You are here

Angela Locks

Dr. Angela Mosi Locks completed her doctorate at the University of Michigan’s Center for the Study of Higher and Postsecondary Education in August 2008. Before beginning her doctoral studies, she worked with the Undergraduate Research Opportunity Program (UROP) at the University of Michigan. As UROP’s Assistant Director, she coordinated all admission, recruitment, and retention activities, co-supervised a 30-member peer advising staff, and served as a member of the program’s evaluation team.

Dr. Locks currently teaches:

  • Counseling 548 Students in US Higher Education
  • Counseling 643/644 Fieldwork Supervision
  • Education Leadership Doctorate 724 Critical Perspectives on Diverisity in Education
  • Education Leadership Doctorate 742 Exploration of Campus Cultures
  • Education Leadership Doctorate 735 Applied Field Research


Ph.D. (Higher Education), University of Michigan, 2008

Research Interests

Dr. Locks' research agenda explores institutional diversity praxis and the access, retention, and experiences of students of color in colleges and universities.

Representative Publications

Deborah Faye Carter, Angela M. Locks, and Rachelle Winkle Wagner. (Forthcoming 2013). From when and where I enter: Theoretical and empirical considerations of minority students’ transition to college. Higher educationHandbook of Theory and Research, Volume, 28.

Rachelle Winkle Wager and Angela M. Locks.  (Forthcoming 2013). Diversity and Inclusion:  Supporting Racially and Ethnically Underrepresented Students in Higher Education.  New York: Routledge.

Rhana Natour, Angela M. Locks, and Phillip L. Bowman. (2011). Diversity, Merit, and College Choice: Role of a Dynamic Sociopolitical Environment.  Diversity, Merit, and Higher Education:  Toward A Comprehensive Agenda for the Twenty-First Century.  Readings on Equal Education.  Phillip J. Bowman and Edward P. St. John, Eds.  New York: AMS Press, Inc.

Leticia Oseguera, Angela M. Locks, and Irene I. Vega. (2009). Increasing Latina/o Students Baccalaureate Attainment: A Focus on Retention. Journal of Hispanics in Higher Education, 8(1), 23-53.

Angela M Locks and Sandra R. Gregerman. (2008). Undergraduate Research as an Institutional Retention Strategy: The University of Michigan Model. In R. Taraban & R. L. Blanton, (Eds.), Creating effective undergraduate research programs in science: The transformation from student to scientist (pp. 11-32). New York: Teachers College Press.

Angela M. Locks, Sylvia Hurtado, Nicholas A. Bowman, and Leticia Oseguera. (2008). Extending Notions of Campus Climate and Diversity to Students' Transition to College. Review of Higher Education, 31(3), 257-285.

Recent Conference Presentations

Angela M. Locks, Jeanette Maduena, Michelle Gonzalez, Mark Kamimura-Jimenez, Dawn Person and Heidi Gilligan. (April, 2012). Understanding Latina/o middle school students’ school engagement, academic self-perception and anticipated high school extracurricular engagement. Paper presented at meeting of the American Education Research Association, Vancouver, B.C., Canada.

Angela M. Locks, Sonja D. Simmons, Angel T. Torres and Kim D. Tabari. (April, 2012). Community college student cultural wealth. Paper presented at meeting of the American Education Research Association, Vancouver, B.C., Canada.

Diliana Peregrina-Kretz, Angela M. Locks, and Leticia Osegeura. (April, 2012). Year-to-Year Persistence of Latina/o Students at a California State University Commuter Campus. Paper presented at meeting of the American Education Research Association, Vancouver, B.C., Canada.

Sandra R. Gregerman and Angela M. Locks. (October, 2011). Undergraduate research assessment and evaluation. Meeting of the Institutionalizing Undergraduate Research for California State University System. Council on Undergraduate Research Workshop, Los Angeles, CA.

Angela M. Locks. (November, 2010). Institutional Commitment to Policies and Practices that Support Racial/Ethnic Diversity. Association for the study of Higher Education. Indianapolis, Indiana.

Angela M. Locks, Francisco C. Castillo, Diliana Peregrina, and  Sandra R. Gregerman. (November, 2010). Leveraging Assessment and Evaluation to Institutionalize Your Program. Association of American Colleges and Universities. Durham, North Carolina.

Angela M. Locks. (May, 2010). African American College Student Retention and Racial Identity. American Educational Research Association Annual Meeting. Denver, Colorado.

Angela M. Locks. (April, 2009). Student Participation in Cocurricular Diversity Programs. American Educational Research Association Annual Meeting. San Diego, California.

Current Projects

Dr. Locks’ current research projects include an examination of college going from 7th grade through 12th grade and a longitudinal qualitative exploration of low-income, diverse community college students’ access to postsecondary education. The first project includes an adaption of the UCLA Higher Education Research Institute's Cooperative Institutional Research Program's (CIRP) Freshman Survey for use with middle and high school students. Dr. Locks is utilizing survey data, school district data and GEAR UP program participation data to complete analyses of students' college going behaviors, attitudes, and outcomes in the context of secondary school environments and college going support programs. The latter project examines the journey of low-income, first-generation community college students as they enter post-secondary education and follows them through their transfer to a four-year university to baccalaureate degree completion.

Previously, Dr. Locks' completed a three-part study entitled, Institutional Commitment to Policies and Practices that Support Racial and Ethnic Diversity in the Post-Affirmative Action Era. Using survey data from the Diverse Democracy Project, she examined student experiences and institutional praxis related to diversity of nine public universities in the U.S. These three discrete studies examined: (a) how public and private institutions vary in their commitment to diversity; (b) the connection between sense of belonging in college and interactions with diverse peers; and (c) participation in co-curricular diversity programs for African American, Latino, and White students. This three-part study has implications for three areas of significance for higher education professionals: (1) administrators engaged in setting race-conscious policies in a dynamic sociopolitical environment; (2) academic/student affairs professionals concerned with the transition to college; and (3) student affairs professionals dedicated to facilitating meaningful cross-racial interactions on college campuses because the study examined how institutions articulate their commitment to racial/ethnic diversity and specific effects on student behavior related to the frequency and nature of college student interactions with diverse others.