BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K. (2017). High-impact practices and student-faculty interactions for gender-variant students. Journal of Diversity in Higher Education, 10(4), 350–365. https://doi.org/10.1037/dhe0000065
Garvey, J. C., BrckaLorenz, A., Latopolski, K., & Hurtado, S. S. (2018). High-impact practices and student-faculty interactions for students across sexual orientations. Journal of College Student Development, 59(2), 210–226. https://doi.org/10.1353/csd.2018.0018
Greenman, S. J., Chepp, V., & Burton, S. (2021). High-impact educational practices: leveling the playing field or perpetuating inequity? Teaching in Higher Education, 27(2), 267–279. https://doi.org/10.1080/13562517.2021.2000384
Kilgo, C. A., Linley, J. L., Renn, K. A., & Woodford, M. R. (2019). High-impact for whom? The influence of environment and identity on lesbian, gay, bisexual, and queer college students’ participation in high-impact practices. Journal of College Student Development, 60(4), 421–436. https://doi.org/10.1353/csd.2019.0038
Koolage, W. J., & Clevenger, D. (2018). Undergraduate conferences as high impact practices with an impact on gender parity. Teaching Philosophy, 41(3), 261-284. https://doi.org/10.5840/teachphil201882890
Lee, J., Kim, N., Su, M., & Greenwood, S. (2024). What high-impact practices work for minoritized students? Institutional inequities in college learning opportunities and outcomes. Trends in Higher Education, 3(2), 180-198. https://doi.org/10.3390/higheredu3020011
Lidinsky, A. (2014). “Reacting to the past” to be proactive in the present: Feminist roots of high-impact practices. Feminist Teacher, 24(3), 208–212. https://doi.org/10.5406/femteacher.24.3.0208
Mickler, A. K., Carrasco, M. A., Raney, L., Sharma, V., May, A. V., & Greaney, J. (2021). Applications of the high impact practices in family planning during COVID-19. Sexual and Reproductive Health Matters, 29(1), 9–17. https://doi.org/10.1080/26410397.2021.1881210
Stewart, D. L., & Nicolazzo, Z. (2018). High impact of [whiteness] on trans* students in postsecondary education. Equity & Excellence in Education, 51(2), 132–145. https://doi.org/10.1080/10665684.2018.1496046
Books and Chapters
Blackwell, J., & Holmes, T. (2020). An archive assignment in Women’s Studies 101: Designing hands-on learning in a large class. In E. Sengupta, P. Blessinger, & M. D. Cox (Eds.), International perspectives on improving student engagement: advances in library practices in higher education (pp. 145-165). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120200000026009
Halsell, T. Y., and Gallant, D. J. (2022). Black undergraduate women: Intersectionality and engagement with high impact practices. In R. D. Mayes, M. C. Shavers, & J. L. Moore (Eds.), African American young girls and women in PreK12 schools and beyond (pp. 161-184). Emerald Publishing Limited. https://doi.org/10.1108/S2051-231720220000008008
Kim, S., Beverly, S. P., & Ro, H. K. (2020). How many Latinas in STEM benefit from high-impact practices? Examining participation by social class and immigrant status. In E. M. Gonzalez, F. Fernendez, & M. S. Wilson (Eds.), An asset-based approach to advancing Latina students in STEM: Increasing resilience, participation, and success (pp.75- 93). Routledge.
Manke, B., Gasior, B., & Chang, M. (2024). Internships, high-impact practices, and provocative praxis in higher education: A social justice framework based on equity, diversity, inclusion, and access. Routledge.
Reilly, S., & Langley-Turnbaugh, S. (2021). The intersection of high-impact practices: What’s next for higher education? Lexington Books.
Halsell, T. Y. (2017). High impact practices: A mixed methods study of engagement among Black undergraduate women (Order No. 29262203). Available from ProQuest Dissertations & Theses Global. 2669610595.
McClair, T. (2020). High impact practices—Encouraging empowerment and self-care through participatory women’s groups and group antenatal care: Supporting women to be at the center of their own care as active participants. Hypertensive Disorders in Pregnancy brief. Population Council. https://doi.org/10.31899/rh14.1035
Njei, A. (2023). STEM education and retention for Black women using high-impact practices: Historically Black colleges and universities vs. predominantly white liberal arts colleges. CMC Senior Theses. 3095. https://scholarship.claremont.edu/cmc_theses/3095