Citations (140)
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Adriana Álvarez. (2023) Agentive Roles and Metalinguistic Negotiations: The Linguistic Capital in Interactions between Parents and Children from Mexican Immigrant Backgrounds. Journal of Language, Identity & Education 22:6, pages 652-672.
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Leslie Ann Locke, Gerta Bardhoshi, Jeremy Swanston & Sojeong Nam. (2023) “I Don’t Want to Be Stereotyped”: A Study with Latinx High School Students Informed by Photovoice. Journal of Latinos and Education 22:5, pages 2051-2069.
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Hosun Kang & Jasmine McBeath Nation. (2023) Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design. Journal of Science Teacher Education 34:6, pages 667-687.
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María G. Leija, Myriam Jimena Guerra & Brenda Ayala Lewis. (2023) Día de los Muertos: Recognizing heterogeneity in Latinx cultural knowledge. NABE Journal of Research and Practice 0:0, pages 1-16.
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Bic Ngo, Betsy Maloney Leaf & Diana Chandara. (2023) Immigrant educators as curriculum texts: The praxis within co-ethnic community-based arts programs. Journal of Curriculum and Pedagogy 20:2, pages 160-184.
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Elisa Lanari. (2023) Latina M(other)work against racism: living with legal precarity in suburban Atlanta. Ethnic and Racial Studies 46:2, pages 316-337.
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Tamra W. Ogletree & Robert A. Griffin. (2023) Discourses Surrounding Latinx Students and Families among Literacy Educators. Journal of Latinos and Education 22:1, pages 387-401.
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Juan A. Ríos Vega. (2023) School to Deportation Pipeline: Latino Youth Counter-storytelling Narratives. Journal of Latinos and Education 22:1, pages 258-270.
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Alexandra Arraiz Matute. (2022) Testimonios of community: empowering Latinx and Portuguese youth in a Toronto-based academic program. Race Ethnicity and Education 0:0, pages 1-16.
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Janet Rocha. (2021) Pedagogies of sacrifices: the use of narratives as socialization in families and a human resource for resilience. Race Ethnicity and Education 24:2, pages 186-209.
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Oscar E. Patrón. (2021) Complicating Traditional Understandings of Familismo: Precariousness in the Lives of Queer Latino Men in College. Journal of GLBT Family Studies 17:1, pages 30-48.
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Bailey B. Smolarek. (2020) Feeling the stress and strain – race, economics, and the educational experiences of Latinx emergent bilinguals in a ‘new’ destination school. Race Ethnicity and Education 23:6, pages 800-819.
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Oscar E. Patrón. (2020) “The revolution begins at home:” exploring educational aspirations between Latino male collegians and their families through a reciprocity of relationships. International Journal of Qualitative Studies in Education 33:4, pages 446-464.
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Norma Angelica Marrun. (2020) “My mom seems to have a dicho for everything!”: Family engagement in the college success of Latina/o students. Journal of Latinos and Education 19:2, pages 164-180.
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Nathaly S. Batista-Morales, Cori Salmerón & Samuel DeJulio. (2019) Their words, their worlds: Critical literacy in bilingual spaces. Bilingual Research Journal 42:4, pages 471-490.
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Subini Ancy Annamma & Tamara Handy. (2019) DisCrit solidarity as curriculum studies and transformative praxis. Curriculum Inquiry 49:4, pages 442-463.
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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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Cecilia Ayón, M. Alex Wagaman & Sandy Paloma Philbin. (2018) No te dejes pisotear por nadien: Examining Latino Immigrants' Efforts to Resist Discrimination. Journal of Social Service Research 44:1, pages 78-95.
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Cheryl E. Matias & Peter M. Newlove. (2017) Better the devil you see, than the one you don’t: bearing witness to emboldened en-whitening epistemology in the Trump era. International Journal of Qualitative Studies in Education 30:10, pages 920-928.
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Jasmine M. Haywood. (2017) ‘Latino spaces have always been the most violent’: Afro-Latino collegians’ perceptions of colorism and Latino intragroup marginalization. International Journal of Qualitative Studies in Education 30:8, pages 759-782.
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Racheal M. Rothrock. (2017) Community as Resistance: Reconceptualizing Historical Instances of Community within Latin@ Education. Journal of Latinos and Education 16:3, pages 263-267.
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Kevin Roxas & Maria L. Gabriel. (2017) Que Luchen por sus Intereses (To Fight for Your Interests): Unearthing Critical Counter-Narratives of Spanish-Speaking Immigrant Parents. Journal of Latinos and Education 16:3, pages 243-262.
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Leah S. Stauber. (2017) Turning in or tuning out? Listening to silences in education for critical political consciousness. International Journal of Qualitative Studies in Education 30:6, pages 560-575.
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Yok-Fong Paat, Trina L. Hope, Laura Cristina Lopez, Hector Zamora$suffix/text()$suffix/text() & Christian M. Salas. (2017) Hispanic exconvicts’ perceptions of challenges and reintegration. Journal of Offender Rehabilitation 56:2, pages 87-109.
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Christin DePouw & Cheryl Matias. (2016) Critical Race Parenting: Understanding Scholarship/Activism in Parenting Our Children. Educational Studies 52:3, pages 237-259.
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Sandra Quiñones. (2016) (Re)braiding to tell: using trenzas as a metaphorical–analytical tool in qualitative research. International Journal of Qualitative Studies in Education 29:3, pages 338-358.
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Sandra Quiñones. (2015) Negotiating Entangled Contradictions about Being Well Educated: Nudos (Knots) in the Lives of Bilingual Latina Teachers. NABE Journal of Research and Practice 6:1, pages 50-88.
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Thandeka K. Chapman & Kalwant K. Bhopal. (2013) Countering common-sense understandings of ‘good parenting:’ women of color advocating for their children. Race Ethnicity and Education 16:4, pages 562-586.
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Luis Urrieta$suffix/text()$suffix/text() & Sofia A. Villenas. (2013) The legacy of Derrick Bell and Latino/a education: a critical race testimonio. Race Ethnicity and Education 16:4, pages 514-535.
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Saloshna Vandeyar. (2013) Youthscapes: the politics of belonging for ‘Makwerekwere’ youth in South African schools. Citizenship Studies 17:3-4, pages 447-463.
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Cheryl
E. Matias. (2013) Who you callin' white?! A critical counter-story on colouring white identity. Race Ethnicity and Education 16:3, pages 291-315.
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Quaylan Allen. (2013) Balancing school and cool: tactics of resistance and accommodation among black middle-class males. Race Ethnicity and Education 16:2, pages 203-224.
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MaryM. Atwater, Jennifer Lance, UrLeaka Woodard & Natasha
Hillsman Johnson. (2013) Race And Ethnicity: Powerful Cultural Forecasters Of Science Learning And Performance. Theory Into Practice 52:1, pages 6-13.
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RubénP. Viramontez Anguiano & Anayeli Lopez. (2012)
El Miedo y El Hambre: Understanding the Familial, Social, and Educational Realities of Undocumented Latino Families in North Central Indiana. Journal of Family Social Work 15:4, pages 321-336.
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Heidi Carlone & Angela Johnson. (2012) Unpacking ‘culture’ in cultural studies of science education: cultural difference versus cultural production. Ethnography and Education 7:2, pages 151-173.
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Carl Bagley & Ricardo Castro-Salazar. (2012) Critical arts-based research in education: performing undocumented historias. British Educational Research Journal 38:2, pages 239-260.
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María
E. Fránquiz, María
del Carmen Salazar & Christina
Passos DeNicolo. (2011) Challenging Majoritarian Tales: Portraits of Bilingual Teachers Deconstructing Deficit Views of Bilingual Learners. Bilingual Research Journal 34:3, pages 279-300.
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SonyaM. Alemán. (2011) CHICANA/O STUDENT JOURNALISTS MAP OUT A CHICANA/O JOURNALISM PRACTICE. Journalism Practice 5:3, pages 332-349.
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JenniferM. Bondy. (2011) Normalizing English language learner students: a Foucauldian analysis of opposition to bilingual education. Race Ethnicity and Education 14:3, pages 387-398.
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Sally Brown, Mariana Souto‐Manning & Tasha Tropp Laman. (2010) Seeing the strange in the familiar: unpacking racialized practices in early childhood settings. Race Ethnicity and Education 13:4, pages 513-532.
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Dennis Thiessen, Elizabeth Campbell, Rubén Gaztambide-Fernández & Kelli Nigh. (2010) 40th Anniversary of Curriculum Inquiry—Part II B: The Changing “Tradition” of Reviews in Curriculum Inquiry. Curriculum Inquiry 40:2, pages 335-386.
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Ricardo Castro‐Salazar & Carl Bagley. (2010) ‘Ni de aquí ni from there’. Navigating between contexts: counter‐narratives of undocumented Mexican students in the United States. Race Ethnicity and Education 13:1, pages 23-40.
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René Galindo & Christina Medina. (2009) Cultural Appropriation, Performance, and Agency in Mexicana Parent Involvement. Journal of Latinos and Education 8:4, pages 312-331.
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Julie
Lopez Figueroa. (2008) La Familia Chicana. Nancy Porras Hein and Julie E. Stokes (Eds.), Dubuque, IA: Kendall/Hunt Publishing Company, 2006, 100 pages, $37.50. Journal of Latinos and Education 7:3, pages 265-267.
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JoAnn Phillion. (2008) Multicultural and cross‐cultural narrative inquiry into understanding immigrant students' educational experience in Hong Kong. Compare: A Journal of Comparative and International Education 38:3, pages 281-293.
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Mary Ladky & Shelley
Stagg Peterson. (2008) Successful Practices for Immigrant Parent Involvement: An Ontario Perspective. Multicultural Perspectives 10:2, pages 82-89.
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Mary Romero. (2008) Crossing the immigration and race border: A critical race theory approach to immigration studies. Contemporary Justice Review 11:1, pages 23-37.
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Juan
Carlos González & EdwardoL. Portillos. (2007) The Undereducation and Overcriminalization of U.S. Latinas/os: A Post-Los Angeles Riots LatCrit Analysis. Educational Studies 42:3, pages 247-266.
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DonnaM. Davis. (2007) The Los Angeles Riots Revisited: The Changing Face of the Los Angeles Unified School District and the Challenge for Educators. Educational Studies 42:3, pages 213-229.
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ErekaR. Williams & Ceola
Ross Baber. (2007) Building Trust Through Culturally Reciprocal Home-School-Community Collaboration from the Perspective of African-American Parents. Multicultural Perspectives 9:2, pages 3-9.
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Andrea Dyrness. (2007)
‘Confianza is where I can be myself’: Latina mothers’ constructions of community in education reform. Ethnography and Education 2:2, pages 257-271.
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AngelinaE. Castagno & StaceyJ. Lee. (2007) Native Mascots and Ethnic Fraud in Higher Education: Using Tribal Critical Race Theory and the Interest Convergence Principle as an Analytic Tool. Equity & Excellence in Education 40:1, pages 3-13.
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CarlosP. Zalaquett & AlanaD. Lopez. (2006) Learning from the stories of successful undergraduate Latina/Latino students: the importance of mentoring. Mentoring & Tutoring: Partnership in Learning 14:3, pages 337-353.
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MARISA HERNANDEZ. (2006) BOOK REVIEW of Tongue Tied: The Lives of Multilingual Students in Public Education. Educational Studies 39:1, pages 77-81.
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LiliaD. Monzó. (2005) Latino Parents' “Choice” for Bilingual Education in an Urban California School: Language Politics in the Aftermath of Proposition 227. Bilingual Research Journal 29:2, pages 365-386.
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Tara J. Yosso
. (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education 8:1, pages 69-91.
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Thandeka K. Chapman
. (2005) Peddling backwards: reflections of Plessy and Brown in the Rockford public schools de jure desegregation efforts. Race Ethnicity and Education 8:1, pages 29-44.
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Richard R. Valencia. (2002) "Mexican Americans Don't Value Education!" On the Basis of the Myth, Mythmaking, and Debunking. Journal of Latinos and Education 1:2, pages 81-103.
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