Steele, A., Parson, L., & Wilkins, E. (2020). Coordinating transitions: Exploring the STEM institution from the standpoint of freshman and transfer undergraduate women. The Journal for Science Education Research. https://doi.org/10.1007/s41979-020-00036-w Steele, A. L., & Warner, D. A. (2020). Sex-specific effects of developmental temperature on morphology, growth, and survival of offspring in a lizard with temperature-dependent sex determination. The Biological Journal of the Linnean Society, 130(2), 320-335. https://doi.org/10.1093/biolinnean/blaa038
Parson, L., & Steele, A. (2019). Higher education in crisis? An institutional ethnography of an international university in Hungary. JSTPE 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.
Steele, A. L., Wibbels, T., and Warner, D.A. (2018). Revisiting the first report of temperature-dependent sex determination in a vertebrate, the African redhead agama. Journal of Zoology. 306(2018), 16-22. doi:10.1111/jzo.12560
Refereed Professional Presentations
Parson, L., Steele, A., & Wilkins, E. B. (2019). Exploring the work of becoming a mathematician or scientist: An institutional ethnography. Accepted at AERA Conference, April 2020
Steele, A. L., & Parson, L. (2019). #metooSTEM: A critical discourse analysis of Twitter responses to sexism experienced by women graduate students in STEM. Accepted at AERA Conference, April 2020
Parson, L., & Steele, A. (2019). Higher education in crisis? An institutional ethnography of an international university in Hungary. Accepted at ASHE Conference, November 2019.
Steele, A., and Parson, L. (2018). Institutional autonomy and academic freedom in Hungary: A historiography of Hungarian higher education. Accepted at SHRE Conference, December 2018
Parson, L., Wilkins, E., Steele, A., Armstrong, M. (2018). Coordinating transitions: Exploring the STEM institution from the standpoint of freshman and transfer undergraduate women. Accepted to AERA Conference, April 2019.
Book Chapters
Steele, A. L. (2021). Using the teaching and learning environment to promote equity and inclusion in introductory biology classrooms. Book Chapter. Teaching and Learning for Social Justice and Equity in Education: Content Areas. New York: NY: Palgrave.