​SELECTED PEER REVIEWED PUBLICATIONS  

Blaney, J. M. (accepted for publication). Cultivating community college pathways to STEM leadership: Examining the relationships between gender, upward transfer, and computing leadership identity. Community College Review. 

Blaney, J. M. (accepted for publication). Developing tech leaders: How undergraduate women in computing make meaning of their leadership experiences. Journal of Women and Gender in Higher Education. 

Blaney, J. M. & Wofford, A. M. (2021). Fostering Ph.D. aspirations among upward transfer students in computing. Computer Science Education.

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

Blaney, J. M. & Barrett, J. (2021). 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. ​

​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.

​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).

​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
 
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).