Bio


anthony lising antonio is Associate Professor of Education and Associate Director of the Stanford Institute for Higher Education Research. antonio is also the founding faculty director of LifeWorks at Stanford, an undergraduate program for integrative learning. His research focuses on stratification and postsecondary access, racial diversity and its impact on students and institutions, student friendship networks, and student development.

Academic Appointments


Administrative Appointments


  • Assistant Professor of Education, Stanford University (1998 - Present)
  • Assistant Director, Stanford Institute for Higher Education Research (1998 - Present)
  • Associate Director, Stanford Institute for Higher Education Research (SIHER) (2019 - Present)

Boards, Advisory Committees, Professional Organizations


  • Resident Fellow, EAST House (2019 - Present)
  • Affiliated Faculty, Center for Comparative Study in Race and Ethnicity and Program in Asian American Studies (2019 - Present)
  • Fellow, Asian American and Pacific Islander Research Coalition (2019 - Present)

Professional Education


  • PhD, University of California, Los Angeles, Higher Education (1998)
  • MA, University of California, Los Angeles, Education (1994)
  • MS, Stanford University, Mechanical Engineering (1992)
  • BS, University of California, Berkeley, Mechanical Engineering (1988)

Research Interests


  • Diversity and Identity
  • Higher Education
  • Race and Ethnicity
  • Sociology

Current Research and Scholarly Interests


Transitions to postsecondary education; racial, ethnic, and religious minority college student development.

2023-24 Courses


Stanford Advisees


All Publications


  • Referrals, Collaborative Actions, and Norm-Setting Practices: How College Access Programs Partner with High Schools AMERICAN JOURNAL OF EDUCATION Antonio, A., Mercado-Garcia, D., Foster-Hedrick, J. 2023

    View details for DOI 10.1086/727042

    View details for Web of Science ID 001074813500001

  • Application essays and the ritual production of merit in US selective admissions POETICS Gebre-Medhin, B., Giebel, S., Alvero, A. J., Antonio, A., Domingue, B. W., Stevens, M. L. 2022; 94
  • Multiracials' membership and identification practices on campus: a boundary-work approach RACE ETHNICITY AND EDUCATION Song, D., Ahmed, A., Borr, T., Antonio, A. 2022
  • Signaled or Suppressed? How Gender Informs Women's Undergraduate Applications in Biology and Engineering SOCIUS Giebel, S., Alvero, A. J., Gebre-Medhin, B., Antonio, A. 2022; 8
  • Beyond survey measures: exploring international male graduate students' sense of belonging in electrical engineering STUDIES IN GRADUATE AND POSTDOCTORAL EDUCATION Antonio, A., Baek, C. 2021
  • Essay content and style are strongly related to household income and SAT scores: Evidence from 60,000 undergraduate applications. Science advances Alvero, A. J., Giebel, S., Gebre-Medhin, B., Antonio, A. L., Stevens, M. L., Domingue, B. W. 2021; 7 (42): eabi9031

    Abstract

    [Figure: see text].

    View details for DOI 10.1126/sciadv.abi9031

    View details for PubMedID 34644119

  • Student Life as Relational Networks. Connecting in College: How Friendship Networks Matter for Academic and Social Success (Book Review) JOURNAL OF COLLEGE STUDENT DEVELOPMENT Book Review Authored by: Antonio, A. 2017; 58 (3): 472–74
  • Career plans of undergraduate engineering students: Characteristics and contexts US Engineering in a Global Economy Gilmartin, S. K., Brunhaver, S. R., Chen, H. L., Sheppard, S. D. University of Chicago Press. 2017
  • Studying the career pathways of engineers: An illustration with two data sets Cambridge handbook of engineering education research Sheppard, S. D., Antonio, A. L., Brunhaver, S. R., Gilmartin, S. K. Cambridge University Press. 2015
  • Studying the Career Pathways of Engineers An Illustration with Two Data Sets CAMBRIDGE HANDBOOK OF ENGINEERING EDUCATION RESEARCH Sheppard, S. D., Antonio, A., Brunhaver, S. R., Gilmartin, S. K., Johri, A., Olds, B. M. 2014: 283–309
  • Lessons learned from a data‐driven college access program: The National College Advising Corps New directions for youth development Horng, E. L., Evans, B. J., Antonio, A. L., Foster, J. D., Kalamkarian, H. S., Hurd, N. F., Bettinger, E. P. 2013; 2013 (140): 55-75
  • Rethinking Research on the Impact of Racial Diversity in Higher Education REVIEW OF HIGHER EDUCATION Clarke, C. G., Antonio, A. U. 2012; 36 (1): 25-?
  • APPROACHING DIVERSITY WORK IN THE UNIVERSITY: LESSONS FROM AN AMERICAN CONTEXT AS THE WORLD TURNS: IMPLICATIONS OF GLOBAL SHIFTS IN HIGHER EDUCATION FOR THEORY, RESEARCH AND PRACTICE Antonio, A., Milem, J. F., Chang, M. J., Allen, W. R., Teranishi, R. T., BonousHammarth, M. 2012; 7: 371–401
  • The Official Organization of Diversity in American Higher Education: A Retreat from Race?: anthony lising antonio and Chris Gonzalez Clarke Diversity in American Higher Education Stulberg, L. M., Weinberg, S. L. Routledge. 2012: 102–119
  • Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education Astin, A. W. Rowman & Littlefield Publishers. 2012
  • The state of scholarship on Asian Americans and Pacific Islanders in education: Anti-essentialism, inequality, context, and relevance Honolulu, HI: Asian American and Pacific Islander Research Coalition Museus, S., Antonio, A., Kiang, P. 2012
  • Effects of racial diversity on complex thinking in college students PSYCHOLOGICAL SCIENCE Antonio, A. L., Chang, M. J., Hakuta, K., Kenny, D. A., Levin, S., Milem, J. F. 2004; 15 (8): 507-510

    Abstract

    An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N = 357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial- and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.

    View details for Web of Science ID 000222822600001

    View details for PubMedID 15270993

  • When does race matter in college friendships? Exploring men's diverse and homogeneous friendship groups Annual Conference of the Association-for-the-Study-of-Higher-Education Antonio, A. L. JOHNS HOPKINS UNIV PRESS. 2004: 553-?
  • Community service in higher education: A look at the nation's faculty REVIEW OF HIGHER EDUCATION Antonio, A. L., Astin, H. S., Cress, C. M. 2000; 23 (4): 373-?