McCambly, H. N., Aguilar-Smith, S., Felix, E. R., Hu, X., & Baber, L. D. B. (Accepted/In press). Community Colleges as Racialized Organizations: Outlining Opportunities for Equity. Community College Review, 51(4), 658-679.  link >

Roy, S., Dong, Y., Baber, L., & Ahn, B. (2022). Classroom to Workplace: Knowledge and Skills Learned by Recently Hired Aerospace Engineers. Journal of Aerospace Information Systems, 19(4), 317-329.  link >

Dong, Y., Roy, S., Baber, L. D., & Ahn, B. (2021). Identifying the Proactive Actions of Newly Hired Engineers During the Socialization Period. ASEE Annual Conference and Exposition, Conference Proceedings.

James-Gallaway, C., & Baber, L. (2021). Utilities of Counterstorytelling in Exposing Racism Within Higher Education. In M. Lynn, & A. D. Dixson (Eds.), Handbook of Critical Race Theory in Education (2 ed., pp. 221-235). Routledge.  link >

Baber, L. D. (2020). Living in Paradox: Midlevel Leadership in Administrative Affairs. New Directions for Community Colleges, 2020(191), 89-97.  link >

Burt, B. A., Stone, B. D., Motshubi, R., & Baber, L. D. (2020). STEM validation among underrepresented students: Leveraging insights from a STEM diversity program to broaden participation. Journal of Diversity in Higher Education.  link >

Simpson, A. T., Hebert, L., Rosu, L., Pollock, M., Trent, W., Baber, L., & Goddard, L. (2020). Impacting Teacher and Counselor Practices as They Support Traditionally Underrepresented Students to Pursue STEM Majors and Careers. In 2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings Article 9274151 (Proceedings - Frontiers in Education Conference, FIE; Vol. 2020-October). Institute of Electrical and Electronics Engineers Inc..  link >

Baber, L. D. (2019). Color-Blind Liberalism in Postsecondary STEM Education. In E. O. McGee, & W. H. Robinson (Eds.), Diversifying STEM: Multidisciplinary Perspectives on Race and Gender (pp. 19-35). Rutgers University Press.

Baber, L. D., Zamani-gallaher, E. M., Stevenson, T. N., & Porter, J. (2019). From Access to Equity: Community Colleges and the Social Justice Imperative. In M. B. Paulsen, & L. W. Perna (Eds.), Higher Education: Handbook of Theory and Research (Vol. 34, pp. 203-240). Springer.  link >

Baber, L. D. (2019). Understanding the Needs of Various Diverse Populations. In C. Akens, R. Wright-Mair, & J. M. Stevenson (Eds.), College Students and Their Environments: Understanding the Role Student Affairs Educators Play in Shaping Campus Environments (pp. 112-131). (American Series in Student Affairs Practice and Professional Identity; No. 2). Charles C Thomas Publisher, Ltd..

Baber, L. D. B. (2018). “Living in the Along”: Validating Experiences Among Urban Community College Students in a College Transition Program. Community College Review, 46(3), 316-340.  link >

Burt, B. A., & Baber, L. D. (2018). The power of language: Exploring foundations of neoliberalism in federal financial aid policy. Journal of Negro Education, 87(2), 140-153.  link >

Dejear Jr., M. L., Chen, Y. A., DuBois Baber, L., & Li, R. (2018). Perceptions of Data-Driven Decision Making on Student Success: A Study of Culture, Collaboration, and Advocacy Among Community College Leaders. Community College Enterprise, 24(1), 41-59.

Revelo, R. A., & Baber, L. D. (2018). Engineering Resistors: Engineering Latina/o Students and Emerging Resistant Capital. Journal of Hispanic Higher Education, 17(3), 249-269.  link >

Baber, L. D. (2017). Review: Overcoming Educational Racism in the Community College: Creating Pathways to Success for Minority and Impoverished Student Populations. Community College Journal of Research and Practice, 41(11), 763-764.  link >

Callahan, C. N., LaDue, N. D., Baber, L. D., Sexton, J., van der Hoeven Kraft, K. J., & Zamani-Gallaher, E. M. (2017). Theoretical perspectives on increasing recruitment and retention of underrepresented students in the geosciences. Journal of Geoscience Education, 65(4), 563-576.  link >

Houston, D. A., & Baber, L. D. (2017). Academic clustering among football student-athletes and exploring its relationship to institutional characteristics. Journal for the Study of Sports and Athletes in Education, 11(1), 66-90.  link >

Ladue, N., Callahan, C. N., Baber, L., Sexton, J. M., Van Der Hoeven Kraft, K. J., & Zamani-gallaher, E. M. (2017). Applying Theoretical Frameworks to the Recruitment and Retention of Underrepresented Students in the Geosciences. Paper presented at 2017 GSA Annual Meeting, Seattle, Washington, United States.  link >

Baber, L. D. (2016). Beyond the “Tenets”: Reconsidering Critical Race Theory in Higher Education Scholarship. In A. D. Dixson, C. K. Rousseau Anderson, & J. K. Donnor (Eds.), Critical Race Theory in Education: All God's Children Got a Song (2 ed., pp. 182-199). Routledge.

Baber, L. D. B. (2016). BEYOND THE “TENETS” Reconsidering Critical Race Theory in Higher Education Scholarship. In Critical Race Theory in Education: All God’s Children Got a Song (pp. 182-199). Taylor and Francis.  link >

Baber, L., Fletcher, R., & Graham, E. (2015). Black Men Attending Community Colleges: Examining an Institutional Approach Toward Equity. New Directions for Community Colleges, 2015(172), 97-107.  link >

Baber, L. D. B. (2015). Considering the interest-convergence dilemma in STEM education. Review of Higher Education, 38(2), 251-270.  link >

Baber, L. D., & Graham III, E. (2015). Enrollment and Completion Patterns Among African American and Latino Males Attending Illinois Community Colleges. Journal of Applied Research in the Community College, 22(1), 1-11.

Baber, L. D. (2015). Examining Post-Racial Ideology in Higher Education. Teachers College Record, 117(14), 5-26.  link >

Baber, L. (2014). When aspiration meets opportunity: Examining transitional experiences of African American males in college readiness programs. Community College Journal of Research and Practice, 38(12), 1097-1111.  link >

DuBois Baber, L. (2012). A qualitative inquiry on the multidimensional racial development among first-year African American college students attending a predominately white institution. Journal of Negro Education, 81(1), 67-81.  link >

Baber, L. D. (2011). Bicultural Experiences of Second-Generation Black American Males. In R. T. Palmer, & J. L. Wood (Eds.), Black Men in College: Implications for HBCUs and Beyond (pp. 89-106). Routledge.  link >

Baber, L. D. (2010). Beyond Structural Diversity: Centering "Place" Among African American Students in Predominantly White Campuses. In T. E. Dancy II (Ed.), Managing Diversity: (Re)Visioning Equity on College Campuses (pp. 221-242). (Education Management; Vol. 5). Peter Lang Publishing.

Baber, L. D., Pifer, M. J., Colbeck, C., & Furman, T. (2010). Increasing diversity in the geosciences: Recruitment programs and student self-efficacy. Journal of Geoscience Education, 58(1), 32-42.  link >

Baber, L. D., & Lindsay, B. (2008). An Early Vision of Education: Applying Knowledge to Social Engagement. In B. Lindsay (Ed.), Ralph Johnson Bunche: Public Intellectual and Nobel Peace Laureate (pp. 108-124). University of Illinois Press.

Baber, L. D., & Lindsay, B. (2006). Analytical Reflections on Access in English Higher Education: Transnational Lessons across the Pond. Research in Comparative and International Education, 1(2), 146-155.  link >

EOL 574: Diversity in Higher Education (EOL 574) Explores critical topics and issues related to diversity in higher education, including race/ethnicity, class, and gender. Covers current research that explores diversity in higher education, institutional diversity policies and organizational behaviors, campus constituents, and the role of external groups. The course consists of reading, in-class discussion, group exercise, and completing a research project that is of interest to the student. Same as EPOL 562. 4 graduate hours. No professional credit.

EOL 589: Internship in Education Policy, Organization and Leadership (EOL 589) Same as EPOL 598. See EPOL 598.

EPOL 556: Access to Higher Education (EPOL 556) Explores current practices, conditions, and policies shaping access to college at the undergraduate level. The course is based in a sociological approach to understanding conditions of access to higher education. Provides an opportunity to examine and discuss current research on class, race, gender, institutional policy, and individual factors that are known to impact participation in higher education. Particular attention is given to stratification in higher education including but not limited to: the historical and legal context of access; points of access; pathways to higher education; and the effects of various policies and programs.

EPOL 558: The Community College (EPOL 558) Community and technical colleges; their purposes, function, and objectives; social forces related to their development and evaluation; characteristics and needs of students; educational programs and teaching strategies; and organization, control, and financing.

EPOL 562: Diversity in Higher Education (EPOL 562) Explores critical topics and issues related to diversity in higher education, including race/ethnicity, class, and gender. Covers current research that explores diversity in higher education, institutional diversity policies and organizational behaviors, campus constituents, and the role of external groups. The course consists of reading, in-class discussion, group exercise, and completing a research project that is of interest to the student.