Tapping Into the Leadership Conceptions of Undergraduate Women in Computing This mixed-methods project explores gender differences in how students develop their leadership conceptions and confidence, as well as the ways in which women make meaning of their leadership experiences. In this work, I use longitudinal data from the BRAID Research project along with interview data collected from undergraduate women pursuing computing majors.
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.
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. (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.
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.
Blaney, J. M. (2018). Tapping into the leadership conceptions of undergraduate women in computing: A mixed-methods study. (doctoral dissertation). University of California, Los Angeles, Los Angeles, CA. https://escholarship.org/uc/item/6j3368bf