http://orcid.org/0000-0002-1749-1999
References
- Anzaldúa, G. (1987). Borderlands/la frontera: The new mestiza [Mixed race]. San Francisco, CA: Aunt Lute Books.
- Clark, M. A., Ponjuan, L., Orrock, J., Wilson, T., & Flores, G. (2013). Support and barriers for Latino male students’ educational pursuits: Perceptions of counselors and administrators. Journal of Counseling & Development, 91, 458–466. doi:10.1002/j.1556-6676.2013.00118.x
- Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). New York, NY: Routledge.
- Crenshaw, K. W. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of anti-discrimination doctrine, feminist theory, and anti-racist poliitcs. In D. K. Weisberg (Ed.), Feminist legal theory: Foundations (pp. 383–395). Philadelphia, PA: Temple University Press.
- Crenshaw, K. W. (1995). Mapping the margins: Intersectionality, identity politics, and violence against women of color. In K. W. Crenshaw, N. Gotanda, G. Peller, & K. Thomas (Eds.), Critical race theory: The key writings that formed the movement (pp. 357–383). New York, NY: New Press.
- Delgado Bernal, D., Burciaga, R., & Flores Carmona, J. (2012). Chicana/Latina testimonios : Mapping the methodological, pedagogical, and political. Equity & Excellence in Education, 45, 363–372. doi:10.1080/10665684.2012.698149
- Domínguez, V. (1992). Invoking culture: The messy side of ‘cultural politics’. South Atlantic Quarterly, 91, 19–42.
- Fregoso, R. L. (2003). Mexicana encounters: The making of social identities on the borderlands. Berkeley: University of California Press.10.1525/california/9780520229976.001.0001
- Harper, S. R. (2014). (Re)setting the agenda for college men of color: Lessons learned from a 15-year movement to improve Black male student success. In R. A. Williams (Ed.), Men of color in higher education: New foundations for developing models for success (pp. 116–143). Sterling, VA: Stylus.
- Hurtado, A., & Sinha, M. (2016). Beyond machismo: Intersectional Latino masculinities. Austin: University of Texas Press.
- Noguera, P., Hurtado, A., & Fergus, E. (2012). Invisible no more: Understanding the disenfranchisement of Latino men and boys. New York, NY: Routledge.
- Pérez II, D., & Taylor, K. B. (2015). Cultivando logradores: Nurturing and sustaining Latino male success in higher education. Journal of Diversity in Higher Education, 9(1), 1–19. doi:10.1037/a0039145
- Pew Hispanic Center. (2016). Education: The gap between expectations and achievement. Retrieved November 16, 2016, from http://www.pewhispanic.org/2009/12/11/vi-education-the-gap-between-expectations-and-achievement/
- RISE for Boys and Men of Color. (2016). RISE principles. Retrieved September 2, 2016, from http://risebmoc.org/about#principles
- Saénz, V. B., & Bukoski, B. E. (2014). Masculinity: Through a Latino male lens. In R. A. Williams (Ed.), Men of color in higher education: New foundations for developing models of success (pp. 85–115). Sterling, VA: Stylus.
- Sáenz, V. B., & Ponjuan, L. (2009). The vanishing Latino male in higher education. Journal of Hispanic Higher Education, 8, 54–89. doi:10.1177/1538192708326995
- Weems, L. (2014). Refuting “refugee chic”: “Third world girlhood” and the guerilla pedagogy of M.I.A. Feminist Formations, 26, 115–142.10.1353/ff.2014.0010
- Williams, R. A. (2014). Men of color in higher education: New foundations for developing models of success. Sterling, VA: Stylus.