@article{nachman_pryor_miller_2024, title={“It’s Gonna Open Up Doors”: Alumni Reflections of Doctoral Community College Leadership Programs}, url={https://doi.org/10.1177/00915521231218232}, DOI={10.1177/00915521231218232}, abstractNote={Objective/Research Question: For decades doctoral community college leadership programs have prepared students for the challenges and rewards in steering community college campuses, yet minimal scholarship has explored these programs’ efficacy in serving their students. This study explores community college leaders’ motivations in starting, learning experiences during, and takeaways following participation in doctoral community college leadership programs. Methods: This narrative inquiry study draws on action learning as the theoretical framework and entails interviews with 19 community college administrators who graduated from doctoral community college leadership programs. Results: Findings are threefold, each related to the distinct pieces associated with the research questions at hand. Students’ motivations for enrolling in programing stem from financial and geographic accessibility, institutional credibility, personal fulfillment, and desires to advance their careers. During their time in programs, students benefited from curriculum that prepared them for their dissertations, cohort-based approaches that afforded community, and applicable assignments and activities that directly related to their roles as community college practitioners. Following their doctorate, students reflected on the value of having this degree for propelling their careers and recommended opportunities for programmatic improvement. Conclusion/Contributions: These findings offer new perspective into what doctoral community college leadership programs accomplish in supporting students’ objectives and professional practices, and also unveil ideas toward programmatic adjustments.}, journal={Community College Review}, author={Nachman, Brett Ranon and Pryor, Jonathan T. and Miller, Michael T.}, year={2024}, month={Apr} }
 @article{nachman_2024, title={“What Do We Have to Do?” Community College CTE Faculty Perceptions, Preparedness, and Propositions in Supporting Disabled Students’ Employment Opportunities}, url={https://doi.org/10.1177/00915521231222273}, DOI={10.1177/00915521231222273}, abstractNote={Objective/Research Question: The purpose of this grounded theory study is to explore how community college CTE faculty members aim to support disabled students in their career pursuits. Methods: This constructivist grounded theory study entailed interviewing 20 faculty members across two southeastern United States community colleges. Results: Findings unveil the prominence of community college faculty holding mixed perceptions and limited understandings of disabled individuals’ experiences in CTE fields, tending to weed disabled students out of these professions, and possessing various ideas for how to better enable disabled students’ success, including bolstering disability awareness and acceptance. Conclusions/Contributions. These insights contribute to the formation of the 3Ps Model of Faculty Professional Engagement with Minoritized Students that will guide researchers in how to understand the processes that shape faculty engagement with minoritized students. The study also reveals opportunities for growth in how community college faculty and practitioners address issues surrounding building up disabled community college students’ employment pathways.}, journal={Community College Review}, author={Nachman, Brett Ranon}, year={2024}, month={Jan} }
 @article{nachman_pryor_2023, title={Advancing Digital Campus Climate: A Conceptual Model for Bolstering Higher Education Inclusivity}, url={https://doi.org/10.1080/19496591.2023.2233447}, DOI={10.1080/19496591.2023.2233447}, abstractNote={AbstractThrough synthesizing contemporary campus climate and digital campus climate research, we conceptualize a Model of Digital Campus Climate for higher education leaders to assess their institutions’ equity and inclusivity. Our digital campus climate model accounts for platforms institutions use in communicating information, dynamic levels existing in digital spaces, and five factors shaping digital spaces: accessibility, depth, engagement, relevance, and representation. Recommendations will guide practitioners to reenvision their digital spaces to promote equity. Disclosure StatementNo potential conflict of interest was reported by the authors.}, journal={Journal of Student Affairs Research and Practice}, author={Nachman, Brett Ranon and Pryor, Jonathan T.}, year={2023}, month={Aug} }
 @article{nachman_maldonado_hartman_deal_2023, title={How Career Coaches Employed by Community Colleges Shape Students’ Postsecondary and Professional Pathways in North Carolina Public High Schools}, url={https://doi.org/10.1080/10668926.2023.2238646}, DOI={10.1080/10668926.2023.2238646}, abstractNote={Community colleges have long responded to local workforce needs through assembling programming and alliances aimed at reducing workforce gaps while concurrently training the next generation of industry professionals. The emergence of the North Carolina Community College System’s NC Career Coach Program, stemming from North Carolina General Statute 115D–21.5, is one such illustration. Through situating career coaches – community college staff – in local high schools to provide students with resources and opportunities for academic and professional growth, the NC Career Coach Program is meeting the needs of the state and its stakeholders. The purpose of this study is to explore how North Carolina career coaches use career capital to support high school students’ career and college goals. This study proposes a conceptual framework grounded in social and career capital. Adopting a qualitative case study approach, we drew on surveys, interviews, focus groups, and documents to understand how coaches serve students in their professional and/or postsecondary pursuits. Findings indicate that career coaches serve as a connector among students, the college, and industry employers, forming relationships with each group, and importantly, developing trust with students and their families to support students’ college and career goals. In so doing they bolster students’ social and career capital, as well as honor the NC Career Coach Program’s mission to serve under-resourced communities across the state. Finally, we offer implications for research and practice that highlight the capacity of community college career coaches to support high school students with career and college objectives.}, journal={Community College Journal of Research and Practice}, author={Nachman, Brett Ranon and Maldonado, Laura G. and Hartman, Catherine and Deal, Sarah A.}, year={2023}, month={Jul} }
 @article{nachman_mcdermott_cox_2022, title={Brief Report: Autism-Specific College Support Programs: Differences Across Geography and Institutional Type}, volume={52}, url={https://doi.org/10.1007/s10803-021-04958-1}, DOI={10.1007/s10803-021-04958-1}, abstractNote={Many postsecondary institutions have begun their own Autism-Specific College Support Programs (ASPs) to integrate the emergence of autistic students into college and offer supports aiding their success (Longtin in J Postsecond Educ Disabil 27(1):63-72, 2014), yet little is known about these programs. We conducted an exhaustive, year-long search of all postsecondary institutions in the United States to identify all ASPs. Although we identified a total of 74 programs located in 29 states, our analyses suggest these are unavailable to students in large portions of the country. When they are available, these programs appear to be disproportionately located at 4-year institutions, public institutions, and in the Mid-East. Our study highlights inequities based on institutional type and geography, as well as offers a complete public list of ASPs.}, number={2}, journal={Journal of Autism and Developmental Disorders}, publisher={Springer Science and Business Media LLC}, author={Nachman, Brett Ranon and McDermott, Catherine Tobin and Cox, Bradley E.}, year={2022}, month={Feb}, pages={863–870} }
 @article{nachman_brown_2022, title={Crip places: Dismantling disability discourse in the 2-year college literature.}, url={https://doi.org/10.1037/dhe0000443}, DOI={10.1037/dhe0000443}, journal={Journal of Diversity in Higher Education}, author={Nachman, Brett Ranon and Brown, Kirsten R.}, year={2022}, month={Nov} }
 @inbook{nachman_2022, place={New York}, title={Impressions of the (Gay and Autistic) Scholar in the Glass: An Emerging Academic's Journey}, ISBN={9781003255253}, booktitle={Queerness as Being in Higher Education: Narrating the Insider/Outsider Paradox as LGBTQ+ Scholars and Practitioners}, publisher={Routledge}, author={Nachman, B.R.}, editor={Duran, Antonio and Miller, Ryan A. and Jourian, T.J. and Cisneros, JesusEditors}, year={2022} }
 @article{nachman_2022, title={Preparing Future Faculty to More Inclusively Teach Autistic College Students: Examining an Inclusive Teaching Professional Development Course}, volume={33}, number={3}, journal={International Journal of Teaching and Learning in Higher Education}, author={Nachman, B.R.}, year={2022}, pages={306–318} }
 @inproceedings{nachman_2021, title={"I need some space:” How autistic community college students learn about and practice self-advocacy}, author={Nachman, B.R.}, year={2021}, month={Apr} }
 @inproceedings{nachman_2021, title={"While a disability in some respects, it is a superpower”: Understanding autistic community college students’ identity development}, author={Nachman, B.R.}, year={2021}, month={Apr} }
 @article{nachman_wilke_2021, title={(Re)envisioning considerations for disabled community college students}, volume={2021}, ISSN={0194-3081 1536-0733}, url={http://dx.doi.org/10.1002/cc.20482}, DOI={10.1002/cc.20482}, abstractNote={Abstract While community colleges enroll high proportions of disabled students, limited research exists on considerations that college personnel should account for in meeting disabled students’ varied needs and strengths. This article explores the impacts of policies and processes on disabled community college students and presents five policy‐related issues and recommendations on how various community college agents with the power to inform and enact policy, including administrators/staff, researchers, and instructors, can best serve disabled community college students.}, number={196}, journal={New Directions for Community Colleges}, publisher={Wiley}, author={Nachman, Brett Ranon and Wilke, Autumn K.}, year={2021}, month={Sep}, pages={43–55} }
 @inproceedings{nachman_mcdermott_cox_2021, title={Access to autismspecific college support programs: Differences across geography and institutional type}, author={Nachman, B.R. and McDermott, C.T. and Cox, B.E.}, year={2021}, month={Apr} }
 @inproceedings{nachman_hu_fernandez_eddy_ngo_lee_burnett_2021, title={Advancing the equity mission: Policy perspectives for practice}, author={Nachman, B.R. and Hu, Xiaodan and Fernandez, Frank and Eddy, Pamela and Ngo, Federick and Lee, Jungmin and Burnett, Christopher}, year={2021}, month={Apr} }
 @article{dwyer_acevedo_brown_grapel_jones_nachman_raymaker_williams_2021, title={An Expert Roundtable Discussion on Experiences of Autistic Autism Researchers}, volume={8}, ISSN={["2573-959X"]}, url={https://doi.org/10.1089/aut.2021.29019.rtb}, DOI={10.1089/aut.2021.29019.rtb}, abstractNote={H istorically, few autism researchers have been openly autistic. Indeed, the institutions, practices, and culture of autism research have largely been shaped by nonautistic people. Insofar as nonautistic people may struggle to understand autistic perspectives and communicate effectively with autistic people, as suggested by the concept of the double empathy problem and by empirical research, this could have serious repercussions for the quality and relevance of autism research. Fortunately, a growing number of openly autistic scholars have begun to make their presence known in the autism field. For example, autistic researchers are visible in the Participatory Autism Research Collective, in the International Society for Autism Research (INSAR) Autistic Researchers Committee, in social media groups for autistic researchers, and via the #AutisticsinAcademia hashtag, and through numerous other initiatives and organizations, including this journal. Although these autistic autism researchers might be well positioned to act as a countervailing force against the double empathy problem, being autistic in a field shaped and dominated by nonautistic people could also be a source of challenges and tensions. Unfortunately, no academic articles focusing on autistic scholars in autism research currently exist in the literature, which could impede efforts to promote the success of autistic autism researchers. This roundtable discussion provides an initial exploration of this important topic. This discussion focuses specifically on autistic scholars—such as graduate students, postdoctoral fellows, and faculty—who are conducting autism and disability research. We chose this focus to allow a more in-depth discussion. As such, this roundtable does not focus on the involvement of autistic people in autism research as community partners or coresearchers. Although the involvement of autistic community members in research teams is an important topic for the field, it has been discussed in other publications. Furthermore, while the accessibility of university-based clinical programs (e.g., medical, education, social work, and clinical psychology) does affect the representation of autistic people in occupations that are responsible for providing important services and supports to autistic individuals, this is a distinct and separate topic from autism research. Finally, this roundtable does not explore experiences of autistic people conducting research in fields unrelated to autism. It is possible that being an autistic researcher in nonautism fields may be associated with some tensions and challenges that meaningfully differ from tensions facing autistic autism researchers.}, journal={AUTISM IN ADULTHOOD}, publisher={Mary Ann Liebert Inc}, author={Dwyer, Patrick and Acevedo, Sara M. and Brown, Heather M. and Grapel, Jordan and Jones, Sandra C. and Nachman, Brett Ranon and Raymaker, Dora M. and Williams, Zachary J.}, year={2021}, month={Aug} }
 @inproceedings{nachman_2021, title={Building self-advocacy: Learning from autistic community college students’ experiences}, author={Nachman, B.R.}, year={2021}, month={Oct} }
 @article{pryor_nachman_2021, title={Conceptualizing Digital Campus Climate within LGBTQ plus Resource Center Websites: A Critical Discourse Analysis}, volume={12}, ISSN={["1573-1758"]}, url={https://doi.org/10.1007/s10755-021-09590-6}, DOI={10.1007/s10755-021-09590-6}, journal={INNOVATIVE HIGHER EDUCATION}, author={Pryor, Jonathan T. and Nachman, Brett Ranon}, year={2021}, month={Dec} }
 @inproceedings{pryor_nachman_2021, title={Enhancing digital campus climate: A rubric for student affairs practitioners}, author={Pryor, J.T. and Nachman, B.R.}, year={2021}, month={Mar} }
 @inproceedings{nachman_2021, title={Reconceptualizing the Conceptual Framework of Community College Student Success to account for disabled CTE students}, author={Nachman, B.R.}, year={2021}, month={Nov} }
 @misc{nachman_2021, title={Reimagining campus climate for the autism community}, author={Nachman, B.R.}, year={2021}, month={Apr} }
 @article{wickersham_nachman_2021, title={“I Never Learned More in My Life in Such a Short Period of Time”: Math Contextualization as Momentum toward Community College Student Success}, url={https://doi.org/10.1080/10668926.2021.1999341}, DOI={10.1080/10668926.2021.1999341}, abstractNote={ABSTRACT Math courses serve as cornerstones to most, if not all, community college programs. Yet, these courses continue to be gatekeepers. Contextualization represents a promising venue through which instructors might break down math barriers for students. This study explores community college students’ learning experiences in contextualized math classes, and how those experiences shape momentum toward success. We used a narrative inquiry approach, drawing upon the stories of six students enrolled in two contextualized math courses at a two-year college in a Midwestern state. Interviews, field notes, and survey data helped build and deepen the students’ narratives. We presented each student’s narrative individually, detailing their experiences in the contextualized math classes. We also discussed the thematic analysis results, which revealed six themes. The first three themes spoke to clear expectations and learning path in math, digging into and building upon math content and knowledge, and individual and group work dynamics. The latter three themes centered on discovering and recognizing utility of math, building and translating a foundation in math, and situating math within broader education and goals. This study offers empirical evidence on the potential of contextualization to enhance community college students’ learning experiences and success in math, particularly across college-level math courses and various program areas.}, journal={Community College Journal of Research and Practice}, author={Wickersham, K. and Nachman, B.R.}, year={2021} }
 @article{"i feel like they are all interconnected": understanding the identity management narratives of autistic lgbtq college students_2020, url={http://dx.doi.org/10.1353/csj.2020.0000}, DOI={10.1353/csj.2020.0000}, abstractNote={Abstract:Research on both autistic and LGBTQ college students has uncovered themes of marginalization, selective disclosure, and efforts to build community and resist oppression. However, little work has focused on autistic LGBTQ college students and how they understand and manage their multiple identities. To address this gap, we used narrative inquiry to understand how eight college students who identified as both autistic and LGBTQ navigated higher education. We used the reconceptualized model of multiple dimensions of identity as a framework to understand how students made sense of their identities. Our findings indicated these students prioritized salient identities based on context, managed the visibility of identities, and expressed challenges in participating in LGBTQ and/or autistic communities.}, journal={College Student Affairs Journal}, year={2020}, month={May} }
 @inproceedings{wickersham_nachman_2020, title={"I never learned more in my life in such a short period of time”: Math contextualization as momentum toward community college student success}, author={Wickersham, K. and Nachman, B.R.}, year={2020}, month={Apr} }
 @inproceedings{nachman_2020, title={"I’ve found my people at last:” The impacts of a community college autism transition program}, author={Nachman, B.R.}, year={2020}, month={Nov} }
 @article{cox_nachman_thompson_dawson_edelstein_breeden_2020, title={An Exploration of Actionable Insights Regarding College Students with Autism: A Review of the Literature}, volume={43}, ISSN={1090-7009}, url={http://dx.doi.org/10.1353/rhe.2020.0026}, DOI={10.1353/rhe.2020.0026}, abstractNote={An Exploration of Actionable Insights Regarding College Students with Autism:A Review of the Literature Bradley E. Cox, Brett Ranon Nachman, Kerry Thompson, Steven Dawson, Jeffrey A. Edelstein, and Chase Breeden A large and growing population of students with autism is increasingly pursuing higher education. Yet, the field has a remarkably small literature base from which to glean actionable insights that might enhance postsecondary success for this population. Our examination of 13,000 items published in sixteen journals over a sixteen-year period revealed only 21 articles on the topic; none were published in mainstream higher education journals. Our explication of this literature maps the contours of the emerging body of literature on college students with autism, uncovers problematic patterns within that literature, identifies important questions that remain unanswered, and provides explicit guidance for future research on the topic. [End Page 935] As many as one in every 40 children is diagnosed with Autism Spectrum Disorder (ASD; Kogan et al., 2018), and effective childhood interventions continue to increase the likelihood that these students will graduate high school and pursue higher education with reasonable expectations for success (Hart, Grigal, & Weir, 2010; VanBergeijk, Klin, & Volkmar, 2008). However, nationally representative statistics indicate that fewer than 39% of autistic college students1 earn any postsecondary credential (i.e., certificate, Associate's degrees, or Bachelor's degrees) within six years of completing high school (Newman et al., 2011). Yet, it appears that autistic college students have received remarkably little attention from scholars in higher education. The term "autism" did not appear in any of the field's traditional "top-tier" journals (i.e., Journal of College Student Development, Journal of Higher Education, Research in Higher Education, Review of Higher Education; Bray & Major, 2011; Creamer, 1994) until February 2017 (Cox et al., 2017). Moreover, in 2014, Gelbar, Smith, and Reichow found that the current understanding of college students with autism was based on empirical evidence from just 20 articles and only 68 students. More recently, Anderson, Stephenson, and Carter (2017) examined 29 articles reporting on 23 studies, whereas Kuder and Accardo (2018) could find only eight relevant studies. Moreover, several of the studies addressing the needs of autistic college students (e.g., Newman et al., 2011; Shattuck et al., 2012; Wei, Wagner, Hudson, Yu, & Javitz, 2016) draw from a single national dataset (National Longitudinal Transition Study—2; NLTS2) that has not been updated since 2009, while many of the others (e.g., Gobbo & Shmulsky, 2014; Morrison, Sansosti, & Hadley, 2009) base their conclusions on information collected from parents, instructors, and administrators—not the students themselves. Thus, it appears colleges and universities do not yet have an adequate scholarly foundation upon which they can develop effective initiatives to facilitate the success of autistic students. Likewise, the current literature base offers little guidance for researchers who wish to make substantive new contributions to that body of literature. The current paper begins to address these problems by identifying, cataloguing, reviewing, and critiquing articles about autistic college students to address three research questions: [End Page 936] 1. What topics, data, and methods have scholars used to shape early development of the emerging body of literature about autistic college students? 2. What limitations, biases, and gaps in the current literature may be addressed by future research on the topic? 3. What actions can researchers take in the future to make the literature base more robust, inclusive, and comprehensive? To answer these questions, we used an explicit framework to examine more than 13,000 articles published in any of 16 journals between 2000 and 2015. This process allowed us to map the contours of the emerging body of literature on college students with autism, uncover problematic patterns within that literature, identify important questions that remain unanswered, and provide explicit guidance for future research on the topic. Guiding Framework The Framework for the Development of Actionable Insights (Cox & Beebe, 2016) guides our review of the literature. The framework was derived jointly by a group of higher education scholars and practitioners (Cox & Beebe, 2016) looking to support previously underserved student populations (i.e., atheists, formerly incarcerated students) with programs and policies grounded in the best available research evidence. When considering student populations that...}, number={4}, journal={The Review of Higher Education}, publisher={Project Muse}, author={Cox, Bradley E. and Nachman, Brett Ranon and Thompson, Kerry and Dawson, Steven and Edelstein, Jeffrey A. and Breeden, Chase}, year={2020}, pages={935–966} }
 @inproceedings{nachman_2020, title={Assessing autism in higher education and possibilities for future inquiry: A systematic literature review}, author={Nachman, B.R.}, year={2020}, month={Apr} }
 @misc{nachman_waisman_2020, title={Autism & Universal Design Training}, author={Nachman, B.R. and Waisman, T.C.}, year={2020}, month={Nov} }
 @inproceedings{nachman_2020, title={Building on students’ strengths: Takeaways from a community college autism program}, author={Nachman, B.R.}, year={2020}, month={Oct} }
 @inproceedings{cox_nachman_lei_2020, title={Education beyond school – Transition to college and university for autistic students}, author={Cox, B.E. and Nachman, B.R. and Lei, J.}, year={2020}, month={Jul} }
 @article{nachman_2020, title={Enhancing Transition Programming for College Students with Autism: A Systematic Literature Review}, journal={Journal of Postsecondary Education and Disability}, author={Nachman, B.R.}, year={2020} }
 @inproceedings{pryor_nachman_2020, title={Examining digital representations of campus LGBTQ+ centers via the Campus Pride Index}, author={Pryor, J.T. and Nachman, B.R.}, year={2020}, month={Nov} }
 @inproceedings{nachman_lei_cox_2020, title={Fostering collaborative postsecondary education for autistic students: Engaging stakeholder perspectives}, author={Nachman, B.R. and Lei, Jiedi and Cox, Bradley E.}, year={2020}, month={May} }
 @inproceedings{nachman_2020, title={How an inclusive teaching course prepares future faculty to teach autistic college students}, author={Nachman, B.R.}, year={2020}, month={Apr} }
 @misc{nachman_2020, title={How to more inclusively teach autistic college students: Using Universal Design to inform future faculty teaching practices}, author={Nachman, B.R.}, year={2020}, month={Oct} }
 @article{wang_lee_nachman_zhu_2020, title={It Matters Long Before: How Early Exposure to Faculty and Advisors at Baccalaureate Institutions Relates to Upward Transfer}, volume={50}, ISSN={0013-189X 1935-102X}, url={http://dx.doi.org/10.3102/0013189x20956659}, DOI={10.3102/0013189x20956659}, abstractNote={A missing component in the current transfer literature is how community college students’ exposure to faculty and/or advisors at baccalaureate institutions early in their educational journey, such as meeting with transfer advisors or faculty members from a baccalaureate college or university, may shape their longer-term transfer outcomes. Our research addresses this gap, drawing upon longitudinal survey data and propensity score matching. The findings reveal a positive relationship between early exposure and transfer, suggesting that when students gain exposure to and potentially receive support from faculty and advisors at baccalaureate institutions, they may be better prepared for the upward transfer process. Our study highlights the role played by the transfer-receiving end in assisting community college students to fulfill their transfer aspirations. The larger transfer research agenda must continue to delve into the specific ways in which baccalaureate institutions can play a substantive role in preparing and supporting students both prior to and after transfer.}, number={2}, journal={Educational Researcher}, publisher={American Educational Research Association (AERA)}, author={Wang, Xueli and Lee, Seo Young and Nachman, Brett Ranon and Zhu, Xiwei}, year={2020}, month={Sep}, pages={105–114} }
 @inproceedings{nachman_haas_bradley_cameron_martin_2020, title={Many hands cultivate student success: Scottsdale Community College practitioners relay insights and inspiration}, author={Nachman, B.R. and Haas, Eric and Bradley, Becky and Cameron, Sara and Martin, Robert}, year={2020}, month={Apr} }
 @inproceedings{nachman_mcdermott_cox_2020, title={Mapping out autism-specific college support programs in the United States}, author={Nachman, B.R. and McDermott, K.T. and Cox, B.E.}, year={2020}, month={May} }
 @article{nachman_brown_2020, title={Omission and Othering: Constructing Autism on Community College Websites}, volume={1}, url={https://doi.org/10.1080/10668926.2019.1565845}, DOI={10.1080/10668926.2019.1565845}, abstractNote={ABSTRACT Students with autism attend two-year colleges at a significantly greater rate than four-year institutions. As these prospective and current students engage with two-year colleges, websites are an important digital platform to assess inclusivity and campus climate. The digital environment is particularly important because many autistic individuals prefer to engage in written communication. We employed a critical content analysis to understand the digital campus climate at public two-year colleges (n = 94) by analyzing website content that colleges use to describe autism. Findings show that the digital campus climate was unwelcoming for the vast majority of prospective and current students with autism. Autism was omitted from 29.8% of institutional websites. Colleges located in the eastern or western areas of the United States had lower rates of omission. When references to autism were present, website content used medical and legal language to depict autistic students as deficient. Institutional websites othered students by objectifying autism and using volunteer or charity work to frame autism as outside of normalcy. Text written by autistic people (students, alumni, staff, or organizations) was absent from all but one institutions’ website. Implications for practitioners include addressing institutionalized ableism by modifying websites to include autism-specific content, removing deficit narratives, and amplifying autistic agency by including material written by autistic individuals.}, journal={Community College Journal of Research and Practice}, publisher={Informa UK Limited}, author={Nachman, Brett Ranon and Brown, Kirsten R.}, year={2020}, month={Mar}, pages={1–13} }
 @misc{nachman_2020, title={Opening a window into autism and higher education: Research and reflections in charting new horizons}, publisher={Michigan State University}, author={Nachman, B.R.}, year={2020}, month={Mar} }
 @inproceedings{nachman_cisneros_duran_jourian_miller_vaccaro_renn_2020, title={Theorizing the insider-outsider binary: Reflections of higher education professionals with minoritized sexual and gender identities}, author={Nachman, B.R. and Cisneros, Jesus and Duran, Antonio and Jourian, T.J. and Miller, Ryan and Vaccaro, Annemarie and Renn, Kris}, year={2020}, month={Nov} }
 @inproceedings{nachman_brown_2020, title={Two-year colleges and students with disabilities}, author={Nachman, B.R. and Brown, K.R.}, year={2020}, month={Apr} }
 @inproceedings{nachman_abelson_alcívar-zuñiga_christian_del rosario_valentine_virgüez_2020, title={Voices of changemakers: How commitments to learning, community, and equity shape future faculty}, author={Nachman, B.R. and Abelson, S.R. and Alcívar-Zuñiga, M.B. and Christian, C.R. and del Rosario, Z. and Valentine, D.R. and Virgüez, E.}, year={2020} }
 @article{nachman_miller_peña_2020, title={“Whose Liability Is It Anyway?” Cultivating an Inclusive College Climate for Autistic LGBTQ Students}, volume={1}, url={https://doi.org/10.1177/1555458919897942}, DOI={10.1177/1555458919897942}, abstractNote={With one in 59 children diagnosed with autism, higher education institutions are experiencing increasing enrollments of autistic students. Furthermore, autistic students are disproportionately more likely to identify as gay and lesbian in their sexual orientation and as transgender or genderqueer in their gender identity compared with nondisabled peers. This case study challenges readers to consider the role that educational leaders can play in addressing the complexities of supporting a student named Erik, a gay, autistic student who is considering “coming out.” Readers are also challenged to consider implications about addressing campus climate issues for students with multiple, intersecting identities.}, journal={Journal of Cases in Educational Leadership}, publisher={SAGE Publications}, author={Nachman, Brett Ranon and Miller, Ryan A. and Peña, Edlyn Vallejo}, year={2020}, month={Jun}, pages={155545891989794} }
 @inproceedings{nachman_lei_cox_2019, title={Adapting and advancing postsecondary education for autistic students}, author={Nachman, B.R. and Lei, Jiedi and Cox, Bradley E.}, year={2019}, month={May} }
 @inproceedings{nachman_2019, title={Autism panel}, author={Nachman, B.R.}, year={2019} }
 @article{nachman_2019, title={Giving credit to course interests: How faculty can capitalize on students’ passions}, volume={99}, number={1}, journal={Phi Kappa Phi Forum}, author={Nachman, B.R.}, year={2019}, month={Mar}, pages={8–11} }
 @article{how do 2-year college students beginning in stem view themselves as learners?_2019, url={http://www.tcrecord.org/Content.asp?ContentId=22607}, journal={Teachers College Record}, year={2019} }
 @inproceedings{wang_lee_nachman_zhu_2019, title={It matters long before transfer: The influence of early exposure to faculty and advisors at baccalaureate institutions on upward transfer}, author={Wang, X. and Lee, S.Y. and Nachman, B.R. and Zhu, X.}, year={2019}, month={Mar} }
 @inproceedings{nachman_wickersham_bakken_zamani-gallaher_bower_crisp_eddy_wickersham_2019, place={San Diego, California}, title={Meaningful mentorship: Exploring domains and sharing experiences for the next generation of two-year college researchers and practitioners}, author={Nachman, B.R. and Wickersham, Kelly and Bakken, Turina and Zamani-Gallaher, Eboni and Bower, Beverly and Crisp, Gloria and Eddy, Pamela and Wickersham, Kelly}, year={2019}, month={Mar} }
 @inproceedings{nachman_2019, title={Redesigning college classrooms to more inclusively teach autistic students}, author={Nachman, B.R.}, year={2019}, month={Oct} }
 @inproceedings{nachman_2019, title={Research-to-Practice Dismantling discomfort post-conference symposium}, author={Nachman, B.R.}, year={2019}, month={Oct} }
 @inproceedings{nachman_brown_2019, title={The power of place: A systematic review of the literature on disability at 2-year colleges}, author={Nachman, B.R. and Brown, K.R.}, year={2019}, month={Nov} }
 @inproceedings{nachman_2019, title={There's no ‘one-size-fits-all’ approach: How future faculty plan to teach autistic college students}, author={Nachman, B.R.}, year={2019}, month={May} }
 @inproceedings{miller_nachman_wynn_2018, title={"I feel like they are all interconnected”: How college students experience autism and queer/trans* identities}, author={Miller, R.A. and Nachman, B.R. and Wynn, R.D.}, year={2018}, month={Nov} }
 @inproceedings{nachman_brown_2018, title={A content analysis of how 2-year college websites frame autism}, author={Nachman, B.R. and Brown, K.B.}, year={2018}, month={Apr} }
 @misc{nachman_2018, title={College students on the spectrum: From the inside out}, author={Nachman, B.R.}, year={2018}, month={Apr} }
 @inproceedings{nachman_2018, title={Cultivating inclusive spaces for students with disabilities}, author={Nachman, B.R.}, year={2018}, month={Mar} }
 @inproceedings{nachman_2018, title={Discovering community at community colleges: Opportunities and avenues of support for students with autism}, author={Nachman, B.R.}, year={2018}, month={Nov} }
 @inproceedings{nachman_2018, title={Enhancing transition programming for college students with autism: A critical literature review}, author={Nachman, B.R.}, year={2018}, month={Nov} }
 @inproceedings{nachman_2018, title={Galvanizing efforts to support community college students on the Autism Spectrum: A critical literature review}, author={Nachman, B.R.}, year={2018}, month={Apr} }
 @misc{nachman_2018, title={Making the most of a conference}, author={Nachman, B.R.}, year={2018}, month={Oct} }
 @inproceedings{nachman_2018, title={What can we learn from emergent college autism research?}, author={Nachman, B.R.}, year={2018}, month={Nov} }
 @inproceedings{nachman_2018, title={Woke scholarship and self-care: Strategies for graduate student community and endurance}, author={Nachman, B.R.}, year={2018}, month={Nov} }
 @article{wang_chan_soffa_nachman_2017, title={A nuanced look at women in STEM fields at two-year colleges: Factors that shape female students' transfer intent}, volume={8}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85014056440&partnerID=MN8TOARS}, DOI={10.3389/fpsyg.2017.00146}, abstractNote={In this study, we explored the relationship between the intent to transfer upward and a set of motivational, contextual, and socio-demographic background factors among 696 female students beginning in science, technology, engineering, and mathematics (STEM) programs or courses at two-year colleges in a Midwestern state. Drawing upon survey data and administrative records, our multinomial logistic regression analysis revealed that students' math and science self-efficacy beliefs, as well as transfer-oriented interaction, were significant and positive predictors for their intent to transfer into STEM fields as opposed to having no intent to transfer. In addition, the association between transfer intent and these key motivational and contextual factors was moderated by students' racial/ethnic backgrounds, marital status, and childcare obligations. For example, despite the positive relationship between transfer-oriented interaction and the intention to transfer into STEM fields, Black women were less likely to have intent to transfer into STEM fields than White students until Black students reported a moderate level of transfer-oriented interaction. Conversely, Hispanic students were more likely to report intent to transfer into STEM fields than their White peers, even when Hispanic students reported a relatively low level of engagement in transfer-oriented interaction. These and other reported findings bear important and nuanced implications as policymakers, educators, and researchers continue to discover ways to better support women's educational pathways and success in STEM fields at and through two-year colleges.}, number={FEB}, journal={Frontiers in Psychology}, author={Wang, X. and Chan, H.-Y. and Soffa, S.J. and Nachman, B.R.}, year={2017} }
 @inproceedings{cox_nachman_thompson_dawson_edelstein_breeden_2017, title={Actionable insights regarding college students with autism: A systematic literature review}, author={Cox, B.E. and Nachman, B.R. and Thompson, K. and Dawson, S. and Edelstein, J. and Breeden, C.}, year={2017}, month={Nov} }
 @inbook{nachman_2017, place={Lanham, MD}, title={Bridging the academic gap}, ISBN={9781475831467 9781475831474 9781475831481}, booktitle={Structural Challenges and the Future of Honors Education (Honors Education in Transition}, publisher={Rowman & Littlefield}, author={Nachman, B.}, editor={Glover, Robert W. and O’Flaherty, Katherine M.Editors}, year={2017} }
 @inproceedings{nachman_2017, title={Examining community colleges’ academic, professional and social gateways for Autism Spectrum students}, author={Nachman, B.R.}, year={2017}, month={Apr} }
 @inproceedings{wang_ning_wagner_nachman_2017, title={How do 2-year college students view themselves as STEM learner?}, author={Wang, X. and Ning, S. and Wagner, B. and Nachman, B.}, year={2017}, month={Apr} }
 @misc{nachman_2017, title={How do 2-year college websites depict autism?}, author={Nachman, B.R.}, year={2017}, month={Nov} }
 @inproceedings{nachman_bedolla lor_pasque_castillo-montoya_zamani-gallaher_2017, title={Me, myself and I-dentity: Reconciling critiques of insider research}, author={Nachman, B.R. and Bedolla Lor, Na and Pasque, Penny and Castillo-Montoya, Milagros and Zamani-Gallaher, Eboni}, year={2017}, month={Nov} }
 @inproceedings{nachman_2017, title={Navigating higher education without a roadmap: How to make college satisfying and successful}, author={Nachman, B.R.}, year={2017}, month={Oct} }
 @inproceedings{nachman_brown_2017, title={Verification limitation, and omission: Constructing autism on college and university websites}, author={Nachman, B.R. and Brown, K.R.}, year={2017}, month={Nov} }
 @inproceedings{wang_soffa_chan_nachman_2016, title={A nuanced look at women in STEM fields at community colleges: How do women’s multiple identities shape their transfer intent?}, author={Wang, X. and Soffa, S.J. and Chan, H.-Y. and Nachman, B.}, year={2016}, month={Apr} }
 @inproceedings{nachman_2016, title={If Einstein attended community college: Challenges and opportunities for Autism Spectrum students at two-year colleges}, author={Nachman, B.R.}, year={2016}, month={Jul} }
 @inproceedings{nachman_2016, title={Reflecting on the future: Disney’s Epcot as a confluence of technological and cultural dualism}, author={Nachman, B.}, year={2016}, month={Oct} }
 @article{nachman_holowach_2014, title={Q&A: Students: An introduction}, volume={94}, number={3}, journal={Phi Kappa Phi Forum}, author={Nachman, B. and Holowach, M.}, year={2014}, month={Aug}, pages={16–17} }