Review of Higher Education

About The ReviewEditors | Associate Editors | Managing Editor | Editorial Board


About The Review

One of the leading journals in higher education, the Review of Higher Education publishes four times per year, providing a scholarly forum for discussion of issues affecting higher education. Since 1977, the journal has been advancing the study of higher education through publication of peer-reviewed research studies, scholarly essays, and theoretically-driven reviews that address issues and questions of importance to students, faculty, administrators and policy makers. It emphasizes systematic and critical inquiry and practical implications. 

Please note that The Review of Higher Education does not require potential contributors to pay an article submission fee in order to be considered for publication.  In addition, the official site for submissions is:  https://www.press.jhu.edu/journals/review-higher-education/author-guidelines.  Any other website that purports to be affiliated with the Journal and that requires you to pay an article submission fee is fraudulent.  Do not provide payment information.  Instead, we ask that you contact the editorial office or William Breichner the Journals Publisher at the Johns Hopkins University Press (wmb@press.jhu.edu).

For more information about the Review, see the journal's info on the Johns Hopkins University Press website.


Editors

Penny A. Pasque is professor in Educational Studies, Director of Qualitative Methods and QualLab in the College of Education and Human Ecology’s Office of Research, Innovation and Collaboration (ORIC) at The Ohio State University. Her research addresses in/equities in higher education, dis/connections between higher education and society, and complexities in critical qualitative inquiry. She utilizes qualitative methodology as well as studies qualitative methodology. Dr. Pasque’s research has appeared in approximately 100 journal articles and books, including in The Review of Higher Education, The Journal of Higher Education, Qualitative Inquiry, Diversity in Higher Education, among others. Her qualitative books include Qualitative Inquiry in Higher Education Organization and Policy Research (with Lechuga, Routledge), Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions (ASHE Report with Carducci, Kuntz & Gildersleeve, Jossey-Bass), and Critical Qualitative Inquiry: Foundations and Futures (with Cannella & Salazar Pérez, Left Coast Press).

 

Thomas F. Nelson Laird is professor in the Higher Education and Student Affairs Program and Director of the Center for Postsecondary Research at Indiana University Bloomington. Tom received degrees in mathematics before shifting his academic focus to higher education. His current work concentrates on improving teaching and learning at colleges and universities, with a special emphasis on the design, delivery, and effects of curricular experiences with diversity. He is principal investigator for the Faculty Survey of Student Engagement, a companion project to the National Survey of Student Engagement, and was an associate editor for The Journal of Higher Education. Author of dozens of articles and reports, Tom’s work has appeared in key scholarly and practitioner publications. He also consults with institutions of higher education and related organizations on topics ranging from effective assessment practices to the inclusion of diversity into the curriculum.

Co-editors can be reached via email at rhe-editors@ashe.ws


Associate Editors

Eddie R. Cole is an Associate Professor of higher education and affiliated faculty of history at William & Mary. Dr. Cole’s scholarship on college presidents has been earned him several honors, including the 2018 Early Career Award from the Association for the Study of Higher Education (ASHE). He was also named a 2017 Nancy Weiss Malkiel Scholar by the Woodrow Wilson National Fellowship Foundation and a 2015 National Academy of Education/Spencer Foundation Postdoctoral Fellow, in addition to fellowships and grants from Princeton University, the University of Chicago, and the University of Wisconsin-Madison. Dr. Cole has also been a Dean’s Distinguished Visiting Fellow at the Harvard Graduate School of Education. His forthcoming book is a national study of college presidents and the Black Freedom Movement.
 

Angela Boatman is an Associate Professor of Higher Education at the Lynch School of Education and Human Development at Boston College. Her research explores the outcomes of policies designed to increase college completion for populations traditionally underrepresented in higher education, and to identify the pathways and mechanisms that aid in students’ postsecondary success, particularly in the areas of college remediation, course delivery models, and financial aid. She has extensive experience working with state-level policy directors, researchers, and data, and has completed evaluations of college access and completion policies in several states. Dr. Boatman is a faculty affiliate of the Center for the Analysis of Postsecondary Readiness (CAPR) at the Community College Research Center at Teachers College, and the Center for Education Policy Research (CEPR) at Harvard University. She holds a doctoral degree in Higher Education from Harvard University and a M.P.P in Public Policy and a M.A. in Higher Education, both from the University of Michigan.

Milagros Castillo-Montoya is an Assistant Professor of Higher Education and Student Affairs in the Department of Educational Leadership in the Neag School of Education at the University of Connecticut. Her research focuses on equitable experiences and outcomes for racially minoritized and historically underserved college students. She primarily studies teaching and learning in classrooms with racially and ethnically diverse college students with a focus on the experiences of Black and Latinx first-generation college students. Dr. Castillo-Montoya draws on her expertise in college teaching and learning for racially minoritized and historically underserved college students to support colleges and universities across the nation in efforts to improve faculty teaching and in turn provide students with a meaningful college education. Dr. Castillo-Montoya holds a B.A. and M.S.W. from Rutgers, The State University of New Jersey and an Ed.D. in Higher and Postsecondary Education from Teachers College, Columbia University.
 

Rajeev Darolia is an Associate Professor in the Martin School of Public Policy and Administration at the University of Kentucky. He is also a Research Fellow at the IZA Institute of Labor Economics, a 2018 National Academy of Education/Spencer Postdoctoral Fellow, and a Visiting Scholar at the Federal Reserve Bank of Philadelphia. Dr. Darolia teaches classes in causal research methods and program evaluation, and routinely advises nonprofit organizations and federal, state, and local policymakers. Prior to joining UK, Dr. Darolia was on the faculty at the University of Missouri and served as the Director of Research for the Institute of Public Policy. Dr. Darolia received a PhD in Public Policy from George Washington University.
 
Leslie D. Gonzales is an Associate Professor at Michigan State University. Leslie’s research focuses on legitimacy and legitimization within academia and higher education, overall. In other words, Dr. Gonzales is interested in understanding how faculty (and other actors) appraise some work and some scholars as valuable and fitting, and others, less so. Most recently, Dr. Gonzales’s work has focused on legitimization via organizational practices related to faculty recruitment and hiring. Dr. Gonzales is committed to exposing and challenging both material and symbolic injustices within academia, particularly in the careers of historically underrepresented scholars. Dr. Gonzales is actively using her work to engage departments, colleges, and universities in equity and justice-centered work and has published in The Review of Higher EducationThe Journal of Higher EducationJournal of Diversity in Higher Education, and Teachers College Record. A working-class, Latina, first-generation- college-student-turned academic, Dr. Gonzales is proud to have earned all three of her academic degrees at Hispanic Serving Institutions.
 
Heather T. Rowan-Kenyon

Heather Rowan-Kenyon is an associate professor in the Department of Educational Leadership and Higher Education in the Lynch School of Education and Human Development at Boston College. She received a Ph.D. in Education Policy and Leadership from the University of Maryland, College Park.  Dr. Rowan-Kenyon’s research focuses on college student access, learning, and success.  Her work has been published in The Journal of Higher EducationThe Review of Higher Education, the Journal of College Student Development, and Higher Education: Handbook of Theory and Research, among others. She is the co-author of Technology and Engagement: Making Technology Work for First-Generation College Students and was awarded the 2018 Association for the Study of Higher Education Outstanding Book Award.  She was Program Chair for the 2016 ASHE Annual Conference.


Managing Editors

Tiffany Steele is a PhD candidate studying Higher Education & Student Affairs at The Ohio State University. Originally born and raised in Detroit, MI, Tiffany attended the University of Michigan where she received her bachelor’s degree in Psychology and Grand Valley State University where she received her master’s degree in Higher Education, College Student Affairs Leadership. Tiffany is currently completing her dissertation study exploring the influence of high school discipline on the collegiate experiences of first-year Black women. She also serves as a graduate research associate for the Louis Stokes Midwest Regional Center of Excellence. Tiffany aspires to become a tenure-track professor in the field of Higher Education and Student Affairs.

Jess Esch is an EdD candidate in the Higher Education and Student Affairs Program at Indiana University-Bloomington. Jess received two degrees in Linguistics, Spanish and Teaching English as a Second Language before deciding to pursue her passion for Student Affairs. Before attending IU, she served as the Residential Coordinator, Lead Program Associate and Interim Program Manager for the Promise Scholars Program at the University of Michigan-Flint. Her current research is focused around issues of equity and access for underrepresented populations, and the impact of college promise and "free college" programs on low-income and minority enrollment, retention and persistence.  



 

Victoria Barbosa Olivo is a PhD student studying Higher Education & Student Affairs at The Ohio State University. Originally born and raised in San Antonio, Texas, Victoria attended the University of Texas at San Antonio where she was a Ronald E. McNair Scholar and received bachelor’s degrees in psychology and women’s studies and master’s degrees in psychology and history. Her research focuses on examining organizational roles and practices of Hispanic Serving Institutions (HSIs). A proud first-generation college student and working-class Tejana, Victoria aspires to become a tenure-track professor at an HSI to serve her community.    



 
Managing Editors can be reached at rhe@ashe.ws

Editorial Board

The current list of editorial board members can be found at https://www.press.jhu.edu/journals/review-higher-education/editorial-board or by loggining in to your ASHE Member Portal, selecting Committees and Groups from the left menu bar, and then selecting "Review of Higher Education Editorial Board."
 


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