concept in educational research. ASHE Higher Education Report Series, 36(1). San Francisco: Jossey-Bass

 

Edited Books

Winkle-Wagner, R., Lee-Johnson, J. & Gaskew, A. (Eds.). (2019). Critical theory and data analysis in education. New York: Routledge.

 

Winkle-Wagner, R., St. John, E. & Bowman, P. (Eds.) (2012). Expanding Postsecondary Opportunity for Underrepresented Students: Theory and Practice of Academic Capital Formation. Readings on equal education Series, 26. New York, NY: AMS Press Inc.

 

 Howard-Hamilton, M.F., Morelon-Quainoo, C., Winkle Wagner, R., Johnson, S.D., & Santiague, L. (Eds.). (2009). Standing on the Outside Looking In:  Underrepresented students’ experiences in advanced degree programs. Sterling, VA: Stylus Publishing.

 

Winkle-Wagner, R., Hunter, C.A., & Ortloff, J.H. (Eds.). (2009). Bridging the gap between theory and practice in educational research: Methods at the Margins. New York: Palgrave MacMillan. (Paperback version released in 2013). 

 

Peer-reviewed Articles – Published or Accepted

 

Winkle-Wagner, R. (Accepted). Epistemology first: A framework for the review of qualitative research in education. Review of Educational Research. 

 

Winkle-Wagner, R., Reavis, T. B., Forbes, J., & Rogers, S. (2019). A Culture of (HBCU) success: Black alumnae discussions of how Spelman College creates greatness. Journal of Higher Education. Published online first at: https://doi.org/10.1080/00221546.2019.1654965

 

McCoy, D.L., Winkle-Wagner, R., Luedke, C., & Lee-Johnson, J. (2019). Transformational mentoring practices: Students’ of color perspectives on the importance of staff member support during college. Journal of Student Affairs Research and Practice. Published online first at: DOI: 10.1080/19496591.2019.1614934 

 

Winkle-Winkle-Wagner, R., Luedke, C., McCallum, C., & Ota-Malloy, B. (2019). Instrumental of meaningful friendships: Black alumnae perspectives on peer relationships during college. Journal of Women and Gender in Higher Education, 1-16. DOI: https://doi.org/10.1080/19407882.2019.1593201 

 

Luedke, C.L., Collum, G., McCoy, D.L., Lee-Johnson, J., Winkle-Wagner, R. (2019). Connecting identity with research: Socializing students toward seeing  themselves as scholars. Review of Higher Education, 42(4), 1527-1547.

 

Luedke, C., McCoy, D.L., Winkle-Wagner, R., & Lee-Johnson, J.L. (2019). Students Perspectives on Holistic Mentoring Practices in STEM Fields. Journal Committed to Social Change on Race and Ethnicity, 5(1). https://doi.org/10.15763/issn.2642-2387.2019.5.1.33-59

 

Winkle-Wagner, R., Kelly, B.T., Luedke, C.L., Reavis, T.B. (2018). Authentically me: Examining expectations that are placed upon Black women in college. American Educational Research Journal. Online first at: http://journals.sagepub.com/doi/abs/10.3102/0002831218798326

 

McCoy, D.L., Luedke, C.L., & Winkle-Wagner, R. (2017). Encouraged or “weeded out” in the STEM disciplines: Students’ perspectives on faculty interactions within a predominantly White and a historically Black institution.  Journal of College Student Development, 58(5), 657-673. 

 

Kelly, B. & Winkle-Wagner, R. (2017). Finding a voice in predominantly White institutions: A longitudinal study of Black women faculty members’ journeys toward tenure. Teachers College Record, 119(6), 1-36. Available online at: http://www.tcrecord.org/library/abstract.asp?contentid=21771

 

Sule, V.T., Winkle-Wagner, R. & Maramba, D. (2017). Who Deserves a Seat? Popular Opinion of College Access Policy. Equity, Excellence & Education, 50(2), 196-208. DOI: 10.1080/10665684.2017.1301836 

 

Winkle-Wagner, R. & McCoy, D. (2016). Feeling Like an "Alien" or "Family"? Comparing Students and Faculty Experiences of Diversity in STEM Disciplines at an HBCU and a PWI. Race Ethnicity and Education. DOI: 10.1080/13613324.2016.1248835 Available online first at: http://dx.doi.org/10.1080/13613324.2016.1248835

 

Winkle-Wagner, R. & McCoy, D.L. (2016). Entering the (postgraduate) field: Underrepresented students’ acquisition of cultural and social capital in summer bridge programs. The Journal of Higher Education, 87(2), 178-205. 

 

McCoy, D.L, Winkle-Wagner, R., & Luedke, C. (2015). Colorblind mentoring? Exploring White faculty mentoring of Students of Color. Journal of Diversity in Higher Education, 8(4), 225-242. 

 

Maramba, D., Sulè, V.T., & Winkle-Wagner, R. (2015). What discourse on the Texas Top Ten Percent Plan says about accountability for diversity. The Journal of Higher Education, Volume 86(5), pp. 751-776.

 

Hunter, C.A., Ortloff, D.H., & Winkle-Wagner, R. (2015). Out of Our Comfort Zones: Teaching Qualitative Research  at a Distance and Online. Qualitative Report, 19(3), 1-24. Available online at  http://www.nova.edu/ssss/QR/QR19/huntert&l3.pdf

 

McCoy, D.L. & Winkle-Wagner, R. (2015.). Bridging the divide: Developing a scholarly habitus for aspiring graduate students through summer bridge program participation. Journal of College Student Development, 56(5), 423-439.

 

Winkle-Wagner, R. (2014). Lives not narrowed down: The state of African American women’s experiences in higher education. Review of Educational Research, 85(2), 171-204. Available online at:http://rer.sagepub.com/content/early/2014/09/24/0034654314551065?papetoc

 

Kennedy, S. & Winkle-Wagner, R (2014). Earning autonomy while maintaining family ties: Black women’s reflections on the transition into college. NASPA Journal about Women in Higher Education, 74(2), 133-151. 

 

Lundy-Wagner, V. & Winkle-Wagner, R. (2013). A harassing climate? The implications of sexual harassment for campus climate. Journal of Diversity in Higher Education, 6(1),51. 

 

Winkle-Wagner, R., Sule, V.T. & Maramba, D.C. (2012). When Race Disappears: Merit in the College Admissions Policy Decision-Making Process in the State of Texas. Educational Policy, 28(4), 516-545. DOI: 10.1177/0895904812465114 Also available at: http://epx.sagepub.com/cgi/reprint/28/4/516.pdf?ijkey=PEccWLW8kzf9av6&keytype=ref

 

Winkle-Wagner, R. (2012). Self, college experiences, and society: Rethinking student development theory from a sociological perspective. College Student Affairs Journal, 30(2), 45-60. 

 

Winkle-Wagner, R. (2009b). The perpetual homelessness of college experiences: The tensions between home and campus for African American women The Review of Higher Education¸33(1), 1-36. 

 

Winkle-Wagner, R. & Nelson, J. (2009).  Is higher education the great equalizer?  Using the NELS: 88 dataset to examine early occupational attainment. Enrollment Management Journal, 3(1), 10-29.

 

Winkle-Wagner, R. (2008a). Not “feminist” but “strong:” African American women’s reflections of race and gender in college. The Negro Educational Review, 59(3-4), 181-196. 

 

Hossler, D., Shonia, O., & Winkle-Wagner, R. (2007). A policy analysis of the status of access and equity for tertiary education in Russia. European Education: Issues and Studies, 29(2), 83-102. 

 

Winkle Wagner, R. (2006). An endless desert walk:  Perspectives of the San in Botswana as a case for multicultural education.  International Journal of Educational Development, 26, 88-97. 

 

Monograph-length Chapters

 

Carter, D.F., Locks, A.M., & Winkle-Wagner, R. (2013). From when and where I enter: Theoretical and empirical considerations of minority students’ transition to college. In John C. Smart and Michael B. Paulson, Eds., Higher Education: Handbook of Theory and Research. Bronx: Agathon Press, 93-149. 

 

Invited Book Chapters and Policy Briefs

 

Winkle-Wagner, R., McCoy, D. & Lee-Johnson, J.L. (In Press, Accepted). Creating porous ivory tower: Two-way socialization processes that embrace Black students’ identities in academia. In J. Weidman & L. DeAngelo Socialization in Higher Education and the Early Career: Theory, Research and Application. Spring International Publishing. 

 

Sulè, T., Winkle-Wagner, R. & Maramba. (In press, Accepted). Why professor and student identities both matter in diversity in higher education courses. In Hilton, A., B. Hinnant, S. Platt, (Eds.) Multicultural education in the 21st century: Innovative research and practices. New York, NY: Information Age Publishing.

 

Winkle-Wagner, R. Gaskew, A.N., & Lee-Johnson, J. (2019). The missing link in data analysis: An introduction to the use of critical theory to guide data analysis. In R. Winkle-Wagner, J.L. Lee-Johnson, & A. Gaskew, Critical theory and qualitative data analysis in education. New York: Routledge, 3-13. 

 

Winkle-Wagner, R., Sulè, V.T., Maramba, D. (2019). Analyzing policy critically: Using critical race theory to analyze college admissions policy discourse. In R. Winkle-Wagner, J.L. Lee-Johnson, & A. Gaskew, Critical theory and qualitative data analysis in education. New York: Routledge. 

 

Wang, X., Winkle-Wagner, R., Sun, N., Gaskew, A. (2019). Cultivating aspirational capital among Black men in community colleges. In T.N. Ingram & J. Coaxum, Engaging African American Men in Community Colleges. New York, NY: Information Age Publishing. 

 

Winkle-Wagner, R., Luedke, C.L., McCallum, C.M. (2017). Black women’s advice on the role of confidence in the pursuit of a college degree: Believe you will achieve. In L.D. Patton & N.N. Croom, Critical perspectives on Black women and college success. New York, NY: Routledge, 44-56. 

 

Macrander, A. & Winkle-Wagner, R. (2016). The missing box: Multiracial student identity development at a predominantly white institution. In W.F. Tate, N. Staudt, & A. Macrander (Eds.), The crisis of race in higher education: A day of discovery and dialogue. Emerald Group Publishing: Bingley, UK.

 

Green, A. & Winkle-Wagner, R. (2015). A three-way analysis of diversity in HBCUs: Contemplating how diversity of methodologies and researcher backgrounds influences interpretations of data. In T. Ingram, A. Hilton, J. Carter, Exploring issues of diversity within HBCUs. New York, NY: Information Age Publishing. 

 

Winkle-Wagner, R. & McCoy, D. (2013). Many into one: Using intersectional perspectives to understand Black first-generation college student identities. In. T. Strayhorn (Ed.), Living at the intersections: Social identities and Black collegians. Charlotte, NC: Information Age Publishing.

 

McCallum, C., McCoy, D., & Winkle-Wagner, R. (2012). Finding support one relationship at a time: The importance of faculty and peers among graduate students in HBCUs. In R. Palmer, A. Hilton, T. Fountaine, Black graduate education at historically Black college and universities: Trends, experiences, and outcomes.Charlotte, NC: Information Age Publishing. 

 

Winkle-Wagner, R. (2012). Academic Capital Formation: Can it help untangle the confusion about social stratification in the study of college students?  In R. Winkle-Wagner, E.P. St. John, & P. Bowman, Eds., Expanding Postsecondary Opportunity for Underrepresented Students: Theory and Practice of Academic Capital Formation.  Readings on equal education Series, 26. New York, NY: AMS Press Inc., 293-308. 

 

Patton, L.D. & Winkle-Wagner, R. (2012). Race at first sight: The funding of racial scripts between Black and White women. In K. Dace (Ed), Unlikely allies in the academy: Women of color and White women in conversation. New York, NY: Routledge, 181-191. 

 

Winkle-Wagner, R. (2010b). Choosing college as a life or death decision: First-generation African American women’s reflections on college choice. In T. L. Strayhorn & M. C. Terrell (Eds.), The evolving challenges of Black college students: New insights for policy, practice, and research. Sterling, VA: Stylus Publishing, 26-48.

 

Winkle-Wagner, R., Johnson, S.D., Morelon-Quainoo, C. (2010). A sense of belonging: Socialization factors that influence the transitions of students of color in advanced-degree programs. In S. Gardner & P. Mendoza (Eds.), On becoming a scholar: Socialization and development in doctoral education. Sterling, VA: Stylus Publishing, 179-199.

 

Winkle-Wagner, R. (2010c). An Asset or an Obstacle? The Power of Peers in African American Women’s College Transitions. In V.B. Bush, C.R. Chamber, & M. Walpole, From diplomas to doctorates: The success of Black women in higher education and its implications for equal educational opportunities for all. Sterling, VA: Stylus Publishing, 55-72. 

 

Winkle-Wagner, R. (2010d). The Coleman Report. In K. Lomotey (Ed.), The Encyclopedia on African American Education. Sage Publications. 

 

Winkle-Wagner, R., Hunter, C.A., & Ortloff, D.H. (2009). Introduction: The not-center? The margins and educational research. In R. Winkle-Wagner, C.A. Hunter & D.H. Ortloff, Bridging the gap between theory and practice in educational research: Methods at the margins. New York, NY: Palgrave MacMillan, 1-14. 

 

Winkle-Wagner, R. (2009c). Get real: The process of validating research across racial lines. In R. Winkle-Wagner, C.A. Hunter & D.H. Ortloff, Bridging the gap between theory and practice in educational research: Methods at the margins. New York, NY: Palgrave, 127-140. 

 

Ortloff, D.H., Hunter, C.A. & Winkle-Wagner, R. (2009). Methods at the margins: Realigning the center, A postscript. In R. Winkle-Wagner, C.A. Hunter & D.H. Ortloff, Bridging the gap between theory and practice in educational research: Methods at the margins. New York, NY: Palgrave, 227-232. 

 

Johnson, S.D., Kuykendall, J., & Winkle-Wagner, R. (2009). Financing the dream: The impact of financial aid on graduate education for underrepresented minority students. In M.F. Howard-Hamilton, C. Morelon-Quainoo, R. Winkle-Wagner, S.D. Johnson, & L. Santiague, Standing on the Outside Looking In:  Standing on the Outside Looking In:  Underrepresented students’ experiences in advanced degree programs. Sterling, VA: Stylus Publishing, 45-62. 

 

Morelon-Quainoo, C., Winkle-Wagner, R., Johnson, S.D., Kuykendall, J., Ingram, T., Smith, G.D., Gilbert, K., & Santiague, L. (2009). The advanced-degree pipeline for graduate and professional students of color: Issues of access and choice. In M.F. Howard-Hamilton, C. Morelon-Quainoo, R. Winkle-Wagner, S.D. Johnson, & L. Santiague, Standing on the Outside Looking In:  Standing on the Outside Looking In:  Underrepresented students’ experiences in advanced degree programs.  Sterling, VA: Stylus Publishing, 5-24. 

 

Winkle-Wagner, R. (2008b). Putting Money in the Right Places: Policy Suggestions for Supporting First-generation African American Women in College. ASHE-Lumina Policy Brief Series, 6. 

 

Winkle Wagner, R.  (2007a). Oppressive or educational?  A case of controversial campus artifacts. In Brown, G., Hinton, C. & Howard-Hamilton, M.F., Unleashing Suppressed Voices:  Diversity Issues in Higher Education and Student Affairs. New York: Peter Lang. 

 

Winkle-Wagner, R. (2007b). Too White or too black? Women in Higher Education, 17(1).