Bush, V.B., Chambers, C.R., & Walpole, M.B. (Eds.). (2009). From diplomas to doctorates: The success of Black women in higher education and its implications for equal educational opportunities for all. Stylus.
Davis, A.M. (2023). Black and smart: How Black high-achieving women experience college. Rutgers University Press.
Fries-Britt, S. & Turner Kelly, B. (Eds.). (2023). Black women navigating the doctoral journey. Routledge.
McKee, K.D. & Delgado, D.A. (Eds.). (2020). Degrees of difference. Reflections of women of color on graduate school. University of Illinois Press.
Patton, L.D. & Croom, N.N. (Eds.). (2017). Critical perspectives on Black women and college success. Routledge.
Patton, L.D., Evans-Winters, V.E., & Jacobs, C.E. (Eds.). (2023). Investing in the educational success of Black women and girls. Routledge.
Vaccaro, A. (2011). Toward self-investment: Using feminist and critical race lenses to analyze motivation, self-esteem, and empowerment of women’s college students. In P.A. Pasque & S.E. Nicholson (Eds.), Empowering women in higher education and student affairs: Theory, research, narratives, and practice from feminist perspectives. Stylus.
Winkle-Wagner, R. (2009). The unchosen me: Race, gender, and identity among Black women in college. Johns Hopkins University Press.
Journal Articles
Christensen, M. C., Caswell, C., & Hernández, M. F. (2021). Contextualizing barriers to help-seeking after sexual violence: A critical feminist study with Latinx college women. Affilia, 36(1), 97-112. https://doi.org/10.1177/0886109920906782
Guerrero, v.a. & Salinas Jr., C. (2023). “I am Latina and Latinx”: A narrative study of how three Latina/Latinx college students create identity boundaries. Journal of Women and Gender in Higher Education, 16(3), 220-238. DOI: 10.1080/26379112.2023.2230605
Liou, D. D., Martinez, J. A. L., & Rotheram-Fuller, E. (2023). Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment. Journal of Diversity in Higher Education, 16(3), 333–345. https://doi.org/10.1037/dhe0000340
López, R. M., Honey, M. L., Rendon, S., & Pérez-Gill, S. (2022). The uncertain path toward college: How intersectionality shaped the experiences of Latinas enrolled at a Hispanic-serving institution. AERA Open, 8. https://doi.org/10.1177/23328584221101552
Rodriguez, S.L., Bukoski, B.E., Cunningham, K.J., & Jones, A. (2020). Critiquing oppression and desiring social justice: How undergraduate Latina students in STEM engage in acts of resistance, Journal of Women and Gender in Higher Education, 13(3), 251-267. DOI:10.1080/26379112.2020.1838297
Sparks, D.M., Przymus, S.D., Silveus, A., De La Fuente, Y., & Cartmill, C. (2023). Navigating the intersectionality of race/ethnicity, culture, and gender identity as an aspiring Latina STEM student. Journal of Latinos and Education, 22(4), 1355-1371. DOI:10.1080/15348431.2021.1958332
Yi, V., & Ramos, D. (2022). Collective achievement and resistance: Understanding the motivations of doctoral women of color. Journal of Diversity in Higher Education, 15(1), 12–25. https://doi.org/10.1037/dhe0000296