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

Gender and STEM

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

Sax, L. J., Zimmerman, H. B., Blaney, J. M., Toven-Lindsey, B., & Lehman, K. (Accepted for publication). 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.

Sax, L. J., Lehman, K. J., & Blaney, J. M. (2016). Building Recruiting and Inclusion for Diversity (BRAID): Emerging Research on Diversifying the CS Major. Computing Research News, 28 (3), 11-12.

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

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.

Kanny, M. A., Sax, L. J. & Riggers-Piehl, T. A. (2014.) Investigating Forty Years of STEM Research: How Explanations for the Gender Gap Have Evolved Over Time. Journal of Women and Minorities in Science and Engineering, 20 (2): 127-148.

Sax, L. J. (2013). A Quarter-Century of Stalled Progress for Women in STEM. Amplify.com, 27 April 2013. http://www.amplify.com/article/quarter-century-stalled-progress-women-stem-0.   Shapiro, C. and Sax, L. J. (2011). Major Selection and Persistence for Women in STEM. New Directions for Institutional Research, 152: 5-18.

Single-Sex Education

Sax, L. J., with Berdan Lozano, J. and Quinn Vandenboom, C. (2014). Who Attends a Women’s College? Identifying Unique Characteristics and Patterns of Change, 1971-2011. Report to the Women’s College Coalition. Graduate School of Education & Information Studies, UCLA.

Sax, L. J., with Berdan Lozano, J. and Korgan, C. (2014). Who Teaches at Women’s Colleges? A Comparative Profile of Women’s College Faculty. Report to the Women’s College Coalition. Graduate School of Education & Information Studies, UCLA.

Sax, L. J., Riggers, T. & Eagan, M. K. (2013). The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis. Teachers College Record, 115, 1-27.

Sax, L. J., Shapiro, C. A. & Eagan, M. K. (2011). Promoting Mathematical and Computer Self-Concept among Female College Students: Is there a Role of Single-Sex Secondary Education? Journal of Women and Minorities in Science and Engineering, 17 (4): 325-355.

Sax, L. J., with Arms, E., Woodruff, M., Riggers, T., & Eagan, M. (2009). Women Graduates of Single-sex and Coeducational High schools: Differences in their Characteristics and the Transition to College. Sudikoff Family Institute for Education & New Media, Graduate School of Education & Information Studies, UCLA.

Additional Research on Gender Issues

Sax, L. J. (2009). Gender Matters: The Variable Effect of Gender on the Student Experience. About Campus, 14 (2): 2-10.

Sax, L. J. (2008). Her College Experience is Not His. The Chronicle of Higher Education, 55 (5): A32.

Sax, L. J. & Arms, E. (2008). Gender Differences over the Span of College: Challenges to Achieving Equity. Journal About Women in Higher Education, 1: 23-48.

Faculty Interaction

Kim, Y. K. & Sax, L. J. (Accepted for publication). The Impact of College Students’ Interactions with Faculty: A Review of General and Conditional Effects. Higher Education: Handbook of Theory and Research.

Kim, Y. K. & Sax, L. J. (2014). The Effects of Student-Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? Research in Higher Education, doi: 10.1007/s11162-014-9335-x

Kim, Y. K. & Sax, L. J. (2011). Are the Effects of Student-Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling. Research in Higher Education, 52 (6): 589-615.

Parental Involvement

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): 65-85.

Sax, L. J. & Weintraub, D. S. (2014). Exploring the Parental Role in First-year Students’ Emotional Well-being: Considerations by Gender. Journal of Student Affairs Research and Practice, 5(2): 113-127.

Harper, C. E., Sax, L. J., & Wolf, D. S (2012). The Role of Parents in College Students’ Sociopolitical Awareness, Academic, and Social Development. Journal of Student Affairs Research and Practice, 49(2): 137-156.