​SELECTED PEER REVIEWED PUBLICATIONS  
Please email me if you'd like a PDF copy of any of the manuscripts listed here. 

Blaney, J. M. (forthcoming). Community college transfer admission and articulation in a selective STEM major: How university faculty, staff, and administrators contribute to hypercompetitive and convoluted transfer processes. Journal of Higher Education.

Blaney, J. M., Feldon, D. F., Wofford, A. M., & Litson, K. (forthcoming). Building transfer student interest in STEM PhDs: Examining an advising intervention using a staged innovation design. Research in Higher Education.

Blaney, J. M., & Hernandez, T. E. (forthcoming). How upward transfer computing students engage with their environments: Gendered and racialized experiences of transfer admissions, curricular pathways, and financial insecurity. Computer Science Education.

Blaney, J. M. (2025). Breaking “finish-in-four stigma”: How community college transfer women make meaning of their degree trajectories and computer science identity. Journal of Women and Minorities in Science and Engineering. Advance Online Publication. https://doi.org/10.1615/JWomenMinorScienEng.2025053167
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Wofford, A. M., & Blaney, J. M. (2025). Community college pathways to graduate study: Examining community cultural wealth among transfer Students of Color. Community College Journal of Research and Practice. Advance Online Publication.

Blaney, J. M., Hernandez, T., E. Wofford, A. M., & Feldon, D. F. (2025). “That sounds like something geniuses do”: Exploring how upward transfer computing students conceptualize PhD pathways. Review of Higher Education,  42(2), 307-340.
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Blaney, J. M., Feldon, D. F., & Litson, K. (2024). Tapping into early PhD aspirations to advance gender equity in computing: Predicting PhD interest among upward transfer students. Studies in Graduate and Postdoctoral Education, 15(3).

Blaney, J. M., Hernandez, T., Feldon, D. F., & Wofford, A. M. (2025). Transfer student receptivity in patriarchal STEM contexts: Evidence of gendered transfer stigma in computer science from a mixed methods study. Community College Review, 53(1), 28-60. 

Blaney, J. M. & Wofford, A. M. (2023). Upward transfer student pathways in computing: Examining degree and career outcomes through structural equation modeling. Community College Journal of Research and Practice. Advance Online Publication. 

Blaney, J. M., Rodriguez, S. L., Stevens, A. R. (2023). Transfer-intending women in computing: An exploratory analysis of trends, characteristics, and experiences shaping women’s computing participation. Community College Review, 52(2), 231-259.
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Blaney, J. M., Wofford, A. M., Jeong, S., Kang, J., & Feldon, D. F. (2022). Autonomy and privilege in doctoral education: An analysis of STEM doctoral students’ academic and professional trajectories. Journal of Higher Education, 93(7), 1037-1063.
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Blaney, J. M. (2022). Cultivating community college pathways to STEM leadership: Examining the relationships between gender, upward transfer, and students' computing leadership identity. Community College Review, 50(3), 269-291. 

Blaney, J. M., Barrett, J., & Choi, Y. H. (2022). Fostering post-transfer student success to diversify the STEM workforce: A look into how upward transfer students develop their sense of belonging in computing. New Directions for Community Colleges, 2022, 63-75.

Blaney, J. M., Litson, K., & Feldon, D. F. (2022). Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models. Journal of Research in Science Teaching, 59(8), 1416-1446.

​Blaney, J. M. & Barrett, J. (2022). Advancing gender equity and sense of belonging in computing: Are documented best practices representative of upward transfer students? Community College Journal of Research and Practice, 46(9), 633-653.

Blaney, J. M. (2021). Developing tech leaders: How undergraduate women in computing make meaning of their leadership experiences. Journal of Women and Gender in Higher Education, 14(2), 204-227.
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Blaney, J. M. & Wofford, A. M. (2021). Fostering Ph.D. aspirations among upward transfer students in computing. Computer Science Education, 31(4),  489-511.

 Blaney, J. M. (2021). Retaining upward transfer women in computing majors. Journal of Applied Research in the Community College,  28(1), 125-144.  ​

​Rodriguez, S., Blaney, J. M., Vasquez, M., & Salinas, C. (2021). Latino men and masculinities: A multi-institution study of community college transfer experiences. Community College Review, 49(3), 296-323.

Wofford, A. & Blaney, J. M. (2021). (Re)Shaping the socialization of scientific labs: Understanding women’s doctoral experiences in STEM lab rotations. The Review of Higher Education, 44(3), 357-386.

Litson, K., Blaney, J. M., & Feldon, D. F. (2021). Understanding the transient nature of STEM doctoral students’ research self-efficacy across time: Considering the role of gender, race, and first-generation college status. Frontiers in Psychology.

 Blaney, J. M. (2020). Gender and leadership development in undergraduate computing: A closer look at women's leadership conceptions. Computer Science Education, 30(4),  469-499.

Blaney, J. M., Kang, J., Wofford, A., & Feldon, D. F. (2020). Mentoring relationships between STEM doctoral students and postdocs. Studies in Graduate and Postdoctoral Education, 11(3), 263-279.

Blaney, J. M. (2020). Undergraduate STEM leadership: Understanding the gender gap in self-rated leadership ability by exploring women's meaning-making. Journal of Women and Minorities in Science and Engineering, 26(2), 179-199.

Rodriguez, S. L. & Blaney, J. M. (2020). “We’re the unicorns in STEM”: Understanding how academic and social experiences influence sense of belonging for Latina undergraduate students. Journal of Diversity in Higher Education, 14(3), 441-455.

​Blaney, J. M., Sax, L., & Chang, C. (2020). Incentivizing longitudinal survey research: The impact of mixing guaranteed and non-guaranteed incentives on survey response. The Review of Higher Education, 43(2), 581-601.

Jeong, S., Litson, K., Blaney, J. M., & Feldon, D. (2020). Shifting gears: Characteristics and consequences of latent class transitions in doctoral socialization. Research in Higher Education, 61(8), 1027-1053.
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Blaney, J. M. (2020). Broadening participation in computing: The role of upward transfer. Proceedings of the ACM Special Interest Group on Computer Science Education (SIGCSE) Technical Symposium, 254-260.

​Sax, L., Blaney, J. M., Zavala, C., & Newhouse, K. N. S. (2020). Who takes intro computing? Examining the degree plans of introductory computing students in light of booming enrollments. Proceedings of the Research on Equity & Sustained Participation in Engineering, Computing, & Technology (RESPECT) Conference.

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), 116(42) 20910-20916.

​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, 453-458.
 
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
 
Feldon, D.F., Wofford, A.M., Blaney, J.M. (2023). Ph.D. Pathways to the Professoriate: Affordances and Constraints of Institutional Structures, Individual Agency, and Social Systems. In Higher Education: Handbook of Theory and Research, Volume 38 (pp. 1-91). Springer.

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).