Linda DeAngelo is an associate professor of higher education in the Administrative and Policy Studies Department and Center for Urban Education faculty fellow at the University of Pittsburgh. Dr. DeAngelo earned her Ph.D. in Higher Education and Organizational Change from the University of California, Los Angeles (UCLA). Prior to joining the faculty at the University of Pittsburgh, she was the Assistant Director for Research at the Higher Education Research Institute (HERI) at UCLA, and prior to that she was a postdoctoral scholar at the Center for Educational Assessment, also at UCLA. Dr. DeAngelo’s scholarship focuses on stratification, equity, and diversity issues. She investigates how social inequalities are produced and manifested within higher education. In this work she examines the differential effect of institutions on students, pipeline and educational transitions, and outcomes for first-generation, low-income, and underrepresented students. Her current scholarship focuses retention, degree completion and access to and engagement in faculty mentorship. Dr. DeAngelo’s publications have appeared in the American Educational Research Journal, Research in Higher Education, the Journal of College Student Development, Innovative Higher Education, the Journal of Diversity in Higher Education, New Directions for Higher Education, and New Directions for Institutional Research, among others. She is a past editorial review board member for the Journal of the First-Year Experience and Students in Transition, and is currently an editorial review board member for Teaching in Higher Education.
Developing university infrastructure to foster equity and inclusion in college classrooms. University of Pittsburgh Momentum Grant Initiative, Award Period, May 2020 - April 2021. Co-PIs: Kevin Binning, Linda DeAngelo, Lorna Kearns, Christian Schunn, & Erica McGreevy. Amount $50,000.
Gender performativity in the persistence of women in engineering: An examination of simple interventions, social interaction, and self-efficacy. University of Pittsburgh School of Education Student-Faculty Research Grant, Award Period January 2019-December 2020. Co-PIs: Sarah Kurz & Linda DeAngelo. Amount: $3,000.
Pathways for civic growth. University of Pittsburgh Provost Personalized Education Grant. Award Period March 2019 - April, 2020. PI: Linda DeAngelo, Amount: $26,155.
Pathways for civic growth: Implementing a model for civic mentoring. University of Pittsburgh's Provost Personalized Education Grant, Award Period February 2018 - June 2019. PI: Lina Dostillo. Role on Grant: Project Director Assessment. Amount: $18,000.
Using simple interventions to improve outcomes for first-year women engineering students. University of Pittsburgh Office of Diversity and Inclusion mini-grant, Award Period December 2018-April 2019. Co-PIs Linda DeAngelo, Kevin Binning, & Sarah Kurz. Amount: $2,000.
Self-efficacy in the first college year for women students in engineering, University of Pittsburgh Year of Diversity Small Grant, Award Period July 1, 2017 - June 30, 2018. PI Linda DeAngelo, Co-PI Chandraleksha Singh. Amount: $4,000.
Weidman, J. C. & DeAngelo, L. (Eds). (2020). Socialization in higher education and the early career: Theory, research, and practice. New York: Springer.
DeAngelo, L. & Franke, R. (2016). Social mobility and reproduction for whom?: College readiness and first year retention. American Educational Research Journal, 53(6), 1588-1625.
Weidman, J. C., & DeAngelo, L. (2020). Student socialization in higher education: An exploration. In J. C. Weidman & DeAngelo, L. (Eds). Socialization in higher education and the early career: Theory, research and practice (pp. 3-10).
Weidman, J. C., & DeAngelo, L. (2020). Toward a 21st century socialization model of higher education's impact on students. In J. C. Weidman & DeAngelo, L. (Eds). Socialization in higher education and the early career: Theory, research and practice (pp. 311-323). New York: Springer.
Sondel, B. Godley, A., & DeAngelo, L. (In Press). Forward. In V. Stead (Ed.) Confronting Anti-Antisemitism on Campus. New York: Peter Lang.
Stebelton, M. J., Rost-Banik, C., & DeAngelo, L. (2017). "Worthy of Being Here": Examining immigrant students' interactions with faculty and practitioners. Journal of Student Affairs Research and Practice, 54(4), 357-370.