Publications

Books

Parson, L. (2025). Understanding and Supporting College Students with Empathy: A Guide for Higher Education Practitioners. Routledge. https://www.routledge.com/Understanding-and-Supporting-College-Students-with-Empathy-A-Guide-for-Higher-Education-Practitioners/Parson/p/book/9781032534404

Parson, L. & Ozaki. C. C. (2022). Teaching and Learning for Social Justice and Equity in Education: Online and Virtual Settings. New York: NY: Palgrave.

Parson, L. & Ozaki. C. C. (2021). Teaching and Learning for Social Justice and Equity in Education: Co-curricular Environments. New York: NY: Palgrave.

Ozaki. C. C. & Parson, L. (2021). Teaching and Learning for Social Justice and Equity in Education: Content Areas. New York: NY: Palgrave.

Parson, L. & Ozaki. C. C. (2020). Teaching and Learning for Social Justice and Equity in Education: Foundations. New York: NY: Palgrave.

Parson, L. (2019). Polygamy, Women, and Higher Education – Life after Mormon Fundamentalism. New York, NY: Palgrave.

Peer-Reviewed Articles

Steele, A., & Parson, L. (Scheduled, 2025). The ideal graduate student: How gendered discourses shape the experiences of women doctoral students in biology. Journal of Ethnographic and Qualitative Research. 

Schubert, E., Shovkoplyas, C., Parson, L., Saunders, F., Arnold, L., & Pillai, R. G., (2025). Exploring the work of women faculty through the lens of care: An institutional ethnography of caregiving and carereceiving in higher education. Advancing Women in Leadership Journal, 44, 57-71. https://doi.org/10.21423/awlj-v43.a540

Saunders, F., Parson, L., Schubert, E. C., Shovkoplyas, C., Arnold, L., & Pillai, R. G. (2025). Institutional Ethnography of Women Faculty in Higher Education: Understanding Gendered Experiences and Power Dynamics. Higher Education Politics and Economics, 11(2), 77-99. https://doi.org/10.32674/70qkms92

Parson, L. (2025). A critical discourse analysis of presidential email communications. Innovative Higher Education. 

Steele, A., & Parson, L. (2024). Trial by fire: An institutional ethnographic exploration of the impact of neoliberal discourses on women doctoral students’ experiences in biology. Innovative Higher Education. https://doi.org/10.1007/s10755-024-09745-1

Parson, L. & McCloud, L. (2023). A Critical Discourse Analysis of Social Justice Language in Introductory HESA Syllabi. The International Journal of Qualitative Studies in Education (QSE). https://www.doi.org/10.1080/09518398.2023.2203101

McCann, A. & Parson, L. (2022). Validating an Interior Design Writing Rubric: An Action Research Project. The Journal of Teaching Action Research.http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/improving_interior_design_writing.pdf

Parson, L., Donato, S., & Johns, J. (2022). Adventure Science as transformative outdoor education: An exploration of learning. The Qualitative Report, 27(4). https://doi.org/10.46743/2160-3715/2022.4925

Parson, L. (2021). The glass cage or how we no body ourselves and others. Hypatia, 37(1), 187-195.https://www.doi.org/10.1017/hyp.2021.79

Parson, L. & Steele, A, & Wilkins, E. (2021). A Gendered “Ideal?” Discourses that Characterize the Ideal Scientist. International Journal of Gender, Science, and Technology. http://genderandset.open.ac.uk/index.php/genderandset/article/view/735/1171

Almond, L., Parson, L., & Resor, J. (2020). Lessons from the field: Graduate student-faculty mentoring in family science. Family Relations. https://doi.org/10.1111/fare.12517  

Steele, A., Parson, L. & Wilkins, E. (2020). Coordinating transitions: Exploring the STEM institution from the standpoint of freshman and transfer undergraduate women. Journal for STEM Education Research, 3(3), 343-367. https://doi.org/10.1007/s41979-020-00036-w  

Parson, L. & Steele, A. (2020). Hungarian Higher Education in crisis? An institutional ethnography of an international university in Hungary. JSPTE, 5, 7-34. https://doi.org/10.28945/4490

Parson, L. & Steele, A. (2019). Institutional autonomy and academic freedom in Hungary: A historiography of Hungarian higher education. Colleges & Universities, 94(4), 10-23. https://www.aacrao.org/research-publications/quarterly-journals/college-university-journal/article/c-u-vol.-94-no.-4-fall-2019/institutional-autonomy-and-academic-freedom-in-hungary-a-historiography-of-hungarian-higher-education

Tatum, K., Parson, L., Weise, J., Allison, M., & Farrell, J. (2019). Leadership and ethics across the continuum of learning: An ethical leadership development framework. Air & Space Power Journal, 33(4), 42-57. https://www.airuniversity.af.edu/Portals/10/ASPJ/journals/Volume-33_Issue-4/F-Tatum_et_al.pdf

Parson, L., Gross, J., Williams, A. (2019). The language of retrenchment: A discourse analysis of budget cutting in higher education. Journal for the Study of Postsecondary and Tertiary Education (JSPTE), 4, (33-48). https://doi.org/10.28945/4365

Parson, L. & Hunter, C. A. (2019). Exploring differences in principal experiences according to rurality: A mixed-methods study. Planning & Changing, 49(1/2), 37-61.

Parson, L. (2018). An institutional ethnography of higher education: The experiences of undergraduate women majoring in math and physics. Journal of Ethnographic and Qualitative Research, 13(1), 18-33. 

Parson, L. (2018). Digital media responses to a feminist scholarly article: A critical discourse analysis. Feminist Media Studies, 19(4), 576-592. https://doi.org/10.1080/14680777.2018.1468348

Parson, L., Childs, B., & Elzie, P. (2018). Designing a Health Professions Education certificate program to meet the needs of students, administrators, faculty, and patients. Health Professions Education, 4(3), 207-217.https://doi.org/10.1016/j.hpe.2018.03.008

Parson, L. (2018). Breaking free: The implications of a polygamous lifestyle on readiness for adult education. Journal of Adult Learning, Knowledge and Innovation, 2(1), 8-18. https://doi.org/10.1556/2059.02.2018.01

Parson, L. & Ozaki, C. C. (2017). Discourses that inform the chilly climate in math and physics. Journal of Research in STEM Education, 3(1/2), 34-47. 

Parson, L. & Ozaki, C. C. (2017). Gendered student ideals in STEM in higher education. Journal of Women and Gender, 2, 171-190. https://doi.org/10.1080/19407882.2017.1392323

Parson, L., Hunter, C., & Kallio, B. (2016). Exploring educational leadership in rural schools. Planning and Changing, 47(1/2), 63-81.  

Parson, L. & Pearson, D. K. (2016). Enriching the participation of undergraduate women in higher education: A qualitative exploration of the experiences of female bloggers. Higher Education in Review, 12, 23-44. Retrieved from https://sites.psu.edu/higheredinreview/2016/03/04/enriching-the-participation-of-undergraduate-women-in-higher-education-a-qualitative-exploration-of-the-experiences-of-female-bloggers/   

Parson, L. (2016). Are STEM syllabi gendered? A feminist critical discourse analysis. The Qualitative Report, 21(1), 102-116. Retrieved from http://nsuworks.nova.edu/tqr/vol21/iss1/9

Molapo, T., Parson, L., Hunter, C. A., & Butz, J. (2016). Changes in principal evaluation standards: A case study of North Dakota principals. School Leadership Review,11(1), 18-25.

Chapters in Edited Volumes

*Hofland, M., Woodstead, K., & Parson, L. (2025). A framework for transitioning student workers to full-time employees: Best practices in student professional development. Optimizing Leadership and Governance in Higher Education.

Parson, L. & Kitsch, S. (2022). Teaching Empathy Virtually Through an Ethic of Care. In Parson, L. & Ozaki, C. Teaching and Learning for Social Justice and Equity in Education: Virtual Settings. New York: NY: Palgrave.

*Morawo, S. & Parson, L. (2021). A critical exploration of the use of business typologies to guide major decisions. In Parson, L. & Ozaki, C. Teaching and Learning for Social Justice and Equity in Education: Co-curricular Environments. New York: NY: Palgrave. 

*Miller, J. & Parson, L. (2021). Identifying whiteness: A training to help HESA professionals identify whiteness in their professional practice. In Parson, L. & Ozaki, C. Teaching and Learning for Social Justice and Equity in Education: Co-curricular Environments. New York: NY: Palgrave. 

Parson, L. & *Weise, J. (2020). A Postcolonial Approach to Curriculum (re)Design. Teaching & Learning for Social Justice in Higher Education: Re-visiting the Foundations of the Scholarship of Teaching & Learning. Palgrave-MacMillan. 

Parson, L. & Major, C. (2020) Learning theory through a critical lens. Teaching & Learning for Social Justice in Higher Education: Re-visiting the Foundations of the Scholarship of Teaching & Learning. Palgrave-MacMillan.

Parson, L. (2020). Researching women and higher education. In Niemi, N. & Weaver-Hightower, M. (Eds), International Handbook of Gender Equity. Wiley-Blackwell Publishers.

Andrzejewski, C. E., Wolf, S, Straub, E. T., Parson, L. (2019). Facilitating student empowerment and agency through the “Scaffolded Autonomy” approach to curriculum design. In Lewis, K. (Ed), Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education. IGI Global.

Parson, L. (2019). Considering Positionality: The ethics of conducting research on marginalized groups. In Strunk, K. & Locke, L. (Eds), Research Methods for Social Justice and Equity in Education. New York, NY: Palgrave.

Ozaki, C. C. & Parson, L. (2017). Multiracial college students and colorism:  Oh what a tangled web we weave. In Monroe, C. R. (Ed.), Race and Colorism in Education. New York, NY: Routledge. 

Invited Publications

Parson, L. (2023). Awareness to action. Change Forward, 66-67. https://universityinnovationfellows.org/change-forward-journal/

Bahe, B., Schubert, E., Law, M., Latterell, M., Teubner, A., Shovkoplyas, C., & Parson, L. (2023). Creating a connected community. Change Forward, 100-101. https://universityinnovationfellows.org/change-forward-journal/

Parson, L., Steele, A., Tatum, K., Allison, M., & Weise, J. (2022). Identifying the competencies of Air Force ethical leadership.Journal of Character & Leadership Development, 9 (1), 75-99. https://www.usafa.edu/app/uploads/JCLD-Spring2022_web_final.pdf

Parson, L., Weise, J., Tatum, K., Allison, M., & Farrell, J. (2019). Evaluating and Assessing the Ethical Leadership Framework for Air Force Ethical Leader Development. Journal of Character & Leadership Development, 6(2), 50-63. https://www.usafa.edu/app/uploads/JCLD_Vol06_Issue02.pdf  

Parson, L. (2018). Review of We Only Talk Feminist Here. Feminism & Psychology, 29(1), 135–137.https://doi.org/10.1177/0959353518793444

Parson, L. (2018).  Using institutional ethnography as a qualitative research method to explore higher education institutions[Streaming video]. SAGE Research Methods. https://methods.sagepub.com/video/using-institutional-ethnography-as-a-qualitative-research-method-to-explore

Childs, B. & Parson, L. (2017). Review of Crossover Pedagogy: A Rationale for a New Teaching Partnership Between Faculty and Student Affairs Leaders on College Campuses. Teachers College Record. 

Childs, B. & Parson, L. (2017). Review of Engaging Higher Education: Purpose, Platforms, and Programs for Community Engagement. Teachers College Record.