Literature

The following literature was determined relevant to the Who's Not at the Table project by project leaders and participants. Articles recommended for inclusion on this list can be sent to doit@uw.edu.

  • AccessEngineering. (2015). Building capacity to increase the participation of people with disabilities in engineering: Proceedings of a capacity-building institute. Seattle: 糖心原创.
  • AccessEngineering. (2015). Equal access: Universal design of engineering departments. Seattle: 糖心原创.听
  • AccessEngineering. (2015). Equal access: Universal design of engineering labs. Seattle: 糖心原创.
  • AccessEngineering. (2015). Making a Makerspace? Guidelines for accessibility and universal design. Seattle: 糖心原创.听
  • AccessSTEM. (2013, 2010, 2007). Broadening participation in science and engineering by welcoming participants听with disabilities. Seattle: 糖心原创.
  • AccessSTEM. Increasing the participation of students with disabilities in science, technology, engineering, and mathematics: Lessons learned and resources from NSF's RDE projects.听Seattle: 糖心原创.
  • Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Durham, NC: Duke University Press.
  • Alston, R. J., Bell, T. J. & Hampton, J. L. (2002).听Learning disability and career entry into the sciences: A critical analysis of attitudinal factors.听Journal of Career Development,听28(4), 263-275.
  • 鈥婣mpaw, F., & Jaeger, A. (2011). . New Directions for Institutional Research, 152, 59-73.听
  • 鈥婣nderson, V., Tobey, P., Keim, R., & Schafrik, J. (2012). A study of the pedagogical strategies used in support of students with learning disabilities and attitudes held by engineering faculty, ProQuest Dissertations and Theses.听
  • Armstrong, M. A., & Jovanovic, J. (2015). .听Journal of Women and Minorities in Science and Engineering,听21(2), 141鈥157.
  • Atherton, T., Barthelemy, R., Deconinck, W., Falk, M., Garmon, S., Long, E., . . . Reeves, K. (2016). LGBT听Climate in physics: Building an inclusive community. College Park, MD: American Physical Society.
  • Bell, A. M., Griffin, P. (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge.
  • Biesta, G.听 (2007). Why "what听works" won鈥檛 work: Evidence-based practice and the democratic deficit in educational research. Educational Theory 57(1), 1-22.
  • Bigelow, K. E. (2015). Raising awareness of universal design in the engineering curriculum: Strategies and reflections. In听Universal Design in Higher Education: From Principles to Practice. Harvard Education Press (pp. 297鈥306).
  • Blaser, B., Steele, K.M., & Burgstahler, S.B. (2015). Including universal听design in engineering courses to attract diverse students. Proceedings from听the ASEE Annual Meeting, Seattle, WA.
  • Borrego, M., Douglas, E.听 P., & Amelink, C. T. (2009). . Journal or Engineering Education, 98, 53-66.听
  • Burgstahler, S. (1994). Increasing the representation of people with disabilities in science, engineering and mathematics.听Information Technology and Disability, 1(4).
  • Burgstahler, S. (2011). Universal design: Implications for computing education. ACM Transactions on Computing Education, 11(3).
  • Burgstahler, S. (Ed.). (2015). Universal design in higher education: From principles to practice (2nd edition). Cambridge: Harvard Education Press.
  • Burgstahler, S., & Chang, C. (2008). Gender differences in perceived value of components of a program to promote academic and career success for students with disabilities. Journal of Science Education for Students with Disabilities, 12(1).
  • Burgstahler, S., & Doe, T. (2004). .听Review of Disability Studies,听1(2), 4-17.
  • Capobianco, B. M. (2006). Undergraduate women engineering their professional identities. Journal of Women and Minorities in Science and Engineering, 12.
  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44, 1187-1218.
  • Cech, E. A. and Waidzunas. T. (2011). Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students. Engineering Studies, 3(1): 1鈥24.
  • Center for Universal Design. (n.d.). History of universal design. Retrieved from
  • Charleston, L. J., Lang, N. M., Adserias, R. P., Jackson, J. F. L. (2014) . Journal of Progressive Policy & Practice, 2(3). 273-293.
  • Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2016). Why are some STEM fields more gender balanced than others?. Psychological Bulletin, No Pagination Specified. .
  • Committee on Equal Opportunities in Science and Engineering (CEOSE). (2013).
    Broadening participation in America's STEM workforce. The 2011-2012 Biennial
    Reports to Congress. NSF: Author. Retrieved from
  • Congressional Commission on the Advancement of Women and Minorities in Science, Engineering, and Technology Development (2000, September). Land of plenty: Diversity as America's competitive edge in science, engineering and technology. 糖心原创, DC: Author.
  • Clare, E. (2001). . Public Culture, 13(3), 359鈥365.
  • Crenshaw, K. (1991). .听Stanford Law Review,听43(6), 1241.
  • Crenshaw, K. (1989).听.听University of Chicago Legal Forum听(1), 8.
  • Davis, K. (2008). .听Feminist Theory,听9(1), 67鈥85.
  • DePoy, E., & Gibson, S. (2008). Disability studies: Origins, current conflict, and resolution. Review of Disability Studies, 4(4), 33鈥40.
  • DePoy, E., & Gibson, S. (2008). Healing the disjuncture: Social work disability practice. In K. M. Sowers & C. N. Dulmus (Series Eds.), & B. W. White (Vol. Ed.), Comprehensive handbook of social work and social welfare: Volume 1, The profession of social work (pp. 267鈥282). Hoboken, NJ: Wiley.
  • Disabilities, Opportunities, Internetworking, and Technology (DO-IT). (1993鈥2015). DO-IT Snapshots. Seattle: 糖心原创. Retrieved from
  • Duerstock, B. S., & Shingledecker, C. A. (Eds.) (2014). From college to careers: fostering inclusion of persons with disabilities in STEM. 糖心原创, DC: American Association for the Advancement of Science.听
  • 鈥婦umais, S.A., & Ward, A. (2009). Cultural capital and first-generation college success. Poetics, 38, 245-265.听
  • Dunn, C., Rabren, K. S, Taylor, S. L, & Dotson, C. K. (2012). Assisting students with high-incidence disabilities to pursue careers in science, technology, engineering, and mathematics. Intervention in School and Clinic, 48(1), 47-54.
  • Eschenbach, E.A., Virnoche, M., Lord, S.M., & Madsen, M. (2014). Special session-鈥渟tereotype threat鈥 and my students: What can I do about it?. American Society of Engineering Education.
  • Espinosa, L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81, 209-241.
  • Fifield, S. &听Letts, W. (2014).听[Re]considering queer theories and science education. Cultural Studies of Science Education,听9,听393-407.
  • 鈥婩ouad, N., Fitzpatrick, M., & Liu, J.P. (2011). Persistence of women in engineering careers: A qualitative study of current and former female engineers. Journal of Women and Minorities in Science and Engineering, 17(1), 69-96.听 听
  • Gil-Kashiwabara, E., Hogansen, J. M., Geenan, S., Powers, K., & Powers, L. E. (2007). Improving transition outcomes for marginalized youth. Career Development for Exceptional Individuals, 30(2), 80鈥91.
  • Gabel, S., & Peters, S. (2010). Presage of a paradigm shift: Beyond the social model of disability toward resistance theories of disability. Disability & Society, 19(6), 585鈥600.
  • George-Jackson, C. E. (2014). Undergraduate women鈥檚 persistence in the sciences. NASPA Journal 糖心原创 Women in Higher Education, 7, 96-119.
  • George, Y. S., Neale, D. S., Van Horne, V. & Malcom, S. M. (2001). In pursuit of a diverse science, technology, engineering, and mathematics workforce.听糖心原创, DC: American Association for the Advancement of Science.
  • Grout, I. (2015). Supporting access to STEM subjects in higher education for students with disabilities using remote laboratories.听Remote Engineering and Virtual Instrumentation (REV), 2015 12th International Conference on,听7-13.
  • Grzanka, P. R. and Brian, J.D. (2015). 'Analytical dispositions' and the shared affinities of science & technology studies and intersectionality.听Talk delivered by Patrick Grzanka at Drexel University,听Philadelphia, PA.
  • Gupta, U., & Houtz, L. (2000). High school students鈥 perceptions of information technology skills and careers. Journal of Industrial Technology, 16(4).
  • 鈥婬abrowski, F., & Maton, K. I. (2009). Change institutional culture, and you change who goes into science. Academe, 95(3), 11-15.
  • Harry, B. , &听Klingner, J. (2007).听Discarding the deficit model.听Educational Leadership, 64(5), 16-21.听
  • 鈥婬ausmann, L. R., Ye, F., Schofield, J. W., & Woods, R. L. (2009). Sense of belonging and persistence in White and African American first-year students.听Research in Higher Education, 50(7), 649-669.
  • 鈥婬edrick, B., Dizen, M., Collins, K., Evans, J., & Grayson, T. (2010). Perceptions of College Students with and without disabilities and effects of STEM and non-STEM enrollment on student engagement and institutional involvement. Journal of Postsecondary Education and Disability, 23, 129-136.
  • Herrera, F. A., Hurtado, S., Garcia, G. A, (2012). . University of California.
  • Hoffman, M., Richmond, J., Morrow, J., & Salomone, K. (2002). Investigating 鈥渟ense of belonging鈥 in first-year college students. Journal of College Student Retention: Research, Theory & Practice, 4(3), 227-256.
  • Institute for Broadening Participation. (2014). Pathways to science.
    Retrieved from听
  • Hughes, R. (2012). Gender conception and the chilly road to female undergraduates' persistence in science and engineering fields. Journal of Women and Minorities in Science and Engineering, 18, 215-234.
  • Hurtado, S., Newman, C. B., Tran, M. C., & Chang, M. J. (2010). .听New Directions for Institutional Research,听2010(148), 5鈥15.
  • Izzo, M. V. (2012). Universal design for learning: Enhancing achievement of students with disabilities. Procedia computer science, 14, 343-350.
  • Izzo, M. V., Murray, A., Priest, S., & McArrell, B. (2011). Using student learning communities to recruit STEM students with disabilities. Journal of Postsecondary Education and Disability, 24, 301-316.
  • Jackson, D. L. (2013). Making the connection: The impact of support systems on female transfer students in science, technology, engineering, and mathematics (STEM). The Community College Enterprise, 19, 19-33.
  • Jackson, D. L., Starobin, S. S., & Laanan, F. S. (2013). The shared experiences: Facilitating successful transfer of women and underrepresented minorities in STEM fields.听New Directions for Higher Education, (162), 69-76.
  • Jacobs, J. E., & Simpkins, S. D. (Eds.) (2006). Leaks in the pipeline to math, science, and technology careers: New directions for child development, No. 110. San Francisco: Jossey-Bass.
  • Jenson, R. J., Petri, A. N., Day, A. D., Truman, K. Z., & Duffy, K. (2011). Perceptions of self-efficacy among STEM students with disabilities. Journal of Postsecondary Education and Disability, 24, 269-283.
  • 鈥婮ohnson, M. J. & Sheppard, D.D. (2004). Relationships between engineering student and faculty demographics and stakeholders working to affect change. Journal of Engineering Education, 92(2), 137-151.
  • 鈥婮oughin, G. (2010). The hidden curriculum revisited: a critical review of research into the influence of summative assessment on learning. Assessment and Evaluation in Higher Education, 35(3), 335-345.听
  • Kiernan, V. (2000). Government challenged to make high-tech careers more attractive. Laser Focus World (June). Retrieved from
  • Ladner, R. (2009). Persons with disabilities: Broadening participation and accessibility research. Computing Research News, 21(2). Retrieved from
  • Leake, D., Burgstahler, S., Rickerson, N., Applequist, K., Izzo, M., Arai, M., & Picklesimer, T. (2006). Literature synthesis of key issues in supporting culturally and linguistically diverse students with disabilities to succeed in postsecondary education. Journal of Postsecondary Education and Disability, 18(2), 149鈥165.
  • Lee, A. (2011). A comparison of postsecondary science, technology, engineering, and mathematics (STEM) enrollment for students with and without disabilities. Career Development for Exceptional Individuals, 34(2), 72-82.
  • Lee, A. (2014). Students with disabilities choosing science technology engineering and math (STEM) majors in postsecondary institutions.听Journal of Postsecondary Education and Disability,听27(3), 261-272.
  • Leddy, M. H. (2010). Technology to advance high school and undergraduate students with disabilities in science, technology, engineering, and mathematics. Journal of Special Education Technology, 25(3), 3-8.
  • Lent, R. W., et al. (2013). Social cognitive predictors of adjustment to engineering majors across gender and race/ethnicity. Journal of Vocational Behavior, 83, 22-30.
  • 鈥婰ent, R., Brown, S., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79 -122.
  • Litzler, E., Samuelson, C. C., & Lorah, J. A. (2014). Breaking it down: Engineering student STEM confidence at the intersection of race/ethnicity and gender. Research in Higher Education, 55, 810-832.鈥
  • Loewen, G., & Pollard, W. (2010). The social justice perspective. Journal of Postsecondary Education and Disability, 23(1), 5鈥18.
  • MacPhee, D., Farro, S., & Canetto, S. S. (2013). Academic self鈥恊fficacy and performance of underrepresented STEM majors: Gender, ethnic, and social class patterns. Analyses of Social Issues and Public Policy, 13, 347-369.
  • Malcom, S. M., Hall, P. Q., & Brown, J. W. (1976).听听(No. 76-R-3). 糖心原创, DC: American Association for the Advancement of Science.听
  • Malcom, S. M., & Malcom-Piqueux, L. E. (2013). .听Educational Researcher,听42(3), 176鈥178.
  • Malcom-Piqueux, L. E., & Malcom, S.E. (2013)听Engineering diversity: Fixing the educational system to promote education.听The Bridge, 43(1)听24-34.
  • Margolis, J., Estrella, R., Goode, J., Holme, J. J., & Nao, K. (2010). Stuck in the shallow end: Education, race, and computing. Cambridge, MA: MIT Press.
  • Margolis, J. & Fisher, A. (2001). Unlocking the clubhouse: Women in computing. Cambridge, MA: MIT Press.
  • Marszalek, J., Linnemeyer, S. A., & Haque, T. (2009). A cox regression analysis of a women's mentoring program in engineering. Journal of Women and Minorities in Science and Engineering, 15, 143鈥165.
  • Martin, J. K., Stumbo, N. J., Martin, L. G., Collins, K. D., Hedrick, B. N., Nordstrom, D., & Peterson, M. (2011). Recruitment of students with disabilities: Exploration of science, technology, engineering, and mathematics. Journal of Postsecondary Education and Disability, 24(4), 285-299.
  • 鈥婱arx, S. (2016). Qualitative research in STEM: Studies of equity, access, and innovation.
  • Maton, K. I., Pollard, S.A., McDougall, T.V., & Hrabowski, F. A. (2012). Meyerhoff scholars program: A strengths-based, institution-wide approach to increasing diversity in science, technology, engineering and mathematics. Mount. Sinai Journal of Medicine: A Journal of Translation and Personalized Medice, 79(5), 610-623.
  • 鈥婱atusovich, H., Streveler, R.A., & Miller, R.L. (2013). Why do students choose engineering? A qualitative, longitudinal investigation of students鈥 motivational values. Journal of Engineering Education, 99(4), 289-303.听
  • McCall, L. (2005). . Journal of Women in Culture and Society, 30(3).
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  • Morganson, V. J., Jones, M. P., & Major, D. A. (2010). Understanding women's underrepresentation in science, technology, engineering, and mathematics: The role of social coping. The Career Development Quarterly, 59, 169-179
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  • Oslund, C. (2013).听Succeeding as a student in the STEM fields with an invisible disability : A college handbook for science, technology, engineering, and math students with autism, ADD, affective disorders, or learning difficulties and their families. London; Philadelphia: Jessica Kingsley.
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  • Palmer, R., & Wood, J. L. (2013).听Community colleges and STEM : Examining underrepresented racial and ethnic minorities. New York: Routledge, Taylor & Francis Group.
  • Pawley, A. L. & Phillips, C. M. L. (2014). From the mouths of students: Two cases of narrative analysis to understand engineering education鈥檚 ruling relations as gendered and raced. In ASEE Annual Conference and Exposition. Indianapolis, IN.
  • Pawley, A. L. & Slaton, A. E. (2015).听Saving the Small-N.听In proceedings of the American Society for Engineering Education Annual Conference and Exposition, Chicago, IL. Seattle, WA: ASEE.
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  • Rule, A. C., Stefanich, G. P., & Boody, R. M. (2011). The impact of a working conference focused on supporting students with disabilities in science, technology, engineering, and mathematics (STEM).听Journal of Postsecondary Education and Disability,听24(4), 351-367.
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  • Settles, I. H., O鈥機onnor, R. C., & Yap, S. C. (2016). Climate Perceptions and Identity Interference Among Undergraduate Women in STEM: The Protective Role of Gender Identity. Psychology of Women Quarterly, 40, 488-503.
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  • Slaton, A. E. (2013). 鈥淏ody? What Body? Considering Ability and Disability in STEM Disciplines.鈥 Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Atlanta, GA. 糖心原创, DC: ASEE.
  • Slaton, A. E., & Pawley, A. E. (2015). The power and politics of STEM research听design: saving the "Small N"." American Society for Engineering Education听Annual Conference & Exposition.
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  • 鈥婼mith, B. (2014). Mentoring at-risk students through the hidden curriculum of higher education. Plymouth, United Kingdom: Lexington Books.听
  • 鈥婼mith, J. M., & Lucena, J. C. (2016). Invisible innovators: How low-income, first-generation students use their funds of knowledge to belong in engineering. Engineering Studies, 8(1).
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  • 鈥婼trayhorn, T.L. (2010). When race and gender collide: Social and cultural capital鈥檚 influence on the academic achievement of African American and Latino males. The Review of Higher Education, 33(3), 307-332.听
  • Steinberg, J. R.,听Okun, M. A., & Aiken, L. S. (2012). Calculus GPA and math identification as moderators of stereotype threat in highly persistent women. Basic and Applied Social Psychology, 34, 534-543.
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  • Wei, X., Christiano, E. R., Jennifer, W. Y., Blackorby, J., Shattuck, P., & Newman, L. A. (2014). Postsecondary pathways and persistence for STEM versus non-STEM majors: Among college students with an autism spectrum disorder. Journal of autism and developmental disorders, 44, 1159-1167.
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  • Wilson, D. M., Bates, R., Scott, E. P., Painter, S. M., & Shaffer, J. (2015). Differences in Self-Efficacy among Women and Minorities in STEM. Journal of Women and Minorities in Science and Engineering, 21, 27-45.
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  • Yuen, T., Ek, L., & Scheutze, A. (2013). Increasing participation from underrepresented minorities in STEM through robotics clubs.听Teaching, Assessment and Learning for Engineering (TALE), 2013 IEEE International Conference on,听24-28.