Faculty Profiles

Kukde, R. D., Hough, T. D., & Ashford-Hanserd, S. N. (2025). NSF CAREER: Effects of Community Cultural Wealth on Persistence of Black and Hispanic Women in the P-20 Computing Workforce Pipeline in Texas. https://doi.org/https://doi.org/10.18260/1-2--55776

Ashford-Hanserd, S. N. (2025). Award 2046079 - Year 4 Project Report 2024. Alexandria, VA, USA: National Science Foundation.

Wallace, I., Saha, A. K., Upreti, S., Sullivan, C., Sharma, K. B., Hough, T. D., … Ashford-Hanserd, S. N. (2025). Examining Aspects of Cultural Capital Influencing Persistence Among Hispanic and Black  Students in Computing Education. https://doi.org/https://doi.org/10.3102/2189972

Sherron, T., Singh, S. M., Cherrstrom, C. A., Xie, L., Kukde, R. D., Hyden, B. M., … Ashford-Hanserd, S. N. (2025). Constructing Educational Possibilities with Experiential Learning and Prior Learning Assessment. https://doi.org/https://doi.org/10.3102/2196027

Sherron, T., Cherrstrom, C. A., Singh, S. M., Quayson, F. O., King, J. A., Kukde, R. D., … Ashford-Hanserd, S. N. (2025). Credentialing Workplace Learning: Factors Impacting Prior Learning Assessment. https://doi.org/https://doi.org/10.3102/2191524

Ashford-Hanserd, S. N., Carrera, L. S. F., Hough, T. D., Moreno, T. D., Mouton, A. J., & Wallace, I. (2024). Influence of community cultural wealth on undergraduate Hispanic and Black women’s persistence in the STEM+C workforce pipeline. Career and Technical Education Research, 49(2), 47–65. https://doi.org/https://doi.org/10.5328/cter49.2.47

Ashford-Hanserd, S. N., Hough, T. D., & Kukde, R. D. (2024). Effects of Cultural Capital on Participation and Persistence in K-16 STEM+C Education Among Undergraduate Women of Color. Retrieved from https://www.acteronline.org/2024-conference

Ashford-Hanserd, S. N. (2024). Award 2046079 - Year 3 Project Report 2023. Alexandria, VA, USA: National Science Foundation.

Ashford-Hanserd, S. N., & Carrera, L. S. F. (2023). Influences of community cultural wealth on Black and Hispanic women’s persistence in undergraduate computing education. Retrieved from https://respect2022.stcbp.org/attendees/accepted-submissions/

Ashford-Hanserd, S. N., Carrera, L. S. F., Moreno, T. D., & Mouton, A. J. (2023). Influences of community cultural wealth on undergraduate Black and Hispanic women’s persistence in STEM+C workforce pipeline. In AERA Paper Respository. Washington, DC, USA: AERA. https://doi.org/https://doi.org/10.3102/2018499

Ashford-Hanserd, S. N. (2023). Award 2046079 - Year 2 Project Report 2022. Alexandria, VA, USA: National Science Foundation.

Cherrstrom, C. A., Lopez, O. S., & Ashford-Hanserd, S. N. (2022). STEM knowledge in non-STEM occupations: Implications for community colleges. Community College Journal of Research and Practice, 46(7), 457–471. https://doi.org/10.1080/10668926.2020.1868359

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2022). Exploring STEM Success Skills of Minority STEM Majors at an HSI.

Ashford-Hanserd, S. N., Carrera, L., Moreno, T. D., & Belcher, S. (2022). The Covid-19 pandemic’s impact on Black or African American undergraduate STEM+C students at a hispanic serving institution. Journal of Negro Education. Retrieved from https://www.muse.jhu.edu/article/901991

Ashford-Hanserd, S. N., & Carrera, L. (2022). Effects of community cultural wealth on Black and Hispanic women’s persistence in p-20 computing education. Washington, DC, USA: ASEE.

Ashford-Hanserd, S. N., & Carrera, L. (n.d.). Effects of community cultural wealth on Black and Hispanic women’s persistence in undergraduate computing education. Washington, DC, USA: ASEE.

Funk, C., & Ashford-Hanserd, S. N. (2022). Hispanic Americans’ trust in and engagement with science. Washington, DC, USA: Pew Research Center. Retrieved from https://www.pewresearch.org/science/2022/06/14/hispanic-americans-trust-in-and-engagement-with-science/

Ashford-Hanserd, S. N. (2022). Award 2046079 - Year 1 Project Report 2021. Alexandria, VA, USA: National Science Foundation.

Ashford-Hanserd, S. N., & Roundtree, A. K. (2022). Award 2304197 - Year 1 Project Report 2023. Alexandria, VA, USA: National Science Foundation.

Funk, C., & Ashford-Hanserd, S. N. (2022). Black Americans’ views of and engagement with science. Washington, DC, USA: Pew Research Center. Retrieved from https://www.pewresearch.org/science/2022/04/07/black-americans-views-of-and-engagement-with-science/

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2021). Influences on Black and Hispanic STEM majors’ decisions to enroll and persist at a Hispanic-serving institution. https://doi.org/https://doi.org/10.3102/1692883

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2021). Award 1764404 - Final Project Report 2020. Alexandria, VA, USA: National Science Foundation.

Ashford-Hanserd, S. N., Springer, S. B., Hayton, M.-P. E., & Williams, K. E. (2020). Shadows of Plessy v. Ferguson: The dichotomy of progress towards educational equity since 1954. Journal of Negro Education, 89(4). Retrieved from https://www.jstor.org/journal/jnegroeducation

Ashford-Hanserd, S. N. (2020). You do belong! Transformative Black leaders encourage the next generation to excel in U.S. P-20 computing education. Journal of Transformative Leadership and Policy Studies, 10(1), 26–45. Retrieved from https://journals.calstate.edu/jtlps

Ashford-Hanserd, S. N., Sarmiento, E. R., Myles, C. C., Roundtree, A. K., Hayton, M.-P. E., Ybarra, E., … Maleki, S. (2020). African American experiences in the historic Dunbar neighborhood in San Marcos, Texas: A case study of counter-life stories. Social Sciences, 9(10). https://doi.org/10.3390/socsci9100177

Ashford-Hanserd, S. N. (2020). Counter-life-herstories: Black women faculty pathways in U.S. computing education. Journal of Women and Minorities in Science and Engineering, 26(5), 447–471. https://doi.org/10.1615/JWomenMinorScienEng.2020034494

Ashford-Hanserd, S. N., Daniel, K. L., Garcia, D. M., & Idema, J. L. (2020). Factors that influence persistence of biology majors at a hispanic-serving institution. Journal of Research in Technical Careers, 4(1), 47–60. https://doi.org/10.9741/2578-2118.1048

Ashford-Hanserd, S. N., Daniel, K. L., Garcia, D. M., & Lee, B. L. (2020). ACCEYSS: An evidence-based informal K-12 STEM curriculum framework for community organizations.

Idema, J. L., Daniel, K. L., Ashford-Hanserd, S. N., & Garcia, D. M. (2020). Factors influencing biology majors’ persistence in their degree.

Ashford-Hanserd, S. N., Daniel, K. L., Garcia, D. M., & Idema, J. L. (2020).

Idema, J. L., Daniel, K. L., Ashford-Hanserd, S. N., & Garcia, D. M. (2020).

Ashford-Hanserd, S. N., Daniel, K. L., Garcia, D. M., & Pedroso, R. (2020). ACCEYSS NSF project outcomes report.

Ashford-Hanserd, S. N., Daniel, K. L., Garcia, D. M., Lerma, Y., & Pedroso, R. (2020). Influences on Historically Underrepresented Minority Students’ Decisions to Enroll and Persist in STEM Majors.

Ashford-Hanserd, S. N., Sarmiento, E. R., Myles, C. C., Rayburn, S. W., Edward, Y., Theresa, C., … Williams, C. D. (2020). Reclaiming Dunbar: Black history, anti-gentrification, and community-engaged research in San Marcos, TX. endofaustin.com.

Shetay Nicole. (2020, October 1). Award 1015181 - Final Project Report 2020. U.S. Department of Agriculture (AFRI/ NIFA). Washington, DC, USA. Retrieved from https://test-portal.nifa.usda.gov/web/crisprojectpages/1015181-steeam-science-technology-engineering-entrepreneurship-agriculture-and-mathematics-pathways-in-rural-communities.html

Ashford-Hanserd, S. N., & Haynie, K. (2020). STEM TIG week: Decreasing intersectional barriers in youth interventions by Shetay Ashford-Hanserd and Kathy Haynie. In E. DiLuzio (Ed.), AEA 365: A tip-a-day by and for evaluators. Washington, DC, USA: American Evaluation Association. Retrieved from https://aea365.org/blog/decreasing-intersectional-barriers-in-youth-interventions-by-shetay-ashford-hanserd-and-kathy-haynie/comment-page-1/

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2019). Working collectively to improve ACCEYSS to informal STEM programming.

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2019). Award 1764404 - Annual Project Report 2019. Alexandria, VA, USA: National Science Foundation.

Eaglin, P., Muoneke, A., & Ashford-Hanserd, S. N. (2019). Award 1923199 - Annual Project Report 2020. Alexandria, VA, USA: National Science Foundation.

Ashford-Hanserd, S. N. (2019, June 3). Award 1015181 - Annual Project Report 2019. U.S. Department of Agriculture (AFRI/ NIFA). Washington, DC, USA. Retrieved from https://test-portal.nifa.usda.gov/web/crisprojectpages/1015181-steeam-science-technology-engineering-entrepreneurship-agriculture-and-mathematics-pathways-in-rural-communities.html

Ashford-Hanserd, S. N., Garcia, D. M., Daniel, K. L., Vannella, M., Gutierrez, M. P., Hollar, J., & Lowry, L. (2019). ACCEYSS: Association of collaborative communities equipping youth for STEM success. Retrieved from https://stemforall2019.videohall.com/presentations/1619

Ashford-Hanserd, S. N., Bansal, G., Pedroso, R., & Idema, J. L. (2019). Catalysts of change: Out-of-school time STEM programs for underrepresented youth. Washington, DC, United States: American Evaluation Association.

Ashford-Hanserd, S. N. (2019). MSI fellowship week: Counter-life herstories and histories elicit cultural context in culturally responsive evaluation (CRE) by Shetay Ashford-Hanserd. In S. Robinson (Ed.), AEA 365: A tip-a-day by and for evaluators. Washington, DC, USA: American Evaluation Association. Retrieved from https://aea365.org/blog/decreasing-intersectional-barriers-in-youth-interventions-by-shetay-ashford-hanserd-and-kathy-haynie/comment-page-1/

Ashford-Hanserd, S. N., Gutierrez Mannix, M. P., Daniel, K. L., & Garcia, D. M. (2019). Award 1764404 - Annual Project Report 2018. Alexandria, VA, United States: National Science Foundation.

Ashford-Hanserd, S. N. (2019). #ReclaimDunbar: Reclamation of lost voices and spaces in historic communities of color. TEDx Texas State University. Retrieved from https://youtu.be/dtoFVWjGOPs

Merrill, H. S., Ashford-Hanserd, S. N., Boden, C. J., Cherrstrom, C. A., Eichler, M. A., Gibson, P. A., … Wilson, B. D. (2018). A guide to college success for post-traditional students (2nd ed.). Information Age.

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2018). NSF INCLUDES DDLP: ACCEYSS – Association of Collaborative Communities Equipping Youth for STEM Success.

Ashford-Hanserd, S. N., Wilson, J. A., King, N., & Nyachee, T. (2017). STEM SISTA spaces: Creating STEM counterspaces for Black girls and women. In Emerging Issues and Trends in Education (pp. 3–38). Michigan, USA: Michigan State University Press. https://doi.org/10.14321/j.ctt1qd8zjk.6

Ashford-Hanserd, S. N. (2017). Counter–Life herstories: Black women faculty’s retrospective experiences in U.S. computing education. Washington, DC, US: American Educational Research Association. https://doi.org/10.302/1186158

Ashford-Hanserd, S. N. (2017). Austin academia leaders: Dr. Shetay Ashford. In A. C. Roberts (Ed.), Achievements in Black Austin: Historical reference guide (Vol. 1, p. 152). Austin, TX, USA: AMC Publishing, LLC and MADE Media Group. Retrieved from www.achievementsinblack.com

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2017). NSF INCLUDES DDLP - ACCEYSS: Association of collaborative communities equipping youth for STEM success. Retrieved from https://www.nsf.gov/awardsearch/showAward?AWD_ID=1764404&HistoricalAwards=false

Ashford-Hanserd, S. N. (2017, July 31). Educational entrepreneurship today. Teachers College Record. New York City, New York, United States.: Teacher’s College - Columbia University. Retrieved from https://www.tcrecord.org/Content.asp?ContentId=22112

Ashford-Hanserd, S. N., Lanehart, R. E., Kersaint, G. K., Lee, R. S., & Kromrey, J. D. (2016). STEM pathways: Examining persistence in rigorous math and science course taking. Journal of Science Education and Technology, 25(6), 961–975. https://doi.org/10.1007/s10956-016-9654-0

Fletcher Jr., E. C., Nguema, A., & Ashford-Hanserd, S. N. (2016). How field experiences influence perceptions of learning to teach in a precollegiate urban teaching academy program. Action in Teacher Education, 38(3), 278–296. https://doi.org/10.1080/01626620.2016.1194779

Fletcher, E., Ashford-Hanserd, S. N., & Nguema, A. (2016). Unintended consequences of a state accountability policy in a pre-collegiate urban teaching academy program. The Journal of Research in Business Education, 57(2), 26–41. Retrieved from https://search.proquest.com/openview/253e3c918eee0dc19f4065d9d5013670/1/advanced

Ashford-Hanserd, S. N., Lee, R. S., Lanehart, R. E., Wilson, T.-N., & Kersaint, G. (2016). Factors that influenced STEM/information and communications technology aspirants’ persistence in rigorous high school course-taking. https://doi.org/https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository

Richards, J., Succar, C., Ashford-Hanserd, S. N., & Fisher, E. C. (2016). Fostering master of arts in teaching (MAT) students’ reflections about teaching emergent literacy: Offering choices of aesthetic reflexive modalities. Retrieved from https://nsuworks.nova.edu/tqrc/seventh/day1/15/

Richards, J., Succar, C., Ashford-Hanserd, S. N., & Fisher, E. C. (2016). Narrative inquiry with a transdisciplinary twist: Possibilities and quandaries. Retrieved from https://nsuworks.nova.edu/tqrc/seventh/day1/4/

Rodríguez-Campos, L., & Ashford-Hanserd, S. N. (2015). A metaevaluation of a youth technology literacy program for under-served communitie. International Journal of Interdisciplinary Studies in Communication, 10(4), 1–8. https://doi.org/https://doi.org/10.18848/2324-7320/CGP/v10i04

Montgomery, J. N., Kim, E. S., D, J., Lanehart, R. E., P, Wang, Y., … Ashford-Hanserd, S. N. (2015). Propensity score analysis with missing data: The comparison of multiple imputation approaches. In In JSM Proceedings. Alexandria, VA, US: American Statistical Association. Retrieved from http://www.amstat.org/asa/files/pdfs/ASAStoreOrderForm.pdf

P, Kromrey, J. D., Lanehart, R. E., Kim, E. S., Montgomery, J., Wang, Y., … Ashford-Hanserd, S. N. (2015). An empirical comparison of multiple imputation approaches for treating missing data in observational studies. Retrieved from http://support.sas.com/resources/papers/proceedings15/sas-iml-papers.html

Wang, Y., Joo, S. H., P, Kromrey, J. D., Lanehart, R. E., Kim, E. S., … Ashford-Hanserd, S. N. (2015). An empirical comparison of multiple imputation approaches for treating missing data in observational studies.

Ashford-Hanserd, S. N., Lanehart, R. E., Lee, R. s, Kersaint, G. K., Wilson, T. C., & Kromrey, J. D. (2015). STEM Capable: Effects of STEM/ICT aspirants’ rigorous course-taking. Retrieved from https://feraonline.org/

Ashford-Hanserd, S. N. (2015). Black male STEM and ICT aspirants’ rigorous course-taking experiences.

Ashford-Hanserd, S. N., Lanehart, R. E., Lee, R. s, Wilson, T. C., Kersaint, G., & Kromrey, J. D. (2015). Effects of STEM/ICT aspirants’ high school experiences on STEM and ICT course-taking. Retrieved from https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/957005

Ashford-Hanserd, S. N., & Sullivan, J. (2014). Disabled Indian women in an independent living group (DIW).

Ashford-Hanserd, S. N., & Sullivan, J. M. (2014). An internal and external evaluation of the STEM portal.

L, Arjoon, J., Ashford-Hanserd, S. N., Engligh, K., Eversole, O., Matias, F., … Wells, L. (2014). Raising the standards: A metaevaluation of national and international programs.