Books and Articles



This book is a training tool for the 21st-century community college leader and administrator. It deconstructs outdated practices and constructs new approaches to how contemporary community college leadership is viewed, practiced, and envisioned. Both timely and comprehensive, the book develops new models that are focused on facilitating leadership innovation and encourages both formal and informal leaders to become active agents for change. A relevant case study, written by an experienced community college leader, follows each chapter. This book will be useful for courses in administration, leadership, management, and related areas, and presents contemporary skills for anyone who is a leader and/or administrator in an organization. Learn more about this book, see

Citation: Nevarez, C., & Wood, J. L. (2010). Community college leadership and administration: Theory, practice and change. New York, NY: Peter Lang.

Reviews of Community college leadership and administration.


Black Men in College provides vital information about how to effectively support, retain, and graduate Black male undergraduates. This edited collection centers on the notion that Black male collegians are not a homogenous group; rather, they are representative of rarely acknowledged differences that exist among them. This valuable text suggests that understanding these differences is critical to making true in-roads in serving Black men. Recommendations for policy and practice to encourage retention and persistence to degree completion are grounded in extant theory and research. This text is a must-read for all higher education faculty, researchers, and student affairs practitioners interested in addressing the contemporary college experiences of Black men in postsecondary institutions. Learn more about this book, see

Citation: Palmer, R. T., & Wood, J. L. (Eds.). (2012). Black men in college: Implications for HBCU’s and beyond. New York, NY: Routledge.

Reviews of Black men in college.


This book offers a comprehensive examination of the Black male experience in postsecondary education. In recognizing the role of institutions in fostering distinctive educational experiences, this volume systematically explores the status, academic achievement, and educational realities of Black men within numerous institutional types (i.e., community colleges, for-profit colleges, liberal arts colleges, historically Black colleges and universities, ivy league institutions, religious-affiliated institutions, private institutions, Hispanic-serving institutions, research intensive institutions, and predominately White institutions). In line with a core commitment towards transformative change, chapter authors also provide recommendations for future research, policy, and practice aimed at fostering enhanced personal, academic, and career outcomes for Black men in college. Learn more about this book, see

Citation: Hilton, A. A., Wood, J. L., & Lewic, C. W. (Eds.) (2012). Black males in postsecondary education: Examining their experiences in diverse institutional contexts. Charlotte, NC: Information Age.


This book presents leaders and aspiring leaders in community colleges with a theoretical and practical framework for analyzing their leadership styles, and determining the dimensions of leadership they need to improve in order to strengthen their capacity to resolve complex issues and effectively guide their institutions.  It does so through presenting a multiplicity of theories about leadership that are congruent with the by notions of equity, access, diversity, ethics, critical inquiry, transformational change, and social justice that drive the missions of community colleges, and at the same time provides the reader with the strategic skills to prepare for and navigate the profound changes ahead. Learn more about this book, see:

Citation: Nevarez, C., Wood, J. L., & Penrose, R. (2013). Leadership theory and the community college: Applying theory to practice. Sterling, VA: Stylus. 


As United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM), community colleges are being called on to address persistence of minorities in these disciplines. In this important volume, contributors discuss the role of community colleges in facilitating access and success to racial and ethnic minority students in STEM. Chapters explore how community colleges can and do facilitate the STEM pipeline, as well as the experiences of these students in community college, including how psychological factors, developmental coursework, experiential learning, and motivation affect student success. Community Colleges and STEM ultimately provides recommendations to help increase retention and persistence. This important book is a crucial resource for higher education institutions and community colleges as they work to advance success among racial and ethnic minorities in STEM education. Learn more about this book, see:

Citation: Palmer, R. T., & Wood, J. L. (Eds.). (in press, out June 14th). Community colleges and STEM: Examining underrepresented racial and ethnic minorities. New York, NY: Routledge.


This book is a data-driven guide for inspiration and future practice that can assist community colleges and four-year colleges receiving transfer students in better supporting, retaining, preparing, and graduating
STEM students. Informed by research and theory, each chapter in this volume blazes new territory in articulating how community colleges can advance outcomes for students in STEM, particularly those from historically underrepresented and underserved communities.

Citation: Wood, J. L., & Palmer, R. T. (Eds.) (2013). STEM models of success: Programs, policies, and practices in the community college. Charlotte, NC: Information Age.


Wood, J. L. (in press). The same…but different: Examining background characteristics among Black males in public two year colleges. Journal of Negro Education, 82(1), 47-61. Same But Different

Wood, J. L.,  & Williams, R.  (in press). Persistence factors for Black males in the community college: An examination of background, academic, social, and environmental variables. Spectrum: A Journal on Black Men, 1(2), 1-28. Persistence Model

Wood, J. L., & Harris III, F. (2013). The Community College Survey of Men: An initial validation of the instrument’s non-cognitive outcomes construct. Community College Journal of Research and Practice, 37, 333-338. CCSM Validation

Wood, J. L., & Vasquez Urias, M. (2013). Community college vs. proprietary school outcomes: Student satisfaction among minority males. Community College Enterprise, 18(2), 83-100. Community College vs. Proprietary School

Wood, J. L., & Palmer, R. T. (2013). Understanding the personal goals of Black male community college students: Facilitating academic and psychosocial development. Journal of African American Studies. doi: 10.1007/s12111-013-9248-3. Understanding Personal Goals

Wood, J. L. (2012). Examining academic variables effecting the persistence and attainment of Black male collegians: A focus on performance and integration in the community college. Race Ethnicity and Education.   Examining academic variables          

Wood, J. L. (2012). Black males in the community college: Using two national datasets to examine academic and social integration. Journal of Black Masculinity, 2(2), 56-88. Retrievable from: Two National Datasets

Wood, J. L., & Essien-Wood, I. R. (2012). Capital identity projection: Understanding the psychosocial effects of capitalism on Black community college students. Journal of Economic Psychology, 33(5), 984-995. Retrievable from: Capital Identity Projection

Wood, J. L., & Hilton, A. A. (2012). Five ethical paradigms for community college leaders: Towards constructing and considering alternative courses of action in ethical decision making. Community College Review, 40(3), 196-214. Retrievable from: Five Ethical Paradigms

Wood, J. L. & Hilton, A. A. (2012). Spirituality and academic success: Perceptions of African American males in the community college. Religion & Education, 39(1),28-47. Retrievable from: Spirituality and Academic Success

Nevarez, C., & Wood, J. L. (2012). A case study framework for community college leaders. Community College Journal of Research and Pratice, 36(4), 310-316. Retrievable from: Leadership Framework

Turner, C. S. V., Wood, J. L., Montoya, Y. J., Essien-Wood, I., Neal, R., Escontrias Jr., G., & Coe, A. (2012). Advancing the next generation of higher education scholars: An examination of one doctoral classroom. International Journal of Teaching and Learning in Higher Education, 24(1), 103-112. Advancing the Next Generation 

Wood, J. L., Nevarez, C., & Hilton, A. A. (2011). Creating a culture of transfer in the community college: Recommendations for addressing the ‘Community College Achievement Gap’. Making Connections: Interdisciplinary Approaches to Cultural Diversity, 13(1), 54-61. Retrievable from:Creating a culture of transfer

Wood, J. L. (2012). Leaving the two-year college: Predictors of Black male collegian departure. The Journal of Black Studies, 43(3), 303-326. Retrievable from: Leaving the Two-Year College

Wood, J. L., Hilton, A. A., & Lewis, C. (2011). Black male collegians in public two-year colleges: Student perspectives on the effect of employment on academic success. National Association of Student Affairs Professionals Journal, 14(1), 97-110. Retrievable from: Effect of Employment on Academic Success

Wood, J. L. & Turner, C. S. V. (2011). Black males in the community college: Student perspectives on faculty and academic success. Community College Journal of Research & Practice, 35(1), 135-151. Retrievable from:

Nevarez, C. & Wood, J.L. (2010). Urban principals’ experiences and perceptions of teacher effectiveness: An analysis of student achievement, hiring and retention, and school culture. Journal of Transformative Leadership and Policy Studies. Retrievable from:

Turner, C. S. V., Gonzalez, J. C., & Wood, J. L. (2008). Faculty of color in academe: What 20 years of literature tells us. Journal of Diversity in Higher Education, 1(3), 139-168. Retrievable from:

Wood, J. L. (2008) Ethical dilemmas in African-American faculty representation. eJournal of Education Policy. Retrievable from:
Nevarez, C. & Wood, J. L. (2007). Implications and solutions for school leaders post Los Angeles riots: Improving urban education. Education Studies, 43(3), 266-280. Retrievable from:
Wood, J. L., & Harris, F. (in press). The effect of college selection factors on persistence: An examination of Black and Latino males in the community college. Journal of College Student Retention.
Wood, J. L., & Palmer R. T.  (in press). Academic achievement and the community college: Perspectives of Black male students on the importance of ‘focus’. Journal of College Student Affairs.
Wood, J. L., & Harrison, J. D. (in press). College choice for Black males in the community college: Factors influencing institutional selection. Negro Educational Review.
Wood, J. L., Nevarez, C., & Hilton, A. A. (in press). Faculty of color and White faculty: An analysis of service in the Arizona public university system. Journal of the Professoriate.
Wood, J. L. (in press). Apprehension to engagement in the classroom: Perceptions of Black males in the community college. International Journal of Qualitative Studies in Education.
Wood, J. L., Nevarez, C.., & Hilton, A. A. (in press). Determinants of transfer among community college students. Journal of Applied Research in the Community College.
Wood, J. L., Hilton, A. A., & Hicks, T. (in press). Motivational factors  for academic success: Perspectives of African American males in the community  College. National Journal of Urban Education and Practice.
Wood, J. L., & Vasquez Urias, M. (in press). Black male graduation rates in community colleges: Do institutional characteristics make a difference? Community College Journal of Research and Practice.     
Hilton, A. A., Gasman, M., Wood, J. L., & Williams, M. S. (in press). The relevance of Black Law Schools. Southern University Law Review. 
Palmer, R. T., Wood, J. L., & Spencer, D. (in press). Diverging interests: Balancing racial diversity and race-sensitive policies across state higher education systems. Journal of Black Studies.