Having their lives narrowed down? The state of Black women’s college success

Winkle-Wagner, R. (2015). Having their lives narrowed down? The state of Black women’s college success. Review of Educational Research, 85(2), 171-204.

Reflections on the development of African American children’s literature

Bishop, Rudine Sims. (2012). Reflections on the development of African American children’s literature. Journal of Children’s Literature, 38(2), 5-13.

Bidialectal African American adolescents’ beliefs about spoken language expectations in English classrooms

Godley, Amanda, & Escher, Allison. (2012). Bidialectal African American adolescents’ beliefs about spoken language expectations in English classrooms. Journal of Adolescent and Adult Literacy, 55(8), 704-713.

Moving beyond our progressive lenses: Recognizing and building on the strengths of teachers of color

Philip, Thomas M. (2011). Moving beyond our progressive lenses: Recognizing and building on the strengths of teachers of color. Journal of Teacher Education, 62(4), 356-366.

Activists, allies, and racists: Helping teachers address racism

Lazar, Althier M., & Offenburg, Robert M. (2011). Activists, allies, and racists: Helping teachers address racism. Journal of Literacy Research, 43(3), 275-313.

The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning

Benner, Aprile D., & Crosnoe, Robert. (2011). The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning. American Educational Research Journal, 48(3), 621-646.

"Urban, but not too urban”: Unpacking teachers’ desires to teach urban students

Watson, Dyan. (2011). "Urban, but not too urban”: Unpacking teachers’ desires to teach urban students. Journal of Teacher Education 62(1), 23-34.

“Things get glossed over”; Rearticulating the silencing power of whiteness in education.

Haviland, V.S. (2008). “Things get glossed over”; Rearticulating the silencing power of whiteness in education. Journal of Teacher Education, 59(1), 40-54.