Research interests include issues of equity and inclusion in higher education
- Mollet, A. L. (In Press). “I have a lot of feelings, just none in the genitalia region”: A grounded theory of asexual college students’ identity journeys. Accepted for publication in: Journal of College Student Development.
- Mollet, A. L., Stier, M. J., Linley, J. L., & Locke, L. A. (In Press). “I didn’t become a professor to teach high school”: Examining college educators’ perspectives of culture in early college high schools. Accepted for publication in Equity and Excellence in Education.
- Mollet, A. L., & Lackman, B. (2018). Asexual borderlands: Asexual collegians’ reflections on inclusion under the LGBTQ umbrella. Journal of College Student Development, 59(5), 623-628.
- Barnhardt, C.L., Mollet, A. L., Phillips, C., Young, R., & Sheets, J. (2018) University leaders' public advocacy: An educational asset in creating inclusive climates. Teachers College Record, 120(8), 1-34.
- Barnhardt, C.L., Linley, J.L., Mollet, A. L., Phillips, C.W., & Young, R. (2017). Campus Climate, Peer Dispositions, and the Inclusion of LGBQ and Transgender students at a Jesuit University. Jesuit Higher Education, 6(2), 64-80.
- Kilgo, C. A., Mollet, A. L., & Pascarella, E. T. (2016). The estimated effects of college student involvement on psychological well-being. Journal of College Student Development, 57(8), 1043-1049.