Biography

Dr. Jennifer Johnson has been an active scholar-practitioner in the fields of college access and student retention. A former Philadelphia middle school teacher with a background in science and mathematics, she spent several years working as a counselor and advisor for college access and success programs. Broadly defined, her research areas include pre-college access programs, historically black colleges and universities (HBCU), students in science, technology, engineering, and math (STEM), and high-achieving students of color. This scholarship, both qualitative and quantitative in nature, examines intersections of race, class, and gender with a focus on how institutional contexts shape college access, experiences, and outcomes among Black students. In 2014, Dr. Johnson launched a large-scale qualitative research project focusing on the college choice motivations, collegiate experiences, and outcomes of HBCU alumni.

Research Interests

  • Postsecondary Education
  • Qualitative Research
  • Retention

Courses Taught

Number

Name

Level

HIED 5103

Access and Equity in Higher Education

Graduate

HIED 5804

The Community College

Graduate

HIED 8103

Equity in Higher Education Policy and Practice

Graduate

EDAD 0855

Why care about College: Higher Education in American Life

Undergraduate

EDAD 0955

Honors Why care about College: Higher Education in American Life

Undergraduate

Selected Publications

  • Mobley, S.D., Johnson, J.M., & Drezner, N.D. (2021). “Why aren't all the White kids sitting together in the cafeteria?”: An exploration of White student experiences at a public HBCU. Journal of Diversity in Higher Education. doi: 10.1037/dhe0000298

  • Mobley, S.D. & Johnson, J.M. (2019). “No Pumps Allowed”: The “Problem” With Gender Expression and the Morehouse College “Appropriate Attire Policy”. Journal of Homosexuality, 66(7), pp. 867-895. doi: 10.1080/00918369.2018.1486063

  • Williams, M.S. & Johnson, J.M. (2019). Predicting the quality of black women collegians' relationships with faculty at a public historically Black university. Journal of Diversity in Higher Education, 12(2), pp. 115-125. doi: 10.1037/dhe0000077

  • Johnson, J.M., Boss, G., Mwangi, C.G., & Garcia, G.A. (2018). Resisting, Rejecting, and Redefining Normative Pathways to the Professoriate: Faculty of Color in Higher Education. Urban Review, 50(4), pp. 630-647. doi: 10.1007/s11256-018-0459-8

  • (2018). Cultivating Diverse Online Classrooms Through Effective Instructional Design. IGI Global. doi: 10.4018/978-1-5225-3120-3

  • Johnson, J.M. (2017). Social Norms, Gender Ratio Imbalance, Perceptions of Risk, and the Sexual Behaviors of African American Women at Historically Black Colleges and Universities. Journal of African American Studies, 21(2), pp. 203-215. doi: 10.1007/s12111-017-9354-8

  • Johnson, J.M. & McGowan, B.L. (2017). Untold Stories: The Gendered Experiences of High Achieving African American Male Alumni of Historically Black Colleges and Universities. Journal of African American Males in Education, 8(1), pp. 23-44. Retrieved from http://libproxy.temple.edu/

  • Johnson, J.M. (2017). Choosing HBCUS: Why African Americans choose HBCUs in the twenty-first century. In Advances in Education in Diverse Communities: Research, Policy and Praxis, 14 (pp. 151-169). doi: 10.1108/S1479-358X20160000014008

  • Johnson, J.M. & Henderson, Z. (2017). Social work education and cultural competence: The role of historically black colleges and universities. In Professional Education at Historically Black Colleges and Universities: Past Trends and Outcomes (pp. 91-102). doi: 10.4324/9781315389165

  • Johnson, J.M. (2017). Choosing elites: Experiences of working-class black undergraduate women at an Ivy League University. In Critical Perspectives on Black Women and College Success (pp. 158-169). doi: 10.4324/9781315744421

  • Johnson, J.M. (2016). Managing transitions, building bridges: An evaluation of a summer bridge program for African American scientists and engineers. Journal for Multicultural Education, 10(2), pp. 206-216. doi: 10.1108/JME-01-2016-0010

  • Johnson, J. (2016). From Smarty Pants to Scholar: A Personal Journey of Self-
    Acceptance. In D.Y. Ford, J.L. Davis, M.T. Scott, & Y. SealeyRuiz (Eds.), Gumbo for the Soul: Liberating Memoirs and Stories to Inspire Females of Color (pp. 185-188). Information Age Publishing. Retrieved from https://books.google.com/

  • Johnson, J. (2016). Preparing to Lead: The Socialization of Black Women for Faculty and Administrative Careers through Graduate School. In B.L.H. Marina & S.N. Ross (Eds.), Beyond Retention: Cultivating Spaces of Equity, Justice, and Fairness for Women of Color in U.S. Higher Education (pp. 103-124). Information Age Publishing, Incorporated. Retrieved from https://books.google.com/

  • Mobley, S.D. & Johnson, J.M. (2015). The Role of HBCUs in Addressing the Unique Needs of LGBT Students., 2015 (pp. 79-89). Wiley. doi: 10.1002/he.20133

  • Johnson, J.M. & Snider, J.C. (2015). PhorwarD Progress: Experiences of Academic, Professional, and Personal Mentorship in the Academy. In B.L.H. Marina (Ed.), Mentoring Away the Glass Ceiling in Academia: A Cultured Critique (pp. 3-16). Lexington Books. Retrieved from https://books.google.com/

  • Fries-Britt, S., Johnson, J., & Burt, B. (2013). Black students in physics: The intersection of academic ability, race, gender, and class. In T.L. Strayhorn & T.L. Strayhorn (Eds.), Living at the intersections: Social identities and Black collegians (pp. 21-39). Charlotte, NC, US: IAP Information Age Publishing. Retrieved from http://libproxy.temple.edu/

  • Fries-Britt, S., Johnson, J., & Burt, B. (2013). Black students in Physics: The Intersection of Academic Ability, Race, Gender, and Class. In T. Strayhorn (Ed.), Living at the Intersections: Social Identities and Black Collegians (pp. 21-40). IAP, Information Age Publishing, Incorporated. Retrieved from https://books.google.com/

  • Blacknall, T. & Johnson, J.M. (2011). Selective HBCUs: A Competitive Option. Online Submission. Retrieved from http://libproxy.temple.edu/

  • Johnson, J.M., Paris, J.H., Curci, J.D., & Horchos, S. Beyond College Access: An Exploration of the Short-Term Impact of a Dual Enrollment Program. Journal of College Student Retention: Research, Theory & Practice, pp. 152102512110563-152102512110563. SAGE Publications. doi: 10.1177/15210251211056319