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EDHE 6000: Proseminar in Higher Education;: Required Readings

Useful library information for EDHE 6000, Dr. Veronica Jones

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Required Readings for EDHE 6000

Kuhn, T. S. (2012). The route to normal science. In Kuhn, T. S. (Ed.), The structure of scientific revolutions (4th ed.) (pp. 10-22). Chicago:  University of Chicago Press.

Guba, E.G. & Lincoln, Y.S. (1994). Competing paradigms in qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), The landscape of qualitative research (pp. 195- 220). Thousand Oaks, CA: Sage.

Siegel, H. (2006). Epistemological diversity and education research: Much ado about nothing much? Educational Researcher, 35(2), 3-12.

Koro-Ljungberg, M., Yendol-Hoppey, D., Jude, J. & Hayes, S.H. (2009). (E)pistemological awareness, instantiation of methods, and uninformed methodological ambiguity in qualitative research projects. Educational Researcher, 38(9), 687-699.

Hart, C. (2018). The literature review in research. In Hart, C. (Ed.), Doing a literature review: Releasing the research Imagination (pp. 1-25). Sage.

McMillan, J. H. (2004). Locating and reviewing related literature. In McMillan, J. H. (Ed.), Fundamentals of educational research (4th ed.) (pp. 49-76). Boston, MA: Pearson.

Boote, D. & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3- 5. 

Harrison, J., MacGibbon, L., & Morton, M. (2001). Regimes of trustworthiness in qualitative research: The rigors of reciprocity. Qualitative inquiry, 7(3), 323-345.

Jafar, A. J. (2018). What is positionality and should it be expressed in quantitative studies? Emergency Medicine Journal, 35, 323-324.

Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837-851.

Moss, P., Philips, D.C., Erickson, F., Floden, R., Lather, P. & Schneider, B. (2009). Learning from our differences: A dialogue across perspectives on quality in education  research. Educational Researcher, 38(7), 501-517.

Levin, J. S., & Aliyeva, A. (2015). Embedded neoliberalism within faculty behaviors. The Review of Higher Education, 38(4), 537-564.

Kezar, A., & Lester, J. (2010). Breaking the barriers of essentialism in leadership research: Positionality as a promising approach. Feminist Formations, 22(1), 163–185.

Kezar, A. (2010). Rethinking postsecondary institutions for low-income student success: The power of post-structural theory. In Kezar, A. (Ed.), Recognizing and serving low-income students in higher education:  An examination of institutional policies, practices, and culture (pp. 3-25). New York: Routledge.

O’Meara, K. (2015). A career with a view: Agentic perspectives on women faculty. The Journal of Higher Education, 86(3), 331-359.

Hamer, J. F., & Lang, C. (2015). Race, structural violence, and the neoliberal university: The challenges of inhabitation. Critical Sociology, 41(6), 897-912.

Garcia, G. A. (2017). Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions. American Educational Research Journal, 54(1_suppl), 111S-134S.

Gill, P.W. & Harrison, L.M. (2018). The completion agenda impact on student affairs practice in community colleges. Community College Journal of Research and Practice,  42(11), 797-811.

Baker, V., Pifer, M., & Griffin, K. (2014). Mentor-protégé fit: Identifying and developing effective mentorship across identities in doctoral education. International Journal for Researcher Development, 5(2), 83-98.

Hall, L., & Burns, L. (2009). Identity development and mentoring in doctoral education. Harvard Educational Review, 79(1), 49-70.

Baker, V. L., & Lattuca, L. R. (2010). Developmental networks and learning: Toward an interdisciplinary perspective on identity development during doctoral  study. Studies in Higher Education, 35(7), 807-827.

Saunders, D. B., Kolek, E. A., Williams, E. A., & Wells, R. S. (2016). Who is shaping the field? Doctoral education, knowledge creation and postsecondary education research  in the United States. Higher Education Research & Development, 35(5), 1039-1052.

Ladson-Billings, G. (2009). Just what is critical race theory and what’s it doing in a nice field like education? In Taylor, E., Gillborn, D., & Ladson-Billings, G. (Eds.), Foundations of critical race theory in education (pp. 15- 30). New York, NY: Routledge.

Bernal, D. D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105-126.

Patton, L. D. (2016). Disrupting postsecondary prose: Toward a critical race theory of higher education. Urban Education, 51(3), 315-342.

Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. The Review of Higher Education, 36, 9-29.

Iverson, S. V. (2012). Constructing outsiders: The discursive framing of access in university diversity policies. The Review of Higher Education, 35(2), 149-177.

Miller, R. A., Jones, V. A., Reddick, R. J., Lowe, T., Franks Flunder, B., Hogan, K., & Rosal, A. I. (2018). Educating  through microaggressions: Self-care for diversity educators. Journal of Student Affairs Research and Practice, 55(1), 14-26.

Denson, N., & Seltzer, M. H. (2011). Meta-analysis in higher education: An illustrative example using hierarchical  linear modeling. Denson, N., & Seltzer, M. H. (2011). Meta-analysis in higher education: An illustrative example using hierarchical linear modeling. Research in Higher Education, 52(3), 215–244.Research in Higher Education, 52(3), 215–244.

Baker, V. L., Pifer, M. J., & Flemion, B. (2013). Process challenges and learning-based interactions in stage 2 of doctoral education: Implications from two applied social  science fields. Journal of Higher Education, 84(4), 449-476.

Lovitts, B. (2005). Being a good course-taker is not enough: a theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137-154.



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