​PEER REVIEWED PUBLICATIONS  
 
Blaney, J. M., Sax, L., & Chang, C. (2020, forthcoming). Incentivizing longitudinal survey research: The impact of mixing guaranteed and non-guaranteed incentives on survey response. The Review of Higher Education, 43(2).

Jeong, S., Blaney, J. M., & Feldon, D. F. (2019). Identifying faculty and peer interaction patterns of first-year biology doctoral students: A latent class analysis. CBE—Life Sciences Education, 18(4), ar59.

Jeong, S., Litson, K., Blaney, J. M., & Feldon, D. (2019). Shifting gears: Characteristics and consequences of latent class transitions in doctoral socialization. Research in Higher Education.

Feldon, D. F., Litson, K., Jeong, S., Blaney, J. M., Kang, J., Miller, C., Griffin, K., Roksa, J. (2019). Postdocs’ lab engagement predicts trajectories of Ph.D. students’ skill development. Proceedings of the National Academy of Sciences (PNAS).

​Sax, L., Blaney, J. M., Lehman, K. J., Rodriguez, S., George, K., & Zavala, C. (2018). Sense of belonging in computing: The role of introductory courses for women and underrepresented minority students. Social Sciences, 7, 122.
 
Stout, J. & Blaney, J. M. (2018). How effort expenditure shapes the role of growth mindset on women’s intellectual belonging in computing. Computer Science Education, 27(3-4). 
 
Blaney, J. M. (2018). Looking beyond representation: How women develop their leadership perceptions during the introductory computing course. Proceedings of the ACM Special Interest Group on Computer Science Education (SIGCSE) Technical Symposium.
 
Sax, L., Zimmerman, H., Blaney, J. M., Toven-Lindsey, B., & Lehman, K. (2017). Diversifying undergraduate computer science: The role of department chairs in promoting gender and racial diversity. Journal of Women and Minorities in Science and Engineering, 23(2), 101-119.
 
Blaney, J. M. & Stout, J. (2017). Examining the relationship between introductory computing course experiences, self-efficacy, and belonging among first-generation college women. Proceedings of the ACM Special Interest Group on Computer Science Education (SIGCSE) Technical Symposium, 69-74.
 
Blaney, J. M., Filer, K., & Lyon, J. S. (2014). Assessing high impact practices using NVivo: An automated approach to analyzing student reflections for program improvement. Research and Practice in Assessment, 9, 97-100.
 
INVITED PUBLICATIONS
 
Blaney, J. M. (2017, November 28). Decoding the narrative on women in computing: A case for interdisciplinary inquiry. UCLA Center for the Study of Women. 
 
Blaney, J. M. (2017, June 28). “But the women just don’t have the programming experience…”: Can growth mindset change how we think about women in computing? BRAID Research. 

Clayton-Pedersen, A. R., Rhodes, T., Lowrie, P., & Blaney, J. M. (2016). Preparing critical faculty for the future: Enlisting the voices of STEM women faculty of color. Association of American Colleges & Universities (AAC&U).
 
Sax, L., Lehman, K., & Blaney, J. M. (2016). Expanding the pipeline – Building Recruiting and Inclusion for Diversity (BRAID): Emerging research on diversifying the CS major. Computing Research News, 28(3).
 
Fry, C. L., Mack, K. M., Blaney, J. M., & Middlecamp, C. (2015). Faculty perceptions on teaching sustainability in undergraduate STEM curricula. Diversity & Democracy, 18(3). 
 
SELECTED CONFERENCE PAPER PRESENTATIONS
​
Blaney, J. M. (2019). “I’m not like other computing students”: The role of gender and peer interactions in developing leadership among computing undergraduates. Paper presentation at the 2019 Association for the Study of Higher Education (ASHE) Conference, Portland, OR. 

Blaney, J. M., Litson, K., & Feldon, D. (2019). Deconstructing the role of advisor gender: A longitudinal study of doctoral students in biology. Paper presentation at the 2019 Association for the Study of Higher Education (ASHE) Conference, Portland, OR.

Wofford, A, M. & Blaney, J. M. (2019). “Imposter syndrome but revisited”: How women experience lab rotations in STEM doctoral programs. Paper presentation at the 2019 Association for the Study of Higher Education (ASHE) Conference, Portland, OR.

Blaney, J. M. (2019). Re-focusing gender inquiry: How women in STEM make meaning of research on women in STEM. Paper presentation at the 2019 American Educational Research Association (AERA) Annual Meeting, Toronto, Canada.
 
Blaney, J. M. (2019). Developing tech leaders: How undergraduate women make meaning of their leadership experiences. Paper presentation at the 2019 American Educational Research Association (AERA) Annual Meeting, Toronto, Canada.
 
Zimmerman, H., Toven-Lindsey, B., Sax, L., Lehman, K., Blaney, J. M. (2019). Building momentum: How department chairs lead initiatives to broaden participation in computer science. Paper presentation at the Research on Equity & Sustained Participation in Engineering, Computing, & Technology (RESPECT), Minneapolis, MN.
 
Blaney, J. M. (2018). Undergraduate STEM leadership: Understanding the gender gap in self-rated leadership ability by exploring women’s meaning-making. Paper presentation at the 2018 Association for the Study of Higher Education (ASHE) Conference, Tampa, FL.

Blaney, J. M. (2018). Gender and leadership development in undergraduate computing: A case for domain-specific inquiry. Paper presentation at the 2018 Association for the Study of Higher Education (ASHE) Conference, Tampa, FL.
 
Jeong, S., Blaney, J. M., Feldon, D., & Litson, K. (2018). Profiling students’ faculty and peer interactions during the first three years of doctoral study: Associations with student demographics, sense of belonging, and research productivity. Paper presentation at the 2018 Association for the Study of Higher Education (ASHE) Conference, Tampa, FL.
 
Blaney, J. M. (2018). Looking beyond representation: How women develop their leadership perceptions during the introductory computing course. Paper presentation at the 49th Annual Technical Symposium of the ACM Special Interest Group on Computer Science Education (SIGCSE), Baltimore, MD.
 
Stout, J. & Blaney, J. M. (2017). "But it doesn't come naturally": How effort expenditure shapes the role of growth mindset on women’s intellectual belonging in computing. Paper presentation at the 2017 Association for the Study of Higher Education (ASHE) Conference, Houston, TX.
 
Sax, L., Blaney, J. M., Lehman, K. J., Rodriguez, S., George, K., & Zavala, C. (2017). Sense of belonging in computer science: The role of introductory courses for women and underrepresented minority students. Paper presentation at the 2017 Association for the Study of Higher Education (ASHE) Conference, Houson, TX.
 
Blaney, J. M. & Stout, J. (2017). Examining the relationship between introductory computing course experiences, self-efficacy, and belonging among first-generation college women. Paper presentation at the 48th Annual Technical Symposium of the ACM Special Interest Group on Computer Science Education (SIGCSE), Seattle, WA.
 
Sax, L., Zimmerman, H., Toven-Lindsey, B., Lehman, K., Blaney, J. M. (2016). Building momentum: How department chairs lead initiatives to broaden participation in computer science. Paper presentation at the 2016 Association for the Study of Higher Education (ASHE) Conference, Columbus, OH.
 
Sax, L., Zimmerman, H., Blaney, J. M., Toven-Lindsey, B., & Lehman, K. (2015). How department chairs become change agents for women and underrepresented minority students. Paper presentation at the 2015 Association for the Study of Higher Education (ASHE) Conference, Denver, CO.