Citations (16)
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Read on this site (6)
Qi Shi, Karen Phillips, Julius Davis & Erik Hines. (2023) Challenges Experienced by Latina Multilingual Learners in STEM Undergraduate Programs: Framed within LatCrit and Intersectionality. Journal of Latinos and Education 0:0, pages 1-15.
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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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Alma Itzé Flores. (2022) The Value of M(other)work: Reframing Parent Involvement Through a Muxerista Framework. Equity & Excellence in Education 55:4, pages 422-433.
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Sarah L. Rodriguez, Beth E. Bukoski, Kelly J. Cunningham & Alden Jones. (2020) Critiquing Oppression and Desiring Social Justice: How Undergraduate Latina Students in STEM Engage in Acts of Resistance. Journal of Women and Gender in Higher Education 13:3, pages 251-267.
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Laura Parson & C. Casey Ozaki. (2018) Gendered Student Ideals in STEM in Higher Education. NASPA Journal About Women in Higher Education 11:2, pages 171-190.
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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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Articles from other publishers (10)
Udeni Salmon. (2022) Strategies to Address Gendered Racism in Science Research Careers: a Scoping Review. Journal for STEM Education Research 5:3, pages 344-379.
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Jerel M Ezell, Angie Torres-Beltran & Samiha Hamdi. (2022) Defining and finding an endgame in education on race. Power and Education 14:1, pages 82-100.
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Monica L. Miles, Charlotte A. Agger, ReAnna S. Roby & Terrell R. Morton. (2021) Who's who: How “women of color” are (or are not) represented in STEM education research. Science Education 106:2, pages 229-256.
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Felisha A. Herrera, Victoria C. Rodriguez-Operana, Gabriela Kovats Sánchez, Aileen Cerrillos & Briana Marquez. (2022) “It Was Hard, and It Still Is . . .”: Women of Color Navigating HSI STEM Transfer Pathways. AERA Open 8, pages 233285842211264.
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Alejandra Yep, Jasmine McBeath Nation, Ruby Moreno, Hector Reyes, Adrian Torres & Chanel De Smet. (2021) Nuestra Ciencia: Transforming Microbiology for Spanish-Speaking Elementary and College Students. Integrative and Comparative Biology 61:3, pages 1066-1077.
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Blanca Rincón, Érica Fernández & Juanita K. Hinojosa. (2020) “I wanted to follow in her footsteps”: Activating, Nurturing, and Extending Community Cultural Wealth for Students of Color Entering STEM Pathways. Teachers College Record: The Voice of Scholarship in Education 122:9, pages 1-36.
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Colleen Hamilton. (2018) Bilingualism as a Borderland: Researching Youth’s Practices, Perspectives, and Positioning Between Languages. Cultural Studies ↔ Critical Methodologies 19:3, pages 193-202.
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Paulette Vincent-Ruz & Christian D. Schunn. (2018) The nature of science identity and its role as the driver of student choices. International Journal of STEM Education 5:1.
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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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Elena Nardi. (2015) Where form and substance meet: using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education. Educational Studies in Mathematics 92:3, pages 361-377.
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