Linda Sax
Moore Hall 3045
405 Hilgard Avenue
Los Angeles, CA 90095-1521

Linda Sax

Professor

Education

  • Ph.D., University of California Los Angeles, 1994
  • B.A., University of California, Berkeley, 1990

Awards, Honors, Fellowships

Teaching & Research Interests

  • Diversity in Undergraduate Computer Science (BRAID project) (https://braidresearch.gseis.ucla.edu/)
  • Undergraduate STEM Education
  • Gender Differences in College Student Development
  • Single-sex Education
  • Assessment of College Impact
  • Influence of Family and Faculty on College Student Outcomes
  • Student Affairs Research

Select Publications

BOOK

Sax, L. J. (2008). The Gender Gap in College: Maximizing the Developmental Potential of Women and Men. San Francisco: Jossey-Bass.

RECENT ARTICLES

Sax, L.J. & Newhouse, K.N.S. (2019). Disciplinary field specificity and variation in the STEM gender gap. New Directions for Institutional Research, 179: 45-71.

Zimmerman, H. B., Toven-Lindsey, B., Sax, L. J., Lehman, K. L., & Blaney, J. M. (2019). Building Momentum: How Department Chairs Lead Initiatives to Broaden Participation in Computer Science. In Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 2019. Minneapolis, MN: IEEE.

Kim, Y. K., & Sax, L. J. (2018). The Effect of Positive Faculty Support on Mathematical Self-Concept for Male and Female Students in STEM Majors. Research in Higher Education, 59: 1074-1104.

Sax, L. J., Blaney, J. M., Lehman, K. J., Rodriguez, S. L., George, K. L., & Zavala, C. (2018). Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students. Social Sciences, 7(8), 1-24.

Sax, L. J., Lim, K., Lehman, K., & Monje-Paulson, L. (2018). Reversal of the Gender Gap: The Biological Sciences as a Unique Case within Science, Technology, Engineering, and Mathematics (STEM). The Journal of Women and Minorities in Science and Engineering, 24(4): 291-324.

Weintraub, D. S. & Sax, L. J. (2018). The Relationship Between Student-Parent Communication and First-Year Academic Performance. NACADA Journal, 38(1): 61-76.

Kim, Y. K., & Sax, L. J. (2018). The Effect of Positive Faculty Support on Mathematical Self-Concept for Male and Female Students in STEM Majors. Research in Higher Education, 59: 1074-1104.

Riggers-Piehl, T. A. & Sax, L. J. (2018). Encouraging the Spirit: The Role of Student-Faculty Interactions in College Students’ Meaning-Making and Spiritual Quest. Journal of College and Character, 19(2): 101-119.

Kim, Y. K., & Sax, L. J. (2017). The Impact of College Students’ Interactions with Faculty: A Review of General and Conditional Effects. In Higher Education: Handbook of Theory and Research (pp. 85-139). Springer International Publishing.

Sax, L. J., Zimmerman, H. B., Blaney, J. M., Toven-Lindsey, B., & Lehman, K. (2017). Diversifying Computer Science Departments: How Department Chairs Become Change Agents for Women and Underrepresented Minority Students. Journal of Women and Minorities in Science and Engineering, 23 (2): 101-119.

Jacobs, J. A., Ahmad, S., & Sax, L. J. (2017). Planning a Career in Engineering: Parental Effects on Sons and Daughters. Social Sciences, 6(1), 2.

Sax, L. J., Lehman, K., Jacobs, J.A., Kanny, A., Lim, G., Monje-Paulson, L. & Zimmerman, H. (2017). Anatomy of an Enduring Gender Gap: The Evolution of Women’s Participation in Computer Science. The Journal of Higher Education, 88(2): 258-293.

Sax, L. J., Lehman, K. J., & Zavala, C. (2017). Examining the Enrollment Growth: Non-CS Majors in CS1 Courses. In SIGCSE ’17: Proceedings of the 48th ACM Technical Symposium on Computing Science Education. New York, NY, USA: ACM.

Lehman, K.J., Sax, L.J., & Zimmerman, H.B. (2017). Women Planning to Major in Computer Science: Who are they and What Makes them Unique? Computer Science Education, 26(4): 277-298.

Sax, L. J., Lehman, K., Barthelemy, R., & Lim, G. (2016). Women in Physics: A Comparison to STEM Over Four Decades. Physical Review Special Topics: Physics Education Research, 12(2). doi: 10.1103/PhysRevPhysEducRes.12.020108.

Sax, L. J. & Weintraub, D. S. (2016). Hold on Tight or Let Go: Exploring the Parental Role in First-Year Students’ College Adjustment. Journal of The First-Year Experience & Students in Transition, 28(2): 73-92.

Sax, L.J., Kanny, A., Jacobs, J., Whang, H., Weintraub, D.S. & Hroch, A. (2016). Understanding the Changing Dynamics of the Gender Gap in Undergraduate Engineering Majors: 1971-2011. Research in Higher Education, 57 (5): 570-600.

Sax, L. J., Kanny, M. A., Riggers-Piehl, T. A., Whang, H., & Paulson, L. N. (2015). “But I’m Not Good at Math”: The Changing Salience of Mathematical Self-Concept in Shaping Women’s and Men’s STEM Aspirations. Research in Higher Education, 56 (8): 813-842.