Citations (68)
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Lindsay Pérez Huber, Gabriela Robles & Daniel G. Solórzano. (2023) “Life was brought back into my body”: a Critical Race Feminista analysis of racial microaffirmations. Race Ethnicity and Education 26:6, pages 701-718.
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Brett Zyromski, Sarah Shrewsbury-Braxton, Kaprea Johnson, Sarah M. Henry, Sangeun Lee, Krystal Clemons, Rachel Saunders & Afroze Shaikh. (2023) Conducting Ethical, Antiracist School-Based Research. Journal of Child and Adolescent Counseling 9:2, pages 101-121.
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Katherine Espinoza & Theresa Garfield. (2023) “It’s Me, Do You Have a Second?”: How Testimonios and Personal Narratives of Mentorship and Friendship Help a Tenure-Track Latina Navigate the Academy. Educational Studies 59:3, pages 280-298.
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Nichole M. Garcia, Verónica N. Vélez & Lindsay Pérez Huber. (2023) Can Numbers Be Gender and Race Conscious? Advocating for a Critical Race Feminista Quantitative Praxis in Education. Equity & Excellence in Education 56:1-2, pages 190-205.
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Yadira Valencia & Magali Campos. (2023) Con Respeto y Confianza: a correspondence between sister-scholars that braids Chicana Latina Feminist methodologies in women of color research. International Journal of Qualitative Studies in Education 0:0, pages 1-12.
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Courtney L. Luedke & Daniel Corral. (2023) “The Least I Could Do is Get That Four-Year Degree That They Sacrificed so Much for” Undocumented Latina/o Families and the College Navigation Process. The Journal of Higher Education 0:0, pages 1-23.
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Teresa Sosa. (2022) Testimonios of teaching from four latina first-year teachers. Race Ethnicity and Education 0:0, pages 1-17.
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Gabriel Rodriguez & Mónica González Ybarra. (2022) ‘This is What I go Through’: Latinx Youth Facultades in Suburban Schools in the Era of Trump. Race Ethnicity and Education 25:7, pages 922-938.
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Christina Torres García. (2022) DACAmented Latina Students’ Testimonios About Their Educational Journey Against the Backdrop of Racist Nativist Discourse in Washington State. Journal of Latinos and Education 0:0, pages 1-13.
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Krista L. Lucas & Sarah A. Roberts. (2022) Undergraduates’ Sense of Belonging, Community, and Support at a Title V Center. Journal of Student Affairs Research and Practice 59:5, pages 529-543.
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Jessica Morales-Chicas, Mariana Gomez, Melissa Gussman & Claudia Kouyoumdjian. (2022) A Cultural Wealth Approach to Understanding Latin@s’ STEM Mentee and Mentor Experiences. Equity & Excellence in Education 55:4, pages 371-385.
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Elizabeth Taveras Rivera. (2022) Female Puerto Rican teachers’ testimonios of retention and culture. Race Ethnicity and Education 25:6, pages 835-854.
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Paty Abril-Gonzalez & Sheila M. Shannon. (2021) English language development jaulas: Latinx students’ critiques of ELD through confinement and resistance testimonios. Bilingual Research Journal 44:4, pages 426-443.
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Miriam G. Valdovinos & Cueponcaxochitl D. Moreno Sandoval. (2021) Cihuātocameh (Spiderwomen) Weaving Twenty Years of Transformative Justice Work in Higher Education. Educational Studies 57:5, pages 524-543.
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Diana Franco. (2021) Revisiting cultural diversity in social work education through Latino critical race theory testimonio. Social Work Education 40:4, pages 522-534.
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Liliana E. Castrellón. (2021) “As Soon as They Hear ‘Undocumented,’ They Stop Advising”: Theorizing a (Sub)conscious Evasion of Responsibility from Institutional Agents to Undocumented Students. Educational Studies 57:3, pages 269-286.
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Hannah R. Stohry & Brittany A. Aronson. (2021) A Negotiated Relationship: Nuances of “Whitened” Biracial Educator Identities. Educational Studies 57:1, pages 1-20.
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Hilda Cecilia Contreras Aguirre, Elsa Gonzalez & Rosa Maria Banda. (2020) Latina college students’ experiences in STEM at Hispanic-Serving Institutions: framed within Latino critical race theory. International Journal of Qualitative Studies in Education 33:8, pages 810-823.
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Paty Abril-Gonzalez. (2020) Latinx Youths’ Testimonios of Racist Nativism: Poetry and Acompañamiento to Bridge past and Present Experiences. Equity & Excellence in Education 53:3, pages 412-430.
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Tanya J. Gaxiola Serrano, Mónica González Ybarra & Dolores Delgado Bernal. (2019) “Defend yourself with words, with the knowledge that you’ve gained”: An exploration of conocimiento among Latina undergraduates in ethnic studies. Journal of Latinos and Education 18:3, pages 243-257.
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Teresa Sosa & Mark Latta. (2019) “What are We Trying to Accomplish?”: Student Resistance as Racial Wisdom. Equity & Excellence in Education 52:1, pages 108-128.
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James C. Jupp, Freyca Calderón Berumen & Karla O’Donald. (2018) Advancing Testimonio Traditions in Educational Research: A Synoptic Rendering. Journal of Latinos and Education 17:1, pages 18-37.
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Nancy Acevedo-Gil. (2017) College-conocimiento: toward an interdisciplinary college choice framework for Latinx students. Race Ethnicity and Education 20:6, pages 829-850.
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Lindsay Pérez Huber. (2017) Healing Images and Narratives: Undocumented Chicana/Latina Pedagogies of Resistance. Journal of Latinos and Education 16:4, pages 374-389.
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Luis Urrieta$suffix/text()$suffix/text(), Lina Méndez & Esmeralda Rodríguez. (2015) “A moving target”: a critical race analysis of Latina/o faculty experiences, perspectives, and reflections on the tenure and promotion process. International Journal of Qualitative Studies in Education 28:10, pages 1149-1168.
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Lindsay Pérez Huber & Daniel G. Solorzano. (2015) Racial microaggressions as a tool for critical race research. Race Ethnicity and Education 18:3, pages 297-320.
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Luis M. Andrade. Food, Academic Counseling, Faculty Support, Financial Aid, Technology, Therapy, and Legal Assistance: Immediate Validation for Community College Undocumented Students During the COVID-19 Pandemic. Community College Journal of Research and Practice 0:0, pages 1-18.
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Articles from other publishers (41)
Laura C. Chávez-Moreno. (2023) Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education. Review of Educational Research.
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Nancy Acevedo & Daniel G. Solorzano. (2021) An Overview of Community Cultural Wealth: Toward a Protective Factor Against Racism. Urban Education 58:7, pages 1470-1488.
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Sarah Ramos & Ana C. Morales. 2023. Third-Space Exploration in Education. Third-Space Exploration in Education
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Kenia Ramirez. 2023. Using Innovative Literacies to Develop Leadership and Agency. Using Innovative Literacies to Develop Leadership and Agency
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Asha’ Jones, Lauren A. Lahn, Marnitta George, Kimberley Folkes-Dunkley, Ahliyah S. Chambers, Mariano Lozano-Soto & Mohamed Abdi. (2022) Nuestro testimonio como guía: Estudiantes de color navegando un programa doctoral en tiempos de crisis política, racial y social. Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social:18, pages 159-210.
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Eduardo López, Jorge López & Roxana Dueñas. (2022) Reimagining Internal Transformational Resistance in High School Ethnic Studies. Urban Education, pages 004208592210929.
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Elsa Gonzalez, Cecilia Contreras Aguirre & Joenie Myers. (2020) Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas. Journal of Hispanic Higher Education 21:2, pages 151-164.
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María Isabel Ayala & Dana Chalupa Young. (2021) Racial Microaggressions and Coping Mechanisms Among Latina/o College Students. Sociological Forum 37:1, pages 200-221.
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Lisa Phillips & Raquel Deleon. (2022)
Living
Testimonios
: How Latinx Graduate Students Persist and Enact Social Justice Within Higher Education
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Lisceth Brazil-Cruz, Laura Grindstaff & Yvette G. Flores. 2022. Uprooting Bias in the Academy. Uprooting Bias in the Academy
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Sara L. Buckingham, Regina Day Langhout, Dana Rusch, Tara Mehta, Noé Rubén Chávez, Kevin Ferreira van Leer, Ashmeet Oberoi, Monica Indart, Virginia Paloma, V. Elizabeth King & Bradley Olson. (2021) The Roles of Settings in Supporting Immigrants’ Resistance to Injustice and Oppression: A Policy Position Statement by the Society for Community Research and Action. American Journal of Community Psychology 68:3-4, pages 269-291.
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Angélica Amezcua, Anel Brandl, Evelyn Durán Urrea & Estrella Rodriguez. (2021) The switch to remote instruction in Spanish heritage language courses: Why social presence matters. EuroAmerican Journal of Applied Linguistics and Languages 8:2, pages 185-214.
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Anne Steketee, Monnica T. Williams, Beatriz T. Valencia, Destiny Printz & Lisa M. Hooper. (2021) Racial and Language Microaggressions in the School Ecology. Perspectives on Psychological Science 16:5, pages 1075-1098.
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Monnica T. Williams, Matthew D. Skinta & Renée Martin-Willett. (2021) After Pierce and Sue: A Revised Racial Microaggressions Taxonomy. Perspectives on Psychological Science 16:5, pages 991-1007.
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Mariama Zaami & Amal Madibbo. (2021) “You don’t sound black” African immigrant youth experiences of discrimination in the labor market in Calgary. International Journal of Intercultural Relations 83, pages 128-138.
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Sara L. Buckingham & Anne E. Brodsky. (2020) Relative Privilege, Risk, and Sense of Community: Understanding Latinx Immigrants’ Empowerment and Resilience Processes Across the United States. American Journal of Community Psychology 67:3-4, pages 364-379.
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Stephanie Hernandez Rivera, Jonathan A. McElderry & Velma Buckner. 2021. Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion. Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion
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Teresa Sosa. (2019) “That Sure is Racist”: Classroom Race Talk as Resistance. Education and Urban Society 52:7, pages 1039-1065.
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Claudia Rodriguez-Mojica, Katherine C. Rodela & Corinna Ott. (2020) “I Didn’t Wanna Believe It was a Race Issue”: Student Teaching Experiences of Preservice Teachers of Color. The Urban Review 52:3, pages 435-457.
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Langston Clark. (2020) On the Shoulders of Little Giants: A Testimonial of Otherfathering and Social Capital in PETE. Journal of Teaching in Physical Education 39:2, pages 256-263.
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Julie J. Park, Jude Paul Matias Dizon & Moya Malcolm. (2019) Spiritual Capital in Communities of Color: Religion and Spirituality as Sources of Community Cultural Wealth. The Urban Review 52:1, pages 127-150.
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Kiara Douds & Michael Hout. (2020) Microaggressions in the United States. Sociological Science 7, pages 528-543.
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Annemarie Vaccaro, Holly J. Swanson, Melissa Ann Marcotte & Barbara M. Newman. (2019) Insights into the Sense of Belonging from Women of Color: Interconnections of Cultural Competence, Expectations, Institutional Diversity, and Counterspaces. JCSCORE 5:2, pages 32-65.
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Mayra L. Sanchez Gonzalez, Linda G. Castillo, Marcia L. Montague & Patricia S. Lynch. (2018) Predictors of College Enrollment Among Latinx High School Students. Journal of Hispanic Higher Education 18:4, pages 410-421.
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Yao-Tai Li. (2019) “It’s Not Discrimination”: Chinese Migrant Workers’ Perceptions of and Reactions to Racial Microaggressions in Australia. Sociological Perspectives 62:4, pages 554-571.
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Natasha S. Mendoza, Stephanie Lechuga-Peña, Kristina Lopez & Kelly F. Jackson. (2018) “Mi’jita, What for?” Exploring Bicultural Identity of Latina/Chicana Faculty and Implications for Supporting Latinx Students in Social Work. Affilia 34:2, pages 259-276.
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Angela M. Wiseman, Nermin Vehabovic & Jill S. Jones. (2019) Intersections of Race and Bullying in Children’s Literature: Transitions, Racism, and Counternarratives. Early Childhood Education Journal.
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Cynthia Cortez. 2018. The Emerald Handbook of Quantum Storytelling Consulting. The Emerald Handbook of Quantum Storytelling Consulting
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Rebecca Alexander. (2018) A Mamá No la Vas a Llevar en la Maleta: Undocumented Mothers Crossing and Contesting Borders for Their Children’s Education. Anthropology & Education Quarterly 49:4, pages 413-427.
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Saskias Casanova, Keon M. Mcguire & Margary Martin. (2018) “Why you Throwing Subs?”: An Exploration of Community College Students’ Immediate Responses to Microaggressions. Teachers College Record: The Voice of Scholarship in Education 120:9, pages 1-48.
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Pierre W. Orelus. (2018) Can subaltern professors speak?: examining micro-aggressions and lack of inclusion in the academy. Qualitative Research Journal 18:2, pages 169-179.
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Emily R. Crawford. (2017) When Boundaries Around the “Secret” are Tested: A School Community Response to the Policing of Undocumented Immigrants. Education and Urban Society 50:2, pages 155-182.
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Melinda Lemke. (2017) Trafficking and Immigration Policy: Intersections, Inconsistencies, and Implications for Public Education. Educational Policy 31:6, pages 743-763.
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Rita Kohli, Marcos Pizarro & Arturo Nevárez. (2017) The “New Racism” of K–12 Schools: Centering Critical Research on Racism. Review of Research in Education 41:1, pages 182-202.
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Dave A. Louis, Glinda J. Rawls, Dimitra Jackson-Smith, Glenn A. Chambers, LaTricia L. Phillips & Sarah L. Louis. (2016) Listening to Our Voices. Journal of Black Studies 47:5, pages 454-474.
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H. Kenny Nienhusser, Blanca E. Vega & Mariella Cristina Saavedra Carquin. (2016) Undocumented Students’ Experiences with Microaggressions during Their College Choice Process. Teachers College Record: The Voice of Scholarship in Education 118:2, pages 1-33.
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Diana H. Cortez-Castro. 2016. Self-Study and Diversity II. Self-Study and Diversity II
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Gloria Crisp, Amanda Taggart & Amaury Nora. (2015) Undergraduate Latina/o Students. Review of Educational Research 85:2, pages 249-274.
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Lindsay Pérez Huber & Daniel G. Solorzano. (2015) Visualizing Everyday Racism. Qualitative Inquiry 21:3, pages 223-238.
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Michelle A. Honeyford. (2014)
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María Fránquiz, Antonieta Avila & Brenda Lewis. (2013) Engaging Bilingual Students in Sustained Literature Study in Central Texas. Journal of Latino/Latin American Studies 5:3, pages 142-155.
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