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

Linda Sax



  • 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) (
  • 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


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


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., 27 April 2013.   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.