Publications

Deis, C., Gonzalez, E., & Perez, E.C. (2023). Roots of cultural resilience: A case study on the resilience of Latinx medical students. Journal of Latinos and Education. https://doi.org/10.1080/15348431.2023.2263783

Fematt, V. L., Puente, M., Garcia, K. A., & Mireles-Rios, R. (2024). “You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution. Education Sciences, 14(9), 979.

Garcia, K. A. (2024). An examination of the “giving back” asset of first-generation Latinx premedical students in an emerging Hispanic-serving institution. Journal of Diversity in Higher Education.

Garcia, K. A. (2024). Centering Latinx students in STEM education research through pláticas methodology. International Journal of Qualitative Studies in Education, 1-19.

Garcia, K. A., & Flores, G. M. (2024). “Mamá en inglés se dice ‘pre-med’”: bilingual Mexican-origin first-generation college undergraduates aspiring for medical careers. Race Ethnicity and Education, 1-21.

Garcia, K. A. (2022). Impact of COVID-19 pandemic on the future generation of Latinx physicians. Journal of Latinos and Education, 21(3), 335-345.

Garcia, K. A. (2020). A Latina pursuing her medical dream (MD). InterActions: UCLA Journal of Education and Information Studies, 16(2).

Gonzalez, E. & Perez, E. C. (2024). Latina resilience in engineering and the impact of COVID: Strategies of success in a Hispanic serving institution. In L. Perez-Felkner, S. L. Rodriguez, & C. Fluker (Eds.), Latin* students in engineering: An intentional focus on a growing population. Rutgers University Press.

Gonzalez, E. & Perez, E. C. (2022). CAREER: Broadening Participation in STEM: A Qualitative Analysis of Resilience Experiences and Strategies of Latina STEM Majors in Hispanic Serving Institutions NSF Award # 2045802. In Annual Meeting of the American Society for Engineering Education.

Langman, J., Solís, J., Martinez-Cortes, J., Walton, A., Martin-Corredor, L., Dao, N., & Castrillon-Costa, H. (2023). Examining teacher professional learning: Transitions to online lesson study in STEM university contexts. In R. Huang, N. Helgevod, J. Lang, & H. Jiang (Eds.), Teacher Professional Learning Through Lesson Study in Virtual/Hybrid Environments: Opportunities, Challenges, and Future Directions (pp. 125-143). Routledge.

Martinez-Cortes, J. (2022). Navigating multiple fronteras: The transnational experiences of Latina

second-generation immigrant college students. In S. Kasun & I. Mora-Pablo (Eds.), Applying Anzalduan Frameworks to Understand Transnational Youth Identities: Bridging Culture, Language, and Schooling at the US-Mexican Border (pp. 72-90). Routledge.

Perez, E. C., Gonzalez, E. M., & Sanchez Hernandez, I. (2024). Resilience in action through culture: Latinas successfully navigating STEM spaces at an HSI. Education Sciences, 14(8), 848. https://doi.org/10.3390/educsci14080848

Rivera, J., Nuñez, A. M., & Covarrubias, I. (2024). "Without my family, I don’t know if I would be here": The role of families in supporting Latinx computer science students at HSIs. Education Sciences, 14, 815.

***Rivera, J., Martinez-Cortes, J., Garcia, K. A., & Perez, E. C. (Forthcoming). Enhancing the success of Latina postdoctoral scholars at Hispanic-Serving Institutions. In J. A. Gutierrez, R. M. Banda, N. Grafnetterova, J. Lujan, and A. M. Flowers II (Eds.), Student Success and Intersectionality at Hispanic-Serving Institutions: Policy and Practice. Palgrave-MacMillan Publications.

(***Denotes publication by the Latina Postdoc Collective)