References
- Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169. doi:10.3102/0034654311404435
- Akkerman, S. F., & Bruining, T. (2016). Multilevel boundary crossing in a professional development school partnership. Journal of the Learning Sciences, 25(2), 240–284. doi:10.1080/10508406.2016.1147448
- Bensimon, E. M. (2007). The underestimated significance of practitioner knowledge in the scholarship on student success. The Review of Higher Education, 30(4), 441–469. doi:10.1353/rhe.2007.0032
- Bensimon, E. M., Dowd, A. C., Stanton-Salazar, R., & Dávila, B. (in press). The role of institutional agents in providing institutional support to Latino students in STEM. Review of Higher Education.
- Bensimon, E. M., & Malcom, L. (2012). Confronting equity issues on campus: Implementing the equity scorecard in theory and practice. Sterling, VA: Stylus Publishing.
- Bensimon, E. M., & Neumann, A. (1993). Redesigning collegiate leadership: Teams and teamwork in higher education. Baltimore, MD: The John Hopkins University Press.
- Bragg, D. D., & Durham, B. (2012). Perspectives on access and equity in the era of (community) college completion. Community College Review, 40(2), 106–125. doi:10.1177/0091552112444724
- Bustillos, L. T., Rueda, R., & Bensimon, E. M. (2011). Faculty views of underrepresented students in community college settings: Cultural models and cultural practices. In P. R. Portes & S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities (pp. 199–213). New York, NY: Peter Lang.
- Campbell, C. M., & O’Meara, K. A. (2014). Faculty agency: Departmental contexts that matter in faculty careers. Research in Higher Education, 55(1), 49–74. doi:10.1007/s11162-013-9303-x
- Ching, C. (2018). Confronting the equity “learning problem” through practitioner inquiry. The Review of Higher Education, 41(3), 387–421. doi:10.1353/rhe.2018.0013
- Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.
- Daiute, C. (2014). Narrative inquiry: A dynamic approach. Thousand Oaks, CA: SAGE Publications.
- Delgado-Bernal, D., Burciaga, R., & Carmona, J. F. (2012). Chicana/Latina testimonies: Mapping the methodological, pedagogical, and political. Equity & Excellence in Education, 45(3), 363–372. doi:10.1080/10665684.2012.698149
- Delgado-Bernal, D., & Villalpando, O. (2002). An apartheid of knowledge in academia: The struggle over the “legitimate” knowledge of faculty of color. Equity & Excellence in Education, 35(2), 169–180. doi:10.1080/713845282
- Dowd, A. C., & Bensimon, E. M. (2015). Engaging the “race question”: Accountability and equity in U.S. higher education. New York, NY: Teachers College Press.
- Dowd, A. C., Bishop, R. M., & Bensimon, E. M. (2015). Critical action research on race and equity in higher education. In A. M. Martínez-Alemán, B. Pusser, & E. M. Bensimon (Eds.), Critical approaches to the study of higher education (pp. 174–192). Baltimore, MD: Johns Hopkins University Press.
- Dowd, A. C., & Liera, R. (2018). Sustaining organizational change towards racial equity through cycles of inquiry. Education Policy Analysis Archives, 26(65), 1–46. doi:10.14507/epaa.26.3274
- Felix, E. R., Bensimon, E. M., Hanson, D., Gray, J., & Klingsmith, L. (2015). Developing agency for equity-minded change. New Directions for Community Colleges, 172, 25–42. doi:10.1002/cc.20161
- Ford, K. A. (2011). Race, gender, and bodily (mis)recognitions: Women of color faculty experiences with White students in college classrooms. The Journal of Higher Education, 82(4), 444–478. doi:10.1353/jhe.2011.0026
- Gardner, S. K. (2010). Keeping up with the Joneses: Socialization and culture in doctoral education at one striving university. The Journal of Higher Education, 81(1), 728–749. doi:10.1080/00221546.2010.11779076
- Gonzales, L. D. (2014). Framing faculty agency inside striving universities: An application of Bourdieu’s theory of practice. The Journal of Higher Education, 85(2), 193–218.
- Gonzales, L. D. (2018). Subverting and minding boundaries: The intellectual work of women. The Journal of Higher Education, 89(5), 677–701. doi:10.1080/00221546.2018.1434278.
- Hurtado, S., Griffin, K. A., Arellano, L., & Cuellar, M. (2008). Assessing the value of climate assessments: Progress and future directions. Journal of Diversity in Higher Education, 1(4), 204–221. doi:10.1037/a0014009
- Hurtado, S., Milem, J. F., Clayton-Pedersen, A. R., & Walter, A. R. (1998). Enhancing campus climates for racial/ethnic diversity: Educational policy and practice. The Review of Higher Education, 21(3), 279–302. doi:10.1353/rhe.1998.0003
- Kezar, A. (2014). How colleges change: Understanding, leading, and enacting change. New York, NY: Routledge.
- Kinchloe, J. (1995). Meet me behind the curtain: The struggle for a critical postmodern action research. In P. L. McLaren & J. M. Giarelli (Eds.), Critical theory and educational research (pp. 71–89). Albany, NY: State University of New York Press.
- Lamont, M., & Molnár, V. (2002). The study of boundaries in the social sciences. Annual Review of Sociology, 28, 167–195. doi:10.1146/annurev.soc.28.110601.141107
- Museus, S. D. (2014). The culturally engaging campus environments (CECE) model: A new theory of success among racially diverse college student populations. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research volume 29 (pp. 189–227). Dordrecht, Netherlands: Springer.
- Neumann, A. (1991). The thinking team: Toward a cognitive model of administration teamwork in higher education. The Journal of Higher Education, 62(5), 485–513. doi:10.1080/00221546.1991.11774149
- O’Meara, K. (2010). Rewarding multiple forms of scholarship. Handbook of Engaged Scholarship, 1, 271–294.
- O’Meara, K. A. (2015). A career with a view: Agentic perspective of women faculty. The Journal of Higher Education, 86(3), 331–359. doi:10.1353/jhe.2015.0014
- O’Meara, K. A., Rivera, M., Kuvaeva, A., & Corrigan, K. (2017). Faculty learning matters: Organizational conditions and contexts that shape faculty learning. Innovative Higher Education, 42(4), 355–376.
- Padilla, A. M. (1994). Ethnic minority scholars, research, and mentoring: Current and future issues. Educational Researcher, 23(4), 24–27.
- Peña, E. V. (2012). Inquiry methods for critical consciousness and self-change in faculty. The Review of Higher Education, 36(1), 69–92. doi:10.1353/rhe.2012.0049
- Polkinghorne, D. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23. doi:10.1080/0951839950080103
- Pollock, M. (2001). How the question we ask most about race in education is the very question we most suppress. Educational Researcher, 30(9), 2–12. doi:10.3102/0013189X030009002
- Posselt, R. J., Reyes, K. A., Slay, K. E., Kamimura, A., & Porter, K. (2017). Equity efforts as boundary work: How symbolic and social boundaries shape access & inclusion in graduate education. Teachers College Record, 119(10), 1–38.
- Reason, P. (1994). Three approaches to participative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 324–339). Thousand Oaks, CA: Sage.
- Roth, W. M., & Lee, Y. J. (2007). “Vygotsky’s neglected legacy”: Cultural-historical activity theory. Review of Educational Research, 77(2), 186–232. doi:10.3102/0034654306298273
- Schenke, W., van Driell, J. H., Geijsel, F. P., & Volman, M. L. L. (2017). Boundary crossing in R&D projects in schools: Learning through cross-professional collaboration. Teachers College Record, 119(040307), 1–42.
- Star, S. L. (2010). This is not a boundary object: Reflections on the origin of a concept. Science, Teaching, & Human Values, 35(5), 601–617. doi:10.1177/0162243910377624
- Sulé, V. T. (2014). Enact, discard, and transform: A critical race feminist perspective on professional socialization among tenured Black female faculty. International Journal of Qualitative Studies in Education, 27(4), 432–453. doi:10.1080/09518398.2013.780315
- U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. (2013). Integrated Postsecondary Education Data System (IPEDS), 12 Enrollment (E12) component, [Data file]. Retrieved from http://nces.ed.gov/ipeds/datacenter/
- We the Protestors. (2015). The demands. Retrieved from http://www.thedemands.org/