Linda DeAngelo - Publications


Weidman, J. C. & DeAngelo, L. (Eds). (2020). Socialization in higher education and the early career: Theory, research, and practice. New York: Springer.
Weidman, J. C., Yeager, J. L., Cohen, L., DeAngelo, L., DeLuca, K. M, Gunzenhauser, M. G., Jacob, W. J., McClure, M. W., & Sutin, S. E. (Eds.) (2014). ASHE Reader on Economics and Finance of Higher Education, 3rd Edition. Boston, MA: Pearson.
I was a section editor on the "Economic Outcomes of Higher Education" section of the reader.

Book Chapters

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.
DeAngelo, L. (2014). Programs and practices that retain students from the first to the second year: Results from a national study. In R.D. Padgett (Ed.), The first-year experience. New Directions for Institutional Research. San Francisco, CA: Jossey-Bass.
Sole Authored solicited chapter uses logistic regression and interaction modeling to predict first-year retention.
Weidman, J. C., DeAngelo, L., & Bethea, K. A. (2014). Understanding student identity development from a socialization perspective. In C. Hanson (Ed.), In search of self: Exploring student identity development. New Directions for Higher Education. San Francisco, Jossey-Bass.
Book chapter examining how the Weidman socialization model can be used to study identity development in college. I wrote the section of the chapter examining how studies using the Weidman model can be used to explore issues of identity and identity development in college as well as the literature and discussion related to student development theory.
DeAngelo, L. (2009). Can I go? An exploration of the influences of attending a less selective institution on students' aspirations and preparation for the PhD. In M. F. Howard-Hamilton, C. L. Morelon-Quinanoo, S. D. Johnson, R. Winkle-Wagner, & L. Sintiaque (Eds), Standing on the Outside Looking In: Multiple Causes, Implications, and Potential Remedies to Address Underrepresentation among Minorities in Graduate Programs. Sterling, VA: Stylus Publishing, LLC.


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.
Phelps-Ward, R., & DeAngelo, L. (2016). Feeding the pipeline toward the doctorate: Examining the formal mentoring experiences of Black undergraduate students. Western Journal of Black Studies, 40(2), 109-123.
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.
DeAngelo, L., Schuster, M., & Stebleton, M. (2016). California dreamers: Activism, identity and empowerment among undocumented students. Journal of Diversity in Higher Education, 9(3), 216-230.
Mann, J., & DeAngelo, L. (2016). Assessing the potential of short-term immersion service programs: Can alternative spring breaks produce transformative outcomes? Journal of Student Affairs Research and Practice, 53(4), 416-428.
DeAngelo, L. Mason, J., & Winters, D. (2015). Faculty engagement in mentoring undergraduate students: How institutional environments regulate and promote extra-role behavior. Innovative Higher Education. Published Online First DOI: 10.1007/s10755-015-9350-7.
Utter, M. & DeAngelo, L. (2015). Lateral transfer students: The role of housing in social integration and transition. Journal of College and University Student Housing, 42(1), 178-193.

Written with Pitt PhD student whom I mentored through every phase of the research and writing process.

Fuentes, M., Berdan, J., Ruiz, A., & DeAngelo, L. (2014). Mentorship matters: Does early faculty contact lead to quality faculty interaction? Research in Higher Education, 55, 480-507.

Article using Structural Equation Modeling. I mentored and worked with 3 doctoral students at UCLA on this publication and through the publication process.

Sharkness, J. & DeAngelo, L. (2011). Measuring student involvement: A comparison of classical test theory and item response theory in the construction of scales from student surveys. Research in Higher Education, 52, 480-507.
DeAngelo, L. (2010). Preparing for the PhD at a comprehensive institution: perceptions of the "barriers." Journal of the Professoriate, 3(2), 17-49.
Special Issue on student/faculty interaction Darnell Cole and Linda DeAngelo (Eds.)
Chang, M. J. & DeAngelo, L. (2002). Going greek: The effects of racial composition on white students' participation patterns. Journal of College Student Development, 43(6) 809-23.


DeAngelo, L. (2016). Supporting students of color on the pathway to graduate education. (CGS Data Sources PLUS 16-02). Washington, DC: Council of Graduate Schools.
Hurtado, S. & DeAngelo, L. (2012). Linking diversity and civic-minded practice with student outcomes: New evidence from CIRP national surveys. Liberal Education 98(2).
Hurtado, S. & DeAngelo, L. (2009). Keeping senior women at your institution: Insights from a national survey of full time teaching faculty. Academe, September/October.
DeAngelo, L. & Hasson, T. (2009). Quantifying success: Using control groups to measure program effectiveness. Council on Undergraduate Research Quarterly, 29(3) 39-45.
Linda DeAngelo


University of Pittsburgh
4318E Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260