2025

Jackson, D. B., Testa, A., DeAngelis, R., Johnson, O., Jr., & Thorpe, R. J. (2025). Historical redlining and criminal offending trajectories from adolescence to adulthood. SSRN [preprint]. https://doi.org/10.2139/ssrn.5073814

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McGee, E. O. (2025). Black and (E)raced: Socializing high-achieving Black students to minimize racism. Race Ethnicity and Education, 1–27. https://doi.org/10.1080/13613324.2024.2446212

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Stroud, A. M., Anzabi, M. D., Wise, J. L., Barry, B. A., Malik, M. M., McGowan, M. L., & Sharp, R. R. (2025). Toward safe and ethical implementation of health care artificial intelligence: Insights from an academic medical center. Mayo Clinic Proceedings: Digital Health, 3(1), 100189. https://doi.org/10.1016/j.mcpdig.2024.100189

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2024

Frankfurter, R., Malik, M., Kpakiwa, S. D., McGinnis, T., Malik, M. M., Chitre, S., … Richardson, E. T. (2024). Representations of an Ebola ‘outbreak’ through story technologies. BMJ Global Health, 9(2), e013210. https://doi.org/10.1136/bmjgh-2023-013210

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Jabbari, J., & Johnson, O., Jr. (2024). Multiplying disadvantages in U.S. high schools: An intersectional analysis of the interactions among punishment and achievement trajectories. AERA Open, 10. https://doi.org/10.1177/23328584241230971

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Jabbari, J., Foell, A., Jenkins, D. A., Chun, Y., Govindan, A., & Johnson, O., Jr. (2024). Moving from HOPE to choice: Childhood inequalities and mechanisms for reducing inequalities across mixed-income housing and neighborhood redevelopment initiatives. Urban Education. https://doi.org/10.1177/00420859241293777​

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Johnson, O., Jr. (2024). Schools as part of a carceral ecosystem. In A. Cureton, V. C. Jones, & C. C. Morphew (Eds.), Creating safe, healthy, and inclusive schools: Challenges and solutions (pp. 81–100). Baltimore: Johns Hopkins University Press. https://muse.jhu.edu/book/123254.

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Kapoor, S., Cantrell, E. M., Peng, K., Pham, T. H., Bail, C. A., Gundersen, O. E., Hofman, J. M., Hullman, J., Lones, M. A., Malik, M. M., Nanayakkara, P., Poldrack, R. A., Raji, I. D., Roberts, M., Salganik, M. J., Serra-Garcia, M., Stewart, B. M., Vandewiele, G., & Narayanan, A. (2024). REFORMS: Consensus-based Recommendations for Machine-learning-based Science. Science Advances, 10(18). https://doi.org/10.1126/sciadv.adk3452

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McGee, E. O. (2024). Dying to succeed: Unveiling the (un)hidden toll of academic advancement for Black women. Qualitative Inquiry. https://doi.org/10.1177/10778004241269969

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​McGee, E. O., Mitchell, J. T., & Cai, J. (2024). Searching for a new homeland: How geography matters in the college selection and career decisions of STEM PhDs. Journal of STEM Education: Innovations and Research Article, 25(3), 5–14. https://jstem.org/jstem/index.php/JSTEM/article/view/2632

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Roemer, E. C., Goetzel, R. Z., Davis, M. F., Zhang, Y., Kent, K. B., Harter, J., McGee, E. O., Troester, J. M., Hilton, L., Stratton, K. J., Vietas, K., & MacKenzie, E. J. (2024). Proceedings from a national summit on workplace mental health and well-being: A focus on the graduate academic environment. Journal of Occupational & Environmental Medicine, 66(12), 970–977. https://doi.org/10.1097/jom.0000000000003205

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Roston, R., Murphy, L., Perera, I., & McGee, E. O. (2024, September 4). Lack of minoritized inclusion in STEM: Beyond mentoring to meaningful change. Plantae Blog. https://plantae.org/lack-of-minoritized-inclusion-in-stem-beyond-mentoring-to-meaningful-change/

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Testa, A., Jackson, D. B., DeAngelis, R., Heard-Garris, N., Semenza, D. C., & Johnson, O., Jr. (2024). Historical redlining and contemporary violent victimization over the life course. American Journal of Preventive Medicine, 67(4), 477–484. https://doi.org/10.1016/j.amepre.2024.06.013

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Ward, J. A., Cepeda, J., Jackson, D. B., Johnson, O., Jr., Webster, D. W., & Crifasi, C. K. (2024). National burden of injury and deaths from shootings by police in the United States, 2015–2020. American Journal of Public Health, 114(4), 387–397. https://doi.org/10.2105/ajph.2023.307560

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Ward, J. A., Johnson, O., Jr., Cepeda, J. A., Jackson, D. B., Webster, D. W., & Crifasi, C. K. (2024). Social and policy characteristics associated with injurious shootings by police in US counties: A multilevel analysis, 2015–2020. Social Science & Medicine, 362, 117460. https://doi.org/10.1016/j.socscimed.2024.117460

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White, D., & McGee, E. O. (2024). Afrofuturism unveiled: Illuminating the path to cultural resurgence and STEM excellence. Science for the People, 26(2). https://magazine.scienceforthepeople.org/vol26-2-ways-of-knowing/afrofuturism-unveiled/

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2023

Huang, W., Jabbari, J., Chun, Y., & Johnson, O., Jr. (2023). Can certificate programs solve the skills and spatial mismatch problem? Job portability and residential mobility in a coding and apprenticeship program. SSRN [preprint]. https://doi.org/10.2139/ssrn.4533188

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Jabbari, J., & Johnson, O., Jr. (2023). The collateral damage of in-school suspensions: A counterfactual analysis of high-suspension schools, math achievement and college attendance. Urban Education, 58(5), 801-837. https://doi.org/10.1177/0042085920902256

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Johnson, O., Jr., & Jabbari, J. (2023). Using counterfactual modeling and machine learning generated propensity scores to examine Black social control and mathematics. In P. A. Pasque & E. Alexander (Eds.), Advancing culturally responsive research and researchers: Qualitative, quantitative and mixed methods (pp. 149–166). Routledge. https://doi.org/10.4324/9781003126621-12

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2022

Jabbari, J., Chun, Y., Johnson, O., Jr., Grinstein-Weiss, M., & McDermott, L. (2022). Perceptions of school quality and student learning during the pandemic: Exploring the role of students, families, schools, and neighborhoods. Socius: Sociological Research for a Dynamic World, 8. https://doi.org/10.1177/23780231221142955

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Jabbari, J., Huang, W., & Johnson, O., Jr. (2022). Broadening participation in STEM through alternative preparation programs: An exploration of race, gender, and admissions policies in a coding and apprenticeship program. Journal of Women and Minorities in Science and Engineering, 29(6), 1–47. http://doi.org/10.1615/jwomenminorscieneng.2022041267

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Jabbari, J., & Johnson, O. (2022). The process of “pushing out”: Accumulated disadvantage across school punishment and math achievement trajectories. Youth & Society, 54(6), 911–934. https://doi.org/10.1177/0044118X211007175​

 

Johnson, O., Jr. (2022).  Why did convergence of the achievement gap stop? Macroeconomic change, policy, and racial avoidance. In R. Ray & H. Mahmoudi (Eds.), Systemic racism in America:
Sociological theory, education inequality, and social change (pp. 92–111). Taylor & Francis. https://doi.org/10.4324/9781003225324-9

 

Johnson, O., Jr., & Jabbari, J. (2022). Infrastructure of social control: A multi-level counterfactual analysis of surveillance and Black education. Journal of Criminal Justice, 83, 101983. https://doi.org/10.1016/j.jcrimjus.2022.101983

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McGee, E. O., Naphan-Kingery, D., Miles, M. L., & Joseph, O. (2022). How Black engineering and computing faculty exercise an equity ethic to racially fortify and enrich Black students. The Journal of Higher Education, 93(5), 702–734. https://doi.org/10.1080/00221546.2022.2031704

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McGee, E. O., Jett, C. C., & White, D. T. (2022). Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership. Journal of Diversity in Higher Education, 15(5), 643–656. https://doi.org/10.1037/dhe0000407

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Monroe-White, T., & McGee, E. O. (2022). Impact of COVID-19 on the career trajectories of Black, Indigenous, and Latinx IT graduate students and professionals. The Journal of the Southern Association for Information Systems, 9(2), 60–71. https://doi.org/10.17705/3jsis.00027

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Pearman, F. A., & McGee, E. O. (2022). Anti-Blackness and racial disproportionality in gifted education. Exceptional Children, 88(4), 359–380. https://doi.org/10.1177/00144029211073523

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2021

Ibrahim, H., Barnes, D. L., Butler-Barnes, S. T., & Johnson, O., Jr. (2021). Impact of in-school suspension on Black girls’ math course-taking in high school. Social Sciences, 10(7), 272. https://doi.org/10.3390/socsci10070272

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Johnson, O., Jr., & Jabbari, J. (2021). Suspended while Black in majority white schools: implications for math efficacy and equity. The Educational Forum, 86(1), 26–50. https://doi.org/10.1080/00131725.2022.1997312

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Johnson, O., Jr. (2021). Exogenous policy, racial avoidance, and the qualified relevance of macroeconomic change to metropolitan inequality. Teachers College Record: The Voice of Scholarship in Education, 123(14), 150–168. https://doi.org/10.1177/01614681211063971​

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Malik, M., & Malik, M. M. (2021). Critical technical awakenings. Journal of Social Computing, 2(4), 365–384. https://doi.org/10.23919/jsc.2021.0035

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McGee, E. O. (2021). Addressing systemic racism as the cancer of Black people: Equity ethic-driven research. Nature Reviews Cancer, 21(8), 477–478. https://doi.org/10.1038/s41568-021-00368-8​

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McGee, E. O., Parker, L., Taylor, O. L., Mack, K., & Kanipes, M. (2021). HBCU presidents and their racially conscious approaches to diversifying STEM. Journal of Negro Education, 90(3), 288-305. https://muse.jhu.edu/article/847767.

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Nelson, N. C., Ichikawa, K., Chung, J., & Malik, M. M. (2021). Mapping the discursive dimensions of the reproducibility crisis: A mixed methods analysis. PLOS ONE, 16(7), e0254090. https://doi.org/10.1371/journal.pone.0254090

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Richardson, E. T., Malik, M. M., Darity, W. A., Mullen, A. K., Morse, M. E., Malik, M., … Jones, J. H. (2021). Reparations for Black American descendants of persons enslaved in the U.S. and their potential impact on SARS-CoV-2 transmission. Social Science & Medicine, 276, 113741. https://doi.org/10.1016/j.socscimed.2021.113741

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Roberts, H., Bhargava, R., Valiukas, L., Jen, D., Malik, M. M., Bishop, C. S., … Zuckerman, E. (2021). Media Cloud: Massive open source collection of global news on the open Web. Proceedings of the International AAAI Conference on Web and Social Media, 15, 1034–1045. https://doi.org/10.1609/icwsm.v15i1.18127

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2020

Ibrahim, H., & Johnson, O., Jr. (2020). School discipline, race–gender and STEM readiness: A hierarchical analysis of the impact of school discipline on math achievement in high school. The Urban Review, 52(1), 75–99. https://doi.org/10.1007/s11256-019-00513-6

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Jabbari, J., & Johnson, O., Jr. (2020). Veering off track in U.S. high schools? Redirecting student trajectories by disrupting punishment and math course-taking tracks. Children and Youth Services Review, 109, 104734. https://doi.org/10.1016/j.childyouth.2019.104734

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Johnson, O., Jr. (2020). Five years later, but centuries in the making: Ferguson, racial segregation, and fatal interactions with police. American Ethnologist, 47(2), 142–146. https://doi.org/10.1111/amet.12889

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McGee, E. O. (2020a). The agony of stereotyping holds Black women back. Nature Human Behaviour, 5(1), 3. https://doi.org/10.1038/s41562-020-01001-8

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McGee, E. O. (2020b). Interrogating structural racism in STEM higher education. Educational Researcher, 49(9), 633–644. https://doi.org/10.3102/0013189x20972718

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McGee, E. O. (2020). Black, brown, and bruised: How racialized STEM education stifles innovation. Harvard Education Press.

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2019

Gilbert, K. L., Ray, R. J., & Johnson, O., Jr. (2019). What influences adolescent Black male development and well-being? Implications of the limits and opportunities of social policy. In D. M. Griffith, M. A. Bruce, & R. J. Thorpe, Jr. (Eds.), Men’s health equity: A handbook (pp. 241–254). Routledge. https://doi.org/10.4324/9781315167428-15

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Johnson, O., Jr., Jabbari, J., Williams, M., & Marcucci, O. (2019). Disparate impacts: Balancing the need for safe schools with racial equity in discipline. Policy Insights from the Behavioral and Brain Sciences, 6(2), 162–169. https://doi.org/10.1177/2372732219864707

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Johnson, O., Jr., St. Vil, C., Gilbert, K. L., Goodman, M., & Johnson, C. A. (2019). How neighborhoods matter in fatal interactions between police and men of color. Social Science & Medicine, 220, 226–235. https://doi.org/10.1016/j.socscimed.2018.11.024

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McGee, E. O., Griffith, D. M., & Houston, S. L. (2019). “I know I have to work twice as hard and hope that makes me good enough”: Exploring the stress and strain of Black doctoral students in engineering and computing. Teachers College Record, 121(4), 1-38. https://doi.org/10.1177/016146811912100407

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McGee, E. O., Naphan-Kingery, D., Mustafaa, F. N., Houston, S., Botchway, P., & Lynch, J. (2019). Turned off from an academic career: Engineering and computing doctoral students and the reasons for their dissuasion. International Journal of Doctoral Studies, 14, 277-305. https://doi.org/10.28945/4250

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Miles, M. L., Marshall, S. A., McGee, E. O., Buenrostro, P. M., & Adams, M. (2019). Cultivating racial solidarity among mathematics education scholars of color to resist white supremacy. International Journal of Critical Pedagogy, 10(2), 97-126. https://janeway.uncpress.org/ijcp/article/id/807/

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2018

Barnes, D. L. & Johnson, O., Jr. (2018). The influence parent socialization and school environment has on African-American adolescent males’ mathematics self-efficacy and engineering career trajectory. In Proceedings of the 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1–7). https://doi.org/10.1109/FIE.2018.8658772

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Gilbert, K. L., Ray, R., Byrd, W. C., Richardson, J., & Johnson, O., Jr. (2018). The matter of lives underneath Black male skin: Using theory and media to explore the case of “justifiable homicides” for Black males. In M. A. Bruce & D. F. Hawkins (Eds.), Inequality, Crime, and Health Among African American Males (pp. 171–183). Emerald Publishing Limited. https://doi.org/10.1108/S0195-744920180000020011
 

Johnson, O., Jr. (2018). “Expressive cool” and the paradox of Black and white males’ neighborhood socialization toward education. Youth & Society, 50(3), 299–327. https://doi.org/10.1177/0044118X15581170

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St. Vil, C., Mitchell, A. D., Bounoua, N., Johnson, O., Jr., & Lejuez, C. (2018). Code of the street in black and white: A racial comparison of the code of the street among a college sample. Spectrum: A Journal on Black Men, 7(1), 17–36. https://doi.org/10.2979/spectrum.7.1.02

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