Kremen School of Education and Human Development
22 achievements
Gonzalez, J.
(2014).
Foreward.
We are not dirt: From “tardy sweep” to time management support.
(pp.v-vi)
Fresno, CA: The Freedom Writers of Sunnyside High School.
|
| Gonzalez, J., & Turner, C.
(2014).
Modeling mentoring across race/ethnicity and gender: practices to cultivate the next generation of diverse faculty.
Sterling, VA: Stylus.
|
| Gonzalez, J., & Turner, C.
(2014).
Analysis of the mentor-protégé narratives: Reflecting the literature.
Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty.
(pp.260-282)
Sterling, VA: Stylus.
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| Gonzalez, J., & Turner, C.
(2014).
Building cross-gender mentorship in academe: A Chicano-Latina/Filipina relationship built on common scholarly commitments.
Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty.
(pp.74-93)
Sterling, VA: Stylus.
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| González, J., Peguero, A., & Portillos, E.
(2014).
School securitization and Latina/o educational progress.
Urban Education.
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| Peguero, A., Portillos, E., & Gonzalez, J.
(2014).
School Securitization and Latina/o Educational Progress.
Urban Education Urban Education. 1-27.
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| Turner, C., & Gonzalez, J.
(2014).
Analysis of the mentor-protégé narratives: Contributing to the literature and emerging mentoring model for practice.
Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty.
(pp.283-300)
Sterling, VA.
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| Turner, C., & Gonzalez, J.
(2014).
What does the literature tell us about mentoring across race/ethnicity and gender?.
Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty.
(pp.14-73)
Sterling, VA: Stylus.
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| Turner, C., & Gonzalez, J.
(2014).
Walking with company! / ¡Caminando acompañados!: Mentoring Latina/o students in higher education.
Readings on Equal Education Series.
(pp.1-25)
New York: AMS Press.
|
| González, J., & Immekus, J.
(2013).
Experiences of Central California Latino male youth: Recollecting despair and success in barrios and schools.
Diaspora, Indigenous, and Minority Education. 7(2),
180-197.
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| González, J., Peguero, A., Portillos, E., Sung Hong, J., Kahle, L., & Shekarkhar, Z.
(2013).
Victimization, urbanicity, and the relevance of context: School routines, race and ethnicity, and adolescent violence.
Journal of Criminology. 2013(5),
1-14.
|
| González, J., & Portillos, E.
(2013).
Chicanos teaching social justice in higher education / Chicanos enseñando justicia social en la universidad: Experiences at predominately White and Hispanic serving institutions.
Social justice issues and racism in the college classroom: Perspectives from different voices (International Perspectives on Higher Education Research, Volume 8).
(pp.85-111)
Cambridge, MA: Emerald Group Publishing Inc..
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| González, J., & Ryujin, K.
(2013).
Of color beyond Black and White.
Views from the frontline: Voices of conscience on college campuses.
(pp.19-40)
Champaign, IL: Common Ground Publishing.
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| Gonzalez, J.
(2009).
What's Happening: A critical understanding of Latina doctoral and professional students.
Standing on the outside looking in: Underrepresented students' experiences in advanced-degree programs.
Sterling, Va: Stylus.
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| Gonzalez, J.
(2008).
Damning Historical Visual Archives: Deficit Photographing of Mexicans and the Schooling Process.
American Educational History Journal. 35(2),
293-313.
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| Turner, C., Hernandez, E., Pena, M., & Gonzalez, J.
(2008).
New Voices in the Struggle/Nuevas Voces en la Lucha: Toward Increasing Latina/o Faculty in Theological Education.
Journal of Hispanic Higher Education. 7(4),
321-335.
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| Gonzalez, J.
(2007).
The Ordinary-ness of Institutional Racism: The Effect of History and Law in the Segregation and Integration of Latinas/os in Schools.
American Educational History Journal. 34(2),
331-345.
|
| Gonzalez, J.
(2007).
Surviving the Doctorate and Thriving as Faculty: Latina Junior Faculty Reflecting on Their Doctoral Studies Experiences.
Equity & Excellence in Education. 40(4),
291-300.
|
| Gonzalez, J.
(2007).
Expanding our thinking of resiliency from k-12 to higher education: Resolute experiances of academic Latinas.
Resiliency reconsidered: Policy implications of the resiliency movement.
Charlotte, N.C.: IAP.
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| Gonzalez, J., & Davis, D.
(2007).
Can We All Get Along?/Pueden Convivir Todas Las Razas?: The 15th Anniversary of the Los Angeles Riots and the Status of Urban Schooling.
Educational Studies. 42(3),
208-212.
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| Gonzalez, J., & Portillos, E.
(2007).
The Undereducation and Overcriminalization of U.S. Latinas/os: A Post-Los Angeles Riots LatCrit Analysis.
Educational Studies: A Journal of the American Educational Studies Association. 42(3),
247-266.
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| Gonzalez, J.
(2006).
Academic Socialization Experiences of Latina Doctoral Students: A Qualitative Understanding of Support Systems that Aid and Challenges that Hinder the Process.
Journal of Hispanic Higher Education. 5(4),
347-365.
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