Journal Articles

Charleston, L. J., Gilbert, J. E., Escobar, B., & Jackson, J. F. L. (2014). Creating a Pipeline for African American Computing Science Faculty: An Innovative Faculty/Research Mentoring Program Model. Journal of Faculty Development, 28(1), 85-92. (PDF)

Jackson, J.F.L., Charleston, L.J., Gilbert, J.E., & Seals, C. (2013). Changing Attitudes About Computing Science at Historically Black Colleges and Universities: Benefits of an Intervention Program Designed for Undergraduates. Journal of African American Studies, 2(17), 162-173

Charleston, L.J. (2012). A Qualitative Investigation of African Americans’ Decision to Pursue Computing Science Degrees: Implications for Cultivating Career Choice and Aspiration. Journal of Diversity in Higher Education, 5(4), 222-243. (PDF)

Jackson, J. F. L., & O’Callaghan, E. M. (2011) Understanding Employment Disparities Using Glass Ceiling Effects Criteria: An Examination of Race/Ethnicity and Senior-Level Position Attainment Across the Academic Workforce. Journal of the Professoriate, 5(2), 67-99. (PDF)

Charleston, L. J. (2009). The Dilemma of Higher Education Reform in a Post-Affirmative Action Society: A Review of Anti-Affirmative Action Legislation to Inform Policy Modification. Annuals of the Next Generation, 2(1), 10-26. (PDF)

Leon, R. A., & Jackson, J. F. L. (2009). Examining Academic Leadership Position Attainment in Higher Education: Evidence from NSOPF: 99. Annuals of the Next Generation, 2(1), 46-63. (PDF)

Jackson, J. F. L., & O’Callaghan, E. M. (2009). What Do We Know About Glass Ceiling Effects? A Taxonomy and Critical Review to Inform Higher Education Research. Research in Higher Education, 50, 460-482. (PDF)

Jackson, J. F. L., & O’Callaghan, E. M. (2008). How Diverse has Computer Science Faculty Become During the Past Decade (1993-2004)? IEEE Computer, 41, 104-107. (PDF)

Jackson, J. F. L. (2008). Race Segregation Across the Academic Workforce: Exploring Factors that May Contribute to the Disparate Representation of African American Men. American Behavioral Scientist, 51, 1004-1029. (PDF)