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Cole, D. & Ahmadi, S. (Accepted).
Reconsidering Campus Diversity: An Examination of Muslim Students' Experiences.
Journal of Higher Education.
Cole, D. (In Press).
The Role of Faculty Contact on Minority Students’ Educational Gains.
Journal of the Professoriate.
Cole, D. (In Press).
The Effects of Student-Faculty Interactions on Minority Students’ College Grades: Differences between Aggregated and Disaggregated Data.
Journal of the Professoriate.
Cole, D. & Jackson, J. (In Press).
Racial Integration and the 50th Anniversary of Brown: The Impact of Interracial Interactions and Campus-Based Diversity Functions on Students’ Educational Satisfaction in Higher Education.
International Journal of Africana Studies.
Cole, D. (2008).
Constructive Criticism: The Role of Faculty Feedback on African American and Hispanic Students’ Educational Gains.
Journal of College Student Development, 49(6), 587-605.
Cole, D. & Espinoza, A. (2008).
Improving the Academic Performance of Latinos in STEM Majors.
Journal of College Student Development, 49(4), 285-300.
Cole, D. (2007). Do Interracial Interactions Matter?:
An examination of Student Faculty Contact and Intellectual Self-concept.
Journal of Higher Education, 78(3), 248-272.
Orsuwan, M. & Cole, D. (2007).
The moderating effects of race/ethnicity on the experience of Asian American and Pacific Islander community college students.
Asian American Policy Review, 16, 61-86.
Cole, D., Bennett, C., & Thompson, J. (2003).
Teacher education in a collaborative
multicultural classroom: Implications for critical-mass-minority and all-minority classes at a predominantly White University.
Journal of Classroom Interaction, 38(1), 17-28.
Cole, D., & Ahmadi, S. (2003).
Perceptions and experiences of Muslim women who veil on college campuses.
Journal of College Student Development, 44(1), 47-66.
Jones, L., Castellanos, J., & Cole, D. (2002).
Examining the Ethnic/Minority Student Experience at Predominantly
White Institutions:A Case Study.
Journal of Hispanic Higher Education, 1(1), 19-39.
[Note: The orders of names are incorrectly listed and actually should have been Castellanos, J., Cole, D., & Jones, L.].
Anaya, G., & Cole, D. (2001).
Latina/o student achievement: Exploring the influence of student-faculty interaction on college grades.
Journal of College Student Development, 42(1), 3-14.
Bennett, C., Cole D., & Thompson, J. (2000).
Preparing teachers of color at a predominantly White university: A case study of project TEAM.
Teaching and Teacher Education, 16(4), 445-64.
Cole, D., Sugioka, H., & Yamagata-Lynch, L. (1999).
Supportive classroom environments for creativity in higher education.
Journal of Creative Behavior, 33(4), 277-293.
Cole, D. (1995).
Cost and quality in higher education: Finding the balance.
Journal of the Indiana University Student Personnel Association, 2, 11-14.
Cole, D. (In Review).
Understanding African American students’ intellectual self-concept: An examination of interracial contact, peer involvement, and student-faculty interactions.
Journal of Diversity in Higher Education.
Cole, D. (In Review).
An Examination Students’ Intellectual Self-Concept across Racial/ Ethnic Groups:
The impact of interracial interactions, student-faculty contact, and peer involvement.
Journal of Diversity in Higher Education.
Cole, D. & Espinoza, A. (In Progress).
Examining the Academic Success and Educational Satisfaction of Female and Male Minority Students in STEM Majors.
Journal of Women and Minorities in Science and Engineering.
Cole, D. & DeAngelo, L (Ed.) (In press).
Students of Color and their Interactions with Faculty.
Journal of the Professoriate. Sterling, VA: Stylus Publishing, LLC.
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