Balakian, S. 2020 “Navigating Patchwork Governance: Somalis in Kenya, National Security, and Refugee Resettlement.” African Studies Review 63(1):43-64.
Balakian, S. and V. Dominguez. 2019 “The Promise and The Lost City of Z: Diasporas, Cinematic Imperialism, and Commercial Films.” Anthropologica 61(1):150-61.
Balakian, S. 2016 “‘Money Is Your Government’: Refugees, Mobility, and Unstable Documents in Kenya’s Operation Usalama Watch.” African Studies Review 59(2):87-111.
Bassett, H. H., Denham, S. A., Mohtasham, M., & Austin, N. (2020) Psychometric Properties of the Book Readings for An Affective Classroom Education (BRACE) Coding System. Reading Psychology, 41, 322-346, DOI: 10.1080/02702711.2020.1768980
Garner, P. W., Dunsmore, J. C., & Bassett, H. H. (2020). Direct and indirect pathways to early school adjustment: Roles of young children’s mental representations and peer victimization. Early Childhood Research Quarterly, 51, 100-109, https://doi.org/10.1016/j.ecresq.2019.09.001.
Poulou, M. S., Bassett, H. H., & Denham, S. A. (2018) Teachers’ Perceptions of Emotional Intelligence and Social-Emotional Learning: Students’ Emotional and Behavioral Difficulties in U.S. and Greek Preschool Classrooms. Journal of Research in Childhood Education, 32, 363-377, DOI: 10.1080/02568543.2018.1464980
Bassett, H. H., Denham, S. A., Fettig, N. B., Curby, T. W., Mohtasham, M. & Austin, N. (2017). Temperament in the classroom: Children low in surgency are more sensitive to the teachers’ reactions to emotions. International Journal of Behavioral Development, 41, 4-14, https://doi.org/10.1177/0165025416644077.
Bassett, H. H., Denham, S. A. Wyatt, T., & Warren-Khot, H. K. (2012). Refining the Preschool Self-Regulation Assessment (PSRA) for use in preschool classrooms. Infant and Child Development, 21, 596-616.
Bassett, H. H., Denham, S. A., Mincic, M. M., & Graling, K. (2012). The structure of preschoolers' emotion knowledge: Model equivalence and validity using an SEM approach. Early Education and Development, 23, 259-279.
Denham, S. A., Bassett, H. H., & Wyatt, T. (2010). Gender differences in the socialization of preschoolers' emotional competence. In A. K. Root & S. A. Denham (eds.), The role of parent and child gender in the socialization of emotional competence. New Directions in Child Development. San Francisco: Jossey-Bass.
Denham, S. A., Caal, S., Bassett, H. H., Benga, O, & Geangu, E. (2004). Listening to parents: Cultural variations in the meaning of emotions and emotion socialization. Cognitie Creier Comportament, 8, 321-350.
Buckwald, L. (2019). Hearing Diverse Voices in Well-Being Research: A Call for Qualitative Methodologies. Journal of Mason Graduate Research, 6(2), 130-153.
2021 “Fire, Property, and Anti-Indigenous Policies in Brazil,” in Cultural Anthropology: Fieldsights/Hot Spots 12(4): 14-18 [link].
2017 “Indigenous Responses to Encircling Threats in Amazonia,” in Hau: Journal of Ethnographic Theory 7(2): 411-13.
2015. Conjuring Property: Speculation and Environmental Futures in Amazonia (Seattle: University of Washington Press). Winner of the 2017 James M. Blaut Award from the American Association of Geographers: Cultural and Political Ecology Specialty Group.
Chen, Cher Weixia, Graziella P. McCarron, Julie E. Owen & Steve Grande. Activism, Burnout, and Community in Higher Education: Narratives of College Student Activists (forthcoming, Routledge).
Chen, Cher Weixia. Prohibiting Workplace Sexual Harassment: A Cross-Cultural Analysis (forthcoming, Edward Elgar Publishing).
Houghton, Ruth, Aoife O’Donoghue, Yassin Brunger & Cher Weixia Chen (Eds.) Edward Elgar Research Handbook on Global Governance (forthcoming, Edward Elgar Publishing).
Chen, Cher Weixia and Alison Dundes Renteln. International Human Rights: A Survey. Cambridge University Press, 2022. https://www.cambridge.org/highereducation/books/international-human-rights/1EAF868C5BB23D6E197A63208FE0B260#overview
(Reviewed by McInerney-Lankford, Siobhán. Review of International Human Rights: A Survey, by Cher Weixia Chen & Alison Dundes Renteln. Human Rights Quarterly 45, no. 2 (2023): 342-345. doi:10.1353/hrq.2023.0017.)
Chen, Cher Weixia. Compliance and Compromise: The Jurisprudence of Gender Pay Equity. Brill/Martinus Nijhoff Publishers, 2011. Reviewed by Jennifer Woodward, in Law and Politics Book Review, available at http://www.lpbr.net/2013/07/compliance-and-compromise-jurisprudence.html
McCarron, Graziella, Cher Weixia Chen, Jordan April & Isabella LaMagdeleine. “College Student Activists and the Costs and Risks of Activism to Their Well-being: Unpacking Perspectives at a U.S. University.” Journal of American College Health (in press).
McCarron, Graziella, Cher Weixia Chen, Sarah Blanton, Gabriella Guerrieri, Rafaela Lucioni, Ellen Gurung, Anagha Sreevals & Jasmin Enciu. “College Student Activists’ Perceptions of Mattering to Campus Educators. Journal of Student Affairs Research and Practice (2023). 10.1080/19496591.2023.2201195
Owen, Julie, Graziella McCarron & Cher Weixia Chen. “Never ‘because of’, always ‘in spite of’: Implications of the CRLL for student social justice activists’ leadership learning”. Journal of Leadership Studies, vol. 16, no. 3, 2022. https://doi.org/10.1002/jls.21820
Chen, Cher Weixia. Human Rights of International Students in Higher Education: Theory and Practice. In The Ethical University: Transforming Higher Education, edited by Wanda Teays and Alison Dundes Renteln, pp. 229-244. Rowman & Littlefield, 2022.
Gring-Pemble, Lisa and Cher Weixia Chen. “Patriarchy Prevails: A Feminist Rhetorical Analysis of Equal Pay Discourses”. Women and Language, vol. 41, no. 2, 2018, pp. 79-103.
Chen, Cher Weixia. “Indigenous Rights in International Law.” Oxford Research Encyclopedia of International Studies. Oxford University Press, 2017; updated 2023.
Gorski, Paul and Cher Weixia Chen. “Frayed All Over:” The Causes and Consequences of Activist Burnout Among Social Justice Education Activists." Educational Studies, vol. 51, no. 5, 2015, pp. 385-405. DOI:10.1080/00131946.2015.1075989.
Chen, Cher Weixia and Paul Gorski. “Burnout in Social Justice and Human Rights (SJHR) Activists: Symptoms, Causes, and Implications." Journal of Human Rights Practice, vol. 7, no. 3, 2015, pp. 366-390. DOI:10.1093/jhuman/huv011.
Chen, Cher Weixia and Mike Gilmore. “Biocultural Rights: A New Paradigm to Protect the Rights of Indigenous Peoples." International Indigenous Policy Journal, vol. 6, no. 3, 2015, pp. 1-19. Retrieved from: http://ir.lib.uwo.ca/iipj/vol6/iss3/3.
Chen, Cher Weixia. “遵守与妥协 :男女同工同酬的法理学 (The Jurisprudence of Gender Pay Equity)”(in Chinese/Mandarin, translated by Youyiwang & Huijie Zhang). In Social Law Review, edited by Yue Jiang, pp. 256-264. China: Social Sciences Academic Press, 2014.
Chen, Cher Weixia. “Global v. Local: The Issue of Lethal Injection in China." In Global Bioethics and Human Rights: Contemporary Issues, edited by Wanda Teays and Alison Dundes Renteln. Rowan & Littlefield, 1st edition, 2014; 2nd edition, 2020.
Chen, Cher Weixia. “A Critique of ‘Lost of Face’ Arguments in Cultural Defense Cases: A Comparative Study." In Multicultural Jurisprudence: Comparative Perspectives on the Cultural Defense, edited by Marie-Claire Foblets and Alison Dundes Renteln, pp. 247-260. Hart Publishing Co, 2009.
Lafrance, Michelle; Caravella, Elizabeth; Polk, Thomas; Wooton, Lacey; Johnson, Sarah; Russo, Robyn; Corwin, David; “Fingerprinting Feminist Empirical Methodologies: An Analysis of Research Trends in Four Composition Journals between 2007 and 2016,” College Composition and Communication vol 72, no 4, 2021.
Powers Corwin, David, and Angela Hattery. “Taking It Virtual: A Model for Successful Co-Curricular Student Experiences in Women and Gender Studies During COVID-19.” About Campus, vol. 27, no. 2, May 2022, pp. 13–17
Powers Corwin, David, Klemmer, Casey and Westermeyer, Victoria, “Peer to Peer Leadership Models in Women and Gender Studies Centers: Bridging Academic and Student Affairs through Student Leadership Opportunities ”Journal of Women and Gender in Higher Education vol 16. no 4. 2023, pp 315-318
Powers Corwin, David and Mason Badra, Holly Oxford Bibliography: “The Role of Gender Equity Centers on University Campuses” (accepted)
Freeman, Elizabeth W., Jordana M. Meyer, John Adendorff, Bruce Schulte, Rachel M. Santymire. 2014. Scraping behavior of the black rhinoceros is related to age and fecal gonadal metabolite concentrations. Journal of Mammalogy 95:340-348.
Freeman, Elizabeth W., Jordana M. Meyer, Jed Bird, John Adendorff, Bruce Schulte, Rachel M. Santymire. 2014. Impacts of environmental pressures on the reproductive physiology of subpopulations of black rhinoceros (Diceros bicornis bicornis) in Addo Elephant National Park, South Africa. Conservation Physiology. 1:doi:10.1093/conphys/cot034
Freeman, Elizabeth W., Jordana M. Meyer, Sarah Putman, Bruce A. Schulte, Janine L. Brown. 2013. Ovarian cycle activity varies with respect to age and social status in free-ranging elephants in Addo Elephant National Park, South Africa. Conservation Physiology 1:doi:10.1093/conphys/cot025.
Ganswindt, Andre, Janine L. Brown, Elizabeth W. Freeman, Andrew J. Kouba, Linda M. Penfold, Rachel M. Santymire, Mandi M. Vick, Nadja Wielebnowski, Erin L. Willis, Matthew R. Milnes. 2012. International Society of Wildlife Endocrinologists (ISWE), the future of endocrine measures for reproductive science, animal welfare, and conservation biology. Biological Letters: doi:10.1098/rsbl.2011.1181
Goodwin, Thomas E., Laura J. Broederdorf, Blake A. Burkert, Innocent H. Hirwa, Daniel B. Mark, Zach J. Waldrip, Randall A. Kopper, Mark V. Sutherland, Elizabeth W. Freeman, Julie A. Hollister-Smith, and Bruce A. Schulte. 2012. Chemical signals of elephant musth: Temporal aspects of microorganism-mediated modifications. Journal of Chemical Ecology 38:81-87.
Santymire, Rachel M., Jordana M. Meyer, Elizabeth W. Freeman. 2012. Sleep behavior of the wild black rhinoceros (Diceros bicornis bicornis). Sleep, 35:1569-1574.
Freeman, Elizabeth W., Jordana M. Meyer, Sarah Putman, Bruce A. Schulte, Janine L. Brown. 2011. Using a simplified field progestagen method to assess ovarian activity in female African elephants. Biological Conservation 44:2105-2111.
Fuertes, Al, and Kelley Dugan. 2021. "Spirituality through the Lens of Students in Higher Education." Religions 12: 924. https://doi.org/10.3390/rel12110924
Fuertes, Al. 2016. "Karen Refugees Describe Peace within the Context of Displacement." Conflict Resolution Quarterly. Vol. 33, Issue 3, Spring, pp. 297-312.
Fuertes, Al 2016. "Peacebuilders in Mindanao Describe Consciousness and Transformation Towards Effective Practice." Kinaadman, Xavier University.
Fuertes, Al and Wayland, Mary. 2015. “Cultivating Mindfulness through Meditation in a Classroom Setting from Students' Perspective.” Vol. 7. DOI : http://dx.doi.org/10.13021/G8NK58; https://journals.gmu.edu/index.php/ITLCP/article/view/632/1111
Fuertes, Al. 2014. Book Review of Paulo Freire’s Pedagogy of the Oppressed and its Relevance in Philippine Context.” Kinaadman Academic Journal, Vol. 26. Xavier University – Ateneo de Cagayan.
Fuertes, Al B. 2012. "Transformative Impact of Storytelling in the Philippines." Conflict Resolution Quarterly, Volume 29 Number 3 Spring.
Fuertes, Al. 2010. "Peacebuilders in Southeast Asia Describe the Dynamic Interplay Between Consciousness and Transformation Towards Effective Practice." Alternative Perspectives in the Humanities and the Social Sciences. Ed. Otto F. von Feigenblatt. Journal of Alternative Perspectives in the Social Sciences, Inc., pp. 1-12.
Fuertes, Al. 2010. "Rethinking How We Channel Relief Assistance and Humanitarian Services to Refugees and Internally Displaced Communities in Southeast Asia." Development and Conflict in the 21st Century. Ed. Otto F. von Feigenblatt. Journal of Alternative Perspectives in the Social Sciences, Inc., pp. 4-26.
Fuertes, Al B. 2010. "Birds Inside A Cage: Metaphor for Karen Refugees." Social Alternatives. First Quarter, Volume 29:1: 2010.
Fuertes, Al. 2008. Community-based Warviews, Resiliency and Healing. VDM Verlag Dr. Mueller e.K. (Book)
Fuertes, Al. 2007. “Descriptions of War and Healing by Karen Refugees on the Thai-Burmese border.” Taiwan International Studies Quarterly, Vol. 3, No. 2, pp. 201-218.
Fuertes, Al. 2006. “Experiences and Views on War: Voices from War-affected Communities.” Social Justice: Anthropology, Human Rights and Peace (6)1, pp. 134-148.
Fuertes, Al. 2004. “In Their Own Words: Contextualizing the Discourse of (War) Trauma and Healing.” Conflict Resolution Quarterly, Vol. 21, No. 4, Summer, pp. 491-501.
(forthcoming) "The Price of the Ride in New York City: Sex, Taxis, and Entrepreneurial Resilience in the Dry Season of 1919,” Journal of the History of Sexuality 31.1 (Winter 2022)
“Review of The Anti-Capitalist Chronicles by David Harvey,” Lateral 10.1 (Spring 2021), https://doi.org/10.25158/l10.1.27
García Gómez, Diana Carolina. "The suffering we collectively inhabit”: Relational understandings of citizenship by the Colombian post-accord generation In Childhood, 2024. https://doi.org/10.1177/0907568224122652
García Gómez, Diana Carolina. "'I have the right': examining the role of children in the #DimeLaVerdad campaign" In Childhoods in Peace and Conflict, edited by M. Beier, & J. Tabak. Palgrave Macmillan, 2021.
García Gómez, Diana Carolina and Strandgaard Jensen, Helle. "The Perfect Computer? Children’s Experiences with ICT in Rural Colombia" In Visual Encounters in the Study of Rural Childhoods edited by April Mandrona and Claudia Mitchell, 218-232. Ithaca, NY: Rutgers University Press, 2018.
Poulou, M., & Garner, P.W. (in press). Students’ other-oriented cognitions: The roles of teachers’ emotional competence and classroom social support in a Greek sample. School Psychology International.
Garner, P. W., Shadur, J. M., & Dunsmore, J. C. (2023). Mothers’ beliefs about emotions and authoritarian parenting as predictors of young children's behavioral problems. Mental Health & Prevention, 30, 200264.
Kornienko, O., Santos, C. E., Seaton, E. K., Davila, M., & Garner, P. W. (2023). Racial discrimination experiences and friendship network dynamics among Black and Latinx youth. Journal of Youth and Adolescence, 52(4), 685-700.
Hagan, C. A., Halberstadt, A. G., Cooke, A. N., & Garner, P. W. (2023). White parents’ racial socialization: Questionnaire validation and associations with children’s friendships. Journal of Family Issues, 0192513X221150973.
Miller-Slough, R., Zhu, D., Garner, P.W., & Dunsmore, J. (2023). Parents’ and friends’ responses to discrete negative emotions: Associations with adolescent emotional experiences. Social Development, 32(1), 283-298. https://doi.org/10.1111/sode.12639
Garner, P.W., Gabitova, N., & Dominick, T. (2022). Improving access to STEM for girls of color through community programs. Journal of STEAM Education, 5(2), 149-166,
Garner, P.W., & Gabitova, N. (2022). Social and emotional learning and STEM-related education. In T. L. Spinrad & J. Liew (Eds.), Social and emotional learning section (D. Fisher (Ed.), Routledge Encyclopedia of Education (Online). Taylor & Francis.
Ricciardi, C., Kornienko, O., & Garner, P.W. (2022). The role of cognitive emotion regulation for making and keeping friend and conflict networks. Frontiers in Psychology (section Emotion Science). 13:802629. https://doi.org/10.3389/fpsyg.2022.802629
Garner, P.W., & McCarron, G.P. (2022). Perceptions of competence, autonomy, and relatedness among women of immigrant origin working as family childcare providers in the U.S. Community, Work, & Family, 1-15.
Kornienko, O., Riis, J. Davila, M., White, N., & Garner, P.W. (2022). Preliminary insights into associations between C-Reactive protein and social network dynamics. Psychoneuroendocrinology, 139, 105690.
Poulou, M., Garner, P.W., & Bassett, H.H. (2022). Teachers’ emotional expressiveness and classroom management practices: Associations with young students’ social-emotional and behavioral competence. Psychology in the Schools, 59(3), 557-573.
Garner, P.W. & Toney, T. D. (2022). Different forms of social understanding and preschoolers’ social interactions with peers and teachers in a racially and ethnically diverse sample. Merrill Palmer Quarterly, 68(3), 215-240.
Garner, P.W., Shadur, J., & Toney, T. D. (2021). The effects of teacher-child racial congruence, child race, and emotion situation knowledge on teacher-child relationships and school readiness. Psychology in the Schools, 58(10), 1995-2016.
Garner, P.W., & Toney, T. D. (2020). The relations between maternal mental-state language and preschoolers’ behavioral adaptation and school readiness: Moderation by emotion situation knowledge. Social Development. https://doi.org/10.1111/sode.12477
Davis, S. N., Jones, R. M., Mahatmya, D., & Garner, P. W. (2020). Encouraging or obstructing? Assessing factors that impact faculty engagement in undergraduate research mentoring. In Frontiers in Education (Vol. 5, p. 114). Frontiers.
Hagan, C.A., Halberstadt, A.G., Cooke, A.N., & Garner, P.W. (2020). Teachers’ beliefs about children’s anger and their skill in recognizing children’s anger. Frontiers: Emotion Science. Online. https://doi.org/10.3389/fpsyg.2020.00474
Halberstadt, A. G., Cooke, A. N., Garner, P. W., Hughes, S.A., Oertwig, D., & Neupert, S.D. (2020). Racialized emotion recognition accuracy and anger bias of children’s faces. Emotion, 2(3), 403–417.
Garner, P.W., & Toney, T. (2020). Financial strain, maternal attributions, emotion knowledge and children’s behavioral readiness for school. Journal of Applied Developmental Psychology, 67.
Davis, S., Jones, R. Mahatmya, D., & Garner, P.W. (2020). The role of perceived support and local culture in undergraduate research mentoring by underrepresented minority faculty members: Findings from a multi-institutional research collaboration. Mentoring and Tutoring: Partnership in Learning, 28(2), 176-188.
Garner, P.W., Dunsmore, J.C., & Bassett, H.H. (2020). Direct and indirect pathways to early school adjustment: Roles of young children’s mental representations and pee victimization. Early Child Research Quarterly, 51, 100-109.
Garner, P.W., & Parker, T., & Prigmore, S. (2019). Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care. Infant Mental Health Journal, 40(4), 496-512.
Garner, P.W, & Bolt, E., & Roth, A. (2019). Emotion-focused curricula models and expressions of and talk about emotions between teachers and young children. Journal of Research in Childhood Education, 33(2), 180-193.
Garner, P.W., & Waajid, B. (2019). Sociodemographic variations in the linkage between emotion regulation and peer victimization. Journal of School Violence, 18(1), 121-133.
Garner, P. M., Mahatmya, D., Jones, R. M., & Davis, S. N. (2018). Undergraduate research mentoring relationships: A mechanism for developing social capital for underrepresented students. In P. Miller, M. Vandermaas-Peeler, & J. Moore (Eds.), Excellence in Mentoring Undergraduate Research (pp. 77–103). Washington, DC: Council on Undergraduate Research.
Morrison, J.A., Berner, N.J., Manske, J.M., Jones, R.M., Davis, S.N., Garner, P.W. (2018). Surveying faculty perspectives on undergraduate research, scholarship, and creative activity: a three-institution study. Scholarship and Practice of Undergraduate Research, 2(1), 43-54.
Garner, P. W., Bender, S. L., & Fedor, M. (2018). Mindfulness‐based SEL programming to increase preservice teachers’ mindfulness and emotional competence. Psychology in the Schools, 55(4), 377-390.
Garner, P.W., & Parker, T. (2018). Young children’s picture-books as a forum for the socialization of emotion. Journal of Early Childhood Research, 16(3), 291-304.
Garner, P.W., Gabitova, N., Gupta, A., & Wood, T. (2018). Innovations in science education: Infusing social emotional principles into early STEM learning. Cultural Studies of Science Education, 13(4), 889-903.
Mahatmya, D., Morrison, J., Jones, R. Davis, S., Garner, P.W., et al., (2017). Pathways to undergraduate research experiences: A multi-institutional study. Innovative Higher Education, 42(5-6), 491-504.
Garner, P.W. (2017). The role of teachers’ social emotional competence in their beliefs about peer victimization. Journal of Applied School Psychology, 33(4), 288-308.
Garner, P. W., Parker, T., & Dortch, M. K. (2016). Concordance in peer victimization-related beliefs across parents and in-service and preservice early childhood teachers. Early Child Development and Care, 1-13.
Davis, S. N., Jones, R. M., Berner, N., Ditty, J., Garner, P. W., Johnson, A., ... & Morrison, J. (2016, July). Individual and institutional predictors of faculty mentoring undergraduate researchers: Findings from a multi-institutional research collaboration. Innovations in Teaching & Learning Conference Proceedings (Vol. 8, p. 2).
Garner, P. W., Carter McLean, M., Waajid, B., & Pittman, E. R. (2015). Mentoring and professional development in rural head start classrooms. Mentoring & Tutoring: Partnership in Learning, 23(4), 293-310.
Davis, S. N., Mahatmya, D., Garner, P. W., & Jones, R. M. (2015). Mentoring undergraduate scholars: A pathway to interdisciplinary research? Mentoring & Tutoring: Partnership in Learning, 23(5), 427-440.
Garner, P. W., & Parker, T. S. (2016). Service-learning linking family child care providers, community partners, and preservice professionals. Early Child Development and Care, 1-10.
Garner, P. W., & Mahatmya, D. (2015). Affective social competence and teacher–child relationship quality: Race/Ethnicity and family income level as moderators. Social Development, 24(3), 678-697.
Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting desirable outcomes among culturally and ethnically diverse children in social emotional learning programs: A multilevel heuristic model. Educational Psychology Review, 26, 165-189.
Garner, P.W., Mahatmya, D., Moses, L.K., & Bolt, E. (2014). Associations of preschool type and teacher-child relational quality with young children’s social and emotional competence. Early Education and Development, 25, 399-420.
Garner, P.W., Waajid, B., & Moses, L.K. (2013). Prospective teachers’ awareness and expression of emotions: Associations with proposed strategies for behavioral management in the classroom. Psychology in the Schools, 50(5), 471-488.
Waajid, B., Garner, P. W., & Owen, J. E. (2013). Infusing social emotional learning into the teacher education curriculum. International Journal of Emotional Education, 5(2), 31-48.
Wingfield, A., and M. P. Gilmore. 2023. A sweet and potent harvest. Places Journal. https://placesjournal.org/article/beekeeping-and-maijuna-empowerment-in-the-peruvian-amazon/
Griffiths, B. M., M. Bowler, and M. P. Gilmore. 2023. Hunter territoriality creates refuges for threatened primates. Environmental Conservation. https://doi.org/10.1017/S0376892923000061
Griffiths, B. M., T. Gonzales, and M. P. Gilmore. 2023. Spatiotemporal variation in hunting in a riverine indigenous community in the Amazon. Biodiversity and Conservation. https://doi.org/10.1007/s10531-022-02535-1
Griffiths, B. M., and M. P. Gilmore. 2022. Differential use of game species in an Amazonian Indigenous community: navigating economics, subsistence, and social norms. Journal of Ethnobiology 42(3): 1-12.
Griffiths, B. M., M. Bowler, J. Kolowski, J. Stabach, E. L. Benson, and M. P. Gilmore. 2022. Revisiting optimal foraging theory (OFT) in a changing Amazon: implications for conservation and management. Human Ecology. https://doi.org/10.1007/s10745-022-00320-w
Griffiths, B. M., J. Kolowski, M. Bowler, M. P. Gilmore, F. Lewis, E. L. Benson, and J. Stabach. 2022. Assessing the accuracy of distance- and interview-based measures of hunting pressure. Conservation Science and Practice. https://doi.org/10.1111/csp2.592
Griffiths, B. M., Y. Jin, L. G. Griffiths, and M. P. Gilmore. 2022. Physical, landscape, and chemical properties of Amazonian interior forest mineral licks. Environmental Geochemistry and Health. https://doi.org/10.1007/s10653-022-01412-8
Wengerd, N., and M. P. Gilmore. 2022. Participatory biocultural resource mapping as a tool in navigating conservation trade-offs. Ecology and Society 27(3): 43. https://doi.org/10.5751/ES-13273-270343
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Romulo, C., C. Kennedy, M. P. Gilmore, and B. Endress. 2022. Sustainable harvest training in a common pool resource setting in the Peruvian Amazon: limitations and opportunities. Trees, Forests and People 7. https://doi.org/10.1016/j.tfp.2021.100185
Griffiths, B. M., W. J. Cooper, M. Bowler, M. P. Gilmore, and D. Luther. 2021. Dissimilarities in species assemblages among Amazonian mineral licks. Biotropica 53: 1255-1260. DOI: 10.1111/btp.13012
Bitton, A. L., Devies, B., Hassell-Goodman, S., Shetty, R., & Owen J. E. (2023). Exploring the utility, limitations, and possibilities of the Leadership Identity Development (LID) Model. New Directions for Student Leadership (178), 119-128.
Call-Cummings, M., Hassell-Goodman, S., Dazzo, G. Scicli, E., Sultana, K., Elfaki, M., Clyde, A., Beardsley, L., Hauber-Özer, M. (2022). The “Impact” of YPAR: In their own words. Educational Action Research.
Arminio, J., Yamanka, A., Hassell-Goodman, S., Athanasiou, J., Hess, R. (2022). The need for more alliances in advocating for, with, and to others in higher education. Journal of Diversity in Higher Education.
Arminio, J., Yamanka, A., Athanasiou, J., Hassell-Goodman, S., Hess, R., Quiles, B. (2021). Archetypes of advocates. Journal of College and Character.
Hauber-Özer, M., Call-Cummings, M., Hassell-Goodman, S., Chan, E. (2021). Counter-Storytelling: Toward a critical race praxis for participatory action research. International Journal of Qualitative Studies in Education (TQSE).
Hassell-Goodman, S. (2021). Narrative: Identity development & leadership. In C.C. Beatty & K. L. Guthrie, Operationalizing Culturally Relevant Leadership Learning. Information Age Publishing.
Yamanaka, A., Hassell-Goodman, S. (2021). The Johari window: A view into leadership. In J. M. Pigza, J. E. Owen, & Associates. Women and leadership development in college: A facilitation resource (pp. 42-48). Sterling, VA: Stylus.
Hassell-Goodman, S. (2020). Auto-ethnographic narrative on women and leadership. In Owen, J. (2020), We are the leadership we've been waiting for: Women and leadership development in college, (pp.150-151). Sterling, VA: Stylus Publishing.
Beatty, C., Irwin, L., Owen, J., Tapia-Fuselier, N., Guthrie, K., Cohen-Derr, E., Hassell-Goodman, S., Rocco, M., Yamanaka, A. (2020). A call for centering social identities: Priority 1 of the national leadership education research agenda 2020-2025. Journal of Leadership Studies (14)3:39-44.
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Kim, Younsung, and Larisa A. Olesova. 2022. Expanding Online Professional Learning in the Post-COVID Era: The Potential of the Universal Design for Learning Framework, Journal of Applied Instruction Design, 11(2). https://dx.doi.org/10.51869/112/yklo
Kim, Younsung, 2022. Foundational Readings in Environmental Policy, San Diego, CA: Cognella Publishing.
Kim, Younsung 2022. Integrated market and nonmarket strategies: Empirical evidence from the S&P 500 firms’ climate strategies. Business and Politics, 1-22. DOI: https://doi.org/10.1017/bap.2021.18.
Kim, Younsung, and Daniel Ruedy, 2019. Mushroom Packages: An Ecovative Design Approach in Packaging Industry. In Handbook of Engaged Sustainability, Edited by Satinder Dhiman and Joan Marques, Spring Nature Publishing.
Kim, Younsung., and Kyoo-Won Oh, 2018. Public and Private Partnerships for Enhanced Energy Access in Developing Countries: A Case of the Solar Rooftop Project in Gujarat, India. In: Handbook on PPPs in Developing and Emerging Economies, Edited by João Leitão, Elsa Morais Sarmento and João Aleluia, Emerald Group Publishing.
Kim, Younsung. 2018. Korea Firms’ Sustainability Practices and Their Role in the Green Economy. On Korea, Vol 11: 115-131. Washington D.C.: Korea Economic Institute of America.
Kim, Younsung and Nicole Darnall. 2016. Business-government collaboration may help solve complex social issues. LSE Business Review.
Kim, Younsung, and Nicole Darnall. 2016, Business as a Collaborative Partner: Understanding Firms’ Sociopolitical Support for Policy Formation. Public Administration Review, 76(2):326-337.
Darnall, Nicole, and Younsung Kim. 2012. Which Types of EMSs are Associated with Greater Environmental Improvements? Public Administration Review, 72(3):351-365.
Krell, M. (2021). Personal leadership fairytale rewrite. In J. M. Pigza, J. E. Owen, & Associates. Women and leadership development in college: A facilitation resource (Section 3.4). Sterling, VA: Stylus.
Owen, J.E., Krell, M., & McCarron, G. (2019). An exploration of civic identity in first-generation college students: Charity to solidarity. Journal of Student Affairs Research and Practice.
Books in Preparation
Silver, B. R., & McCarron, G. P. (Eds.). Supporting college students of immigrant origin: New insights from research, policy, and practice. Cambridge University Press.
Zhou, S., & McCarron, G. P. Where we got started: Narratives of the journey to first jobs and career (from lived experiences to practical implications). Cambridge University Press.
Peer-Reviewed Publications (select)
McCarron, G. P., Chen, C. W., Blanton, S., Guerrieri, G., Lucioni, R. G., Gurung, E., Sreevals, A., & Enciu, J. (In press). College student activists’ perceptions of mattering to campus educators. Journal of College Student Affairs Research and Practice.
McCarron, G. P., Chen, C. W., April, J., & LaMagdeleine, I. (In Press). An exploratory study of the relationship between college student activists’ labor and their subjective well-being: Perspectives from a U.S. institution. Journal of American College Health.
McCarron, G. P., McKenzie, B., & Yamanaka, A. (In Press). Leadership identity development. New Directions in Student Leadership (No. 178). Wiley.
McCarron, G. P., & Yamanaka, A. (2022). Reflecting back and going forward: Promising pedagogical practices for culturally relevant/sustaining and equitable online leadership education. Journal of Leadership Studies.
McCarron, G. P., Yamanaka, A., Schierbeek, E., & Fojtik, G. (2022). Socially just and culturally relevant experiential leadership learning: Centering equity and inclusion in learners’ praxis. Journal of Leadership Studies. Online first.
Owen, E., McCarron, G. P., & Chen, C. W. (2022). “Never ‘because of’, always ‘in spite of’”: Implications of the CRLL for student social justice activists’ leadership learning. Journal of Leadership Studies. Online first. http://doi.org/10.1002/jls.21820
McCarron, G. P. (2022). First and flourishing?: An exploration of how first-generation college students make meaning of their well-being through purpose, relationships, and multiple identities. Journal of First-generation Student Success.
Garner, P. W., & McCarron, G. P. (2022). Perceptions of competence, autonomy, and relatedness among women of immigrant origin working as family childcare providers in the U.S. Community, Work, & Family.
McCarron, G. P., Zhou, S., Schierbeek, E., Campbell, A., & Muscente, K. K. (2022). We’re not working with a blank slate: Students’ pre-college leadership activities and perceived parenting behavior as predictors of college-based leader emergence and leader self-efficacy. Journal of Leadership Education, 21(1), 33-47. https://doi.org/10.12806/V21/I1/R3
McCarron, G. P., Olesova, L., Calkins, B. (2021). An exploratory examination of student-led, asynchronous collaborative online discussions in fostering higher-order cognitive skills and ethical leadership learning. Online Learning, 25(4), 198-219. https://doi.org/10.24059/olj.v25i4.2895
Frye, S., & McCarron, G. P. (2021). Leveraging high-impact, collaborative learning in an undergraduate nonprofit studies course toward bolstering career readiness. Journal of Nonprofit Education and Leadership, 11(2), 65-85. https://doi.org/10.18666/jnel-2020-10126
Maskell, S., McCarron, G. P., Zhou, S., Cannon, J., Goldstein, T., & Zaccaro, S. J. (2021). The leadership stories our children are told: An examination of the characterizations of leadership behaviors and orientations in popular youth TV shows. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-021-01502-3
Owen, J. E., Rigaud, S., & McCarron, G. P. (2021). Hidden costs and commitments: Leadership, social class, and experiential learning. New Directions in Student Leadership, 2021(169), 103-110. https://doi.org/10.1002/yd.20426
Garner, P., McCarron, G. P. (2020). Developing leadership in early childhood education and care through the integration of theory, policy engagement, and advocacy. Journal of Early Childhood Teacher Education, 1-18. https://doi.org/10.1080/10901027.2020.1799117
McCarron, G. P., Jackson, G., McNaughtan, J., Olesova, L., Schmidt, G. B., & Adams, T. T. (2020). Centering dialogic and digital approaches in leadership education pedagogy: Priority 6 of the national leadership education research agenda 2020–2025. Journal of Leadership Studies, 14(3), 72-77. https://doi.org/10.1002/jls.21716
Owen, J. E., Krell, M., & McCarron, G. P. (2019). An exploration of civic identity in first-generation college students: From charity to solidarity. Journal of Student Affairs Research and Practice, 56(5), 535-549. https://doi.org/10.1080/19496591.2019.1648275
McCarron, G. P., & Inkelas, K. K. (2006). The gap between educational aspirations and attainment for first-generation college students and the role of parental involvement. The Journal of College Student Development, 47(5), 534-549. https://doi.org/10.1353/csd.2006.0059
Case Study or Instructional Scenario Chapters
McCarron, G. P. (2021). Module 5.2: The effects of stereotypes, prejudice, and discrimination on women’s leadership. In J. M. Pigza, J. E. Owen, & Associates (Eds.), Women and leadership development in college: A facilitation resource (pp. TBD). Stylus.
McCarron, G. P., & Pigza, J. M. (2021). Module 6.3: On-ramps and off-ramps: Narratives of professional journey. In J. M. Pigza, J. E. Owen, & Associates (Eds.), Women and leadership development in college: A facilitation resource (pp. TBD). Stylus.
Books and Edited Volumes:
Owen, J. E. (Ed.) (Under contract for 2023). Leadership Identity Development. New Directions for Student Leadership Vol. 178. Wiley.
Komives, S. R. & Owen J.E. (Under contract for 2023). A Research Agenda for Leadership Development Through Higher Education. Cheltenham, UK: Elgar Publishing.
Pigza, J., Owen, J. E., & Associates (2021). Women and Leadership in College: A Facilitation Guide. Stylus Publishing.
Owen, J. E. (2020). We are the Leaders We’ve Been Waiting For: Women and Leadership Development in College. Stylus.
Owen, J. E. (Ed.). (2015). Innovative learning for leadership development. New Directions for Student Leadership Vol. 145. Jossey-Bass.
学生领导力发展手册 (Handbook for student leadership development). (2015). Chinese translation. Peking University Press.
Komives, S. R., Dugan, J., Owen, J. E., Slack, C., & Wagner, W. (Eds). (2011). The handbook for student leadership development [2nd edition]. Jossey-Bass.
Refereed Journal Articles:
Owen, J. E., McCarron, G., & Chen, C. (2022). “Never ‘because of’, always ‘in spite of’”:Implications of the Culturally-Relevant Leadership Learning Model for student social justice activists’ leadership learning. Journal of Leadership Studies.
Owen, J. E., Rigaud, S., & McCarron, G. (2021). Hidden costs and commitments: Leadership, social class, and experiential learning. New Directions for Student Leadership, 169, 103-110. https://doi.org/10.1002/yd.20426
Beatty, C. C., Irwin, L., Owen, J. E., Tapia-Fuselier, N., Guthrie, K., Cohen-Derr, E., Hassell-Goodman, S., Rocco, M., & Yamanaka, A. (2020). A call for centering social identities in the National Leadership Education Research Agenda. Journal of Leadership Studies. DOI: 10.1002/jls.21719
Owen, J. E., Krell, M. R., & McCarron, G. P. (2019). An exploration of civic identity in first-generation college students: Charity to solidarity. Journal of Student Affairs Research and Practice, 56 (5), 535-549. DOI: 10.1080/19496591.2019.1648275
Odum, S., Dunn, A., & Owen, J. (2019). Using social media in the classroom to engage learners in developing as leaders: The personal leadership experiment. Journal of Leadership Education, 10 (18). DOI: 10.12806/V18/I3/A3
Owen, J., Hassell-Goodman, S., & Yamanaka, A. (2017). Culturally-relevant leadership learning: Identity, capacity, and efficacy. Journal of Leadership Studies, 11 (3), 48-54. DOI: 10.1002/jls.21545
Hutnick, C., Galloway, K., Joyner, D., Owen, J. E., & Scott Constantine, S. (2017). Creative leadership as social action and transformation. Journal of Leadership Studies, 11 (1), 52-58.
Jenkins, D., & Owen, J. E. (2016). Who teaches leadership? A comparative analysis of faculty and student affairs leadership educators and implications for leadership learning. Journal of Leadership Education, 15 (2), 98-113.
Owen, J.E. (2016). Fostering critical reflection: Moving from a service to a social justice paradigm. New Directions for Student Leadership, 6, 37-48. DOI: 10.1002/yd.20169
Chapters in Edited Books:
Owen, J. E. & Bitton, A. (2023). Narratives of socialization and liberation: The Development of Feminist Leadership Identities. In T. Teig, B. Devies, & R. Shetty (Eds.) Women’s Narratives of Leadership Learning. Information Age Press.
Owen, J.E. (2022). What can we do to support college students? In Y. Gulley (Ed.), Multiple Perspectives on Today’s College Students. Routledge.
Devies, B., & Owen, J.E. (2022). Cultivating a systems mindset through feminist leadership (pp. 175-183). In K. Priest & K. Guthrie (Eds.), Navigating Complexities in Leadership: Moving Towards Critical Hope. Charlotte, NC: Information Age Publishing.
Owen, J. (2021). Curricular applications of the culturally-relevant leadership learning model. In C. Beatty & K. Guthrie (Eds.), Operationalizing the Culturally Relevant Leadership Learning Model. Information Age Publishing.
Owen, J. E., Devies, B., & Reynolds, D. (2021). Going beyond ‘add women and stir’: Fostering feminist leadership. In K. Guthrie & V. Chunoo (Eds.), Shifting the Mindset: Socially Just Leadership Education. Information Age Publishing.
Owen, J. E. (2020). Follow the Leader or Leading the Follower?: Asking Critical Questions About Followers and Followership. In K. Guthrie & D. Jenkins (Eds.), Transforming Learning: Instructional and Assessment Strategies for Leadership Education. Information Age Publishing.
Owen, J. E. (2019). Personal Narratives as Authentic Expression. In J. M. Volpe White, K. L. Guthrie, & M. Torres (Eds.), Thinking to Transform: Reflection in leadership learning. Information Age Publishing.
Owen, J. E., Mahatmya, D., and Carter, R. (April, 2017). The Dominance, Influence, Steadiness, Conscientiousness (DISC) Assessment Tool. In V. Zeigler-Hill & T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. New York: Springer.
Mahatmya, D., Owen, J. E., & Carter, R. (May, 2016). Civic involvement. In Levesque, R. (Ed.), Encyclopedia of Adolescence (pp. 1-7). New York: Springer.
Sauls, Laura Aileen, Jaime Paneque-Gálvez, Mónica Amador-Jiménez, Nicolás Vargas-Ramírez, and Yves Laumonier. 2023. “Drones, Communities and Nature: Pitfalls and Possibilities for Conservation and Territorial Rights.” Global Social Challenges 1 (published online ahead of print 2023): 1–23. https://doi.org/10.1332/AJHA9183.
Sauls, Laura Aileen, and Victor López Illescas. 2023. “Redefining Rights-Based Conservation through Philanthropy: The Ford Foundation in Mesoamerica.” Conservation Science and Practice 5 (5): e12942. https://doi.org/10.1111/csp2.12942.
Mack, Elizabeth A., Laura Aileen Sauls, Brad D. Jokisch, Kerstin Nolte, Birgit Schmook, Yifan He, Claudia Radel, et al. 2023. “Remittances and Land Change: A Systematic Review.” World Development 168 (August): 106251. https://doi.org/10.1016/j.worlddev.2023.106251.
Cuba, Nicholas, Laura A Sauls, Anthony J. Bebbington, Denise Humphreys Bebbington, Avecita Chicchon, Pilar Delpino Marimón, Oscar Diaz, Susanna Hecht, Susan Kandel, Tracey Osborne, Rebecca Ray, John Rogan, Viviana Zalles. 2022. “Emerging hot spot analysis to indicate forest conservation priorities and efficacy on regional to continental scales: a study of forest change in Selva Maya 2000-2020.” Environmental Research Communications 4(071004). https://doi.org/10.1088/2515-7620/ac82de.
Sauls, Laura Aileen, Anthony Dest, and Kendra McSweeney. 2022. “Challenging Conventional Wisdom on Illicit Economies and Rural Development in Latin America.” World Development 158 (October): 105996. https://doi.org/10.1016/j.worlddev.2022.105996.
Blume, Laura Ross, Laura Aileen Sauls, and Christopher A. C. J. Knight. 2022. “Tracing Territorial-Illicit Relations: Pathways of Influence and Prospects for Governance.” Political Geography 97 (August): 102690. https://doi.org/10.1016/j.polgeo.2022.102690. (co-first author)
Pritchard, Rose, Laura Aileen Sauls, Johan A. Oldekop, Wilhelm Andrew Kiwango, and Dan Brockington. 2022. “Data Justice and Biodiversity Conservation Justicia.” Conservation Biology: e13919. https://doi.org/10.1111/cobi.13919.
Shadur, J., Felton, J., & Lejuez, C. (2021). Alcohol use and perceived drinking risk trajectories across adolescence: The role of alcohol expectancies. Current Psychology. doi: 10.1007/s12144-021-02178-5.
Shadur., J., & Hussong, A.M. (2020). Maternal substance use and child emotion regulation: The mediating role of parent emotion socialization. Journal of Child and Family Studies, 29, 1589-1603. doi: 10.1007/s10826-019-01681-5
Shadur, J., & Hussong, A.M. (2019). Conceptualization and measurement of parent emotion socialization among mothers in substance abuse treatment. Journal of Child and Family Studies, 28(2), 325-342. doi: 10.1007/s10826-018-1269-z
Shadur, J., Ninnemann, A., Lim, A., Lejuez, C.W., & MacPherson, L. (2017). The prospective relationship between distress tolerance and cigarette smoking expectancies in adolescence. Psychology of Addictive Behaviors, 31(5), 625-635. doi: 10.1037/adb0000300
Shadur, J., & Lejuez, C.W. (2015). Adolescent substance use and comorbid psychopathology: Emotion regulation deficits as a transdiagnostic risk factor. Current Addiction Reports (Topical Collection on Transgenerational Considerations in Addictions), 2(4), 354-363. doi: 10.1007/s40429-015-0070-y
Shadur, J.M., Hussong, A.M., & Haroon, M. (2015). Negative affect variability and adolescent self-medication: The role of the peer context. Drug and Alcohol Review, 34(6), 571-580, doi: 10.1111/dar.12260.
Shadur, J., & Hussong, A.M (2014). Friendship intimacy, close friend drug use, and self-medication in adolescence. Journal of Social and Personal Relationships, 31(8), 997-1018.
Coleman, Russell E., Burkett, Douglas A., Sherwood, Van, Caci, Jennifer, Spradling, Sharon L., Jennings, Barton T., Rowton, Edgar, Gilmore, Wayne, Blount, Keith, White, Charles E., and Putnam, John L. (2007) Impact of Phlebotomine Sand Flies on U.S. Military Operations at Tallil Air Base, Iraq: 2. Temporal and Geographic Distribution of Sand Flies. Journal of Medical Entomology, Vol. 44, no. 1
Coleman, Russell E., Burkett, Douglas A., Putnam, John L, Sherwood, Van, Caci, Jennifer B., Jennings, Barton, T., Hochberg, Lisa P., Spradling, Sharon L., Rowton, Edgar D., Blount, Keith, Ploch, John, Hopkins, Grady, Raymond, Jo-Lynne W., O’Guinn, Monica L., Lee, John S., and Weina, Peter J. (2006) Impact of Phlebotomine Sand Flies on U.S. Military Operations at Tallil Air Base, Iraq: 1. Background, Military Situation, and Development of a “Leishmaniasis Control Program”. Journal of Medical Entomology, Vol. 43, no. 4
Business, Conflict Resolution, and Peacebuilding: Contributions from the Private Sector to Address Violent Conflict. Routledge. 2009
Unruh, Gregory, Understanding Carbon Lock-in, Energy Policy, September, 2000.
Unruh, Gregory, Escaping Carbon Lock-in, Energy Policy, February, 2002.
Unruh, Gregory, Join the Global Elite, Harvard Business Review, May, 2013
Unruh, Gregory, The Sweet Spot of Sustainability Strategy, MIT Sloan Management Review, Fall, 2013
Angel Cabrera & Unruh, Gregory, Being Global: How to Think, Act and Lead in a Transformed World, Harvard Business School Press, 2012.
Unruh, Gregory, Earth, Inc.: Using Nature’s Rules to Build Sustainable Profits, Harvard Business School Press, 2010.
Unruh, Gregory, Wining the Green Frenzy, Harvard Business Review, November 2010.
Unruh, Gregory, Growing Green: Three Smart Paths to Developing Sustainable Products, Harvard Business Review, June 2010.
Unruh, Gregory, The Biosphere Rules, Harvard Business Review, February 1, 2008
Books
Wingfield, A. 2010. Right of way: stories. Washington, D.C. Washington Writers Publishing House.
Wingfield, A. 2005. Hear him roar: a novel. Logan, UT. Utah State University Press.
Recent Fiction & Nonfiction
Wingfield, A. and M.P. Gilmore. 2023. A Sweet and Potent Harvest (nonfiction). Places. https://placesjournal.org/article/beekeeping-and-maijuna-empowerment-in-the-peruvian-amazon/
Wingfield, A. 2022. The space between (lyric essay). Talking River Review 52.
Wingfield, A. 2022. The prophet Rhonda (short story). The Plentitudes. Winter. https://www.theplentitudes.com/piece/the-prophet-rhonda
Wingfield, A. and M.P. Gilmore. 2021. Along the Sucusari River (narrative nonfiction). Places. https://placesjournal.org/article/a-journey-with-indigenous-leaders-in-the-peruvian-amazon/
Wingfield, A. and M.P. Gilmore. 2020. Three days of masato (narrative nonfiction). ISLE: Interdisciplinary Studies in Literature and Environment 27(2): 406-415. DOI: 10.1093/isle/isz084
Wingfield, A. 2017. Back to Middle Earth (lyric essay). Carve Fall: 85-92.
Recent Publications:
Sharma, S., Dutta T., Maldonado, J.E., Wood, T.C., Panwar, H.S., Seidensticker, J. (2013) Selection of microsatellite loci for genetic monitoring of sloth bears. Ursus 24 (2):164-169.
Campbell, S, Wood T.C. (2013) Influences of Acorn Mast, Temperature, Precipitation and Snow Accumulation on White-Tailed Deer Body Mass in the Northern Piedmont of Virginia. Northeastern Naturalist 20, (3) 469-477
Dutta, T., Sharma, S., Maldonado, J. E., Wood, T. C., Panwar, H. S., Seidensticker, J. (2013) Gene flow and demographic history of leopards (Panthera pardus) in the central Indian highlands. Evolutionary Applications: DOI: 10.1111/eva.12078
Sharma, S., Dutta, T., Maldonado, J. E., Wood, T. C., Panwar, H. S., Seidensticker, J. (2013) A highly informative microsatellite panel for individual identification and sex determination of jungle cats (Felis chaus). Conservation Genetics Resources DOI: 10.1007/s12686-013-9873-0.
Sharma, S., Dutta, T., Maldonado, J. E., Wood, T. C., Panwar, H. S., Seidensticker, J. (2013) Spatial genetic analysis reveals high connectivity of tiger (Panthera tigris) populations in the Satpura-Maikal landscape of Central India. Ecology and Evolution. 3(1) 48-60. DOI: 10.1002/ece3.432
Dutta, T., Sharma, S., Maldonado, J. E., Wood, T. C., Panwar, H. S., Seidensticker, J. (2012) Fine-scale population genetic structure in a wide-ranging carnivore, the leopard (Panthera pardus) in central India. Diversity and Distributions. DOI: 10.1111/ddi.12024.
Dutta, T., Sharma, S., Maldonado, J. E., Wood, T. C., Seidensticker, J. (2012). A reliable method for individual identification and gender determination of wild leopards (Panthera pardus fusca) using non-invasive samples. Conservation Genetics Resources 4(3): 665-667.
Peer Review Journal
McCarron, G. P., & Yamanaka, A. (2022). Reflecting back and going forward: Promising pedagogical practices for culturally relevant/sustaining and equitable online leadership education. Journal of Leadership Education, 21(4), 38-57
McCarron, G. P., Yamanaka, A., Schierbeek, E., & Fojtik, G. (2022). Socially just and culturally relevant experiential leadership learning: Centering equity and inclusion in learners’ praxis. Journal of Leadership Studies, 16(3), 38-44.
Arminio, J., Yamanaka, A., Hassell-Goodman, S., Athnasiou, J, & Hess, R. M. (2022). The need for more alliances in advocating for, with, and to others in higher education. Journal of Diversity in Higher Education. Advance online publication.
Arminio, J., Yamanaka, A., Hassell-Goodman, S., Athnasiou, J., Hess, R. M., & Quiles, B. (2021). Archetypes of advocates. Journal of College and Character, 22(1), 46-63.
Owen, J., Hassell-Goodman, S., & Yamanaka, A. (2017). Culturally-relevant leadership learning: Identity, capacity, and efficacy. Journal of Leadership Studies, 11(3), 48-54
Book Chapters
Hassell-Goodman, S., Yamanaka, A., Athnasiou, J., Arminio, J. (in press). Students encouraging other students' learning: Leadership shared metacognition in practice. In A. Maia & B. Devies (Eds.), New directions for student leadership series #183. Applying the leadership learning framework in practice (pp. TBA). Wiley.
Owen, J. E., Pacheco, D. R., & Yamanaka, A. (in press). Decolonizing leadership knowledge: context, culture, and complexity. In A. Maia & B. Devies (Eds.), New directions for student leadership series #183. Applying the leadership learning framework in practice (pp. TBA). Wiley.
Yamanaka, A., & Owen, J. E. (in press). Leadership identity development. In M. Rocco & D. E. Pierre (Eds.), New directions for student leadership series #180. Applying theories and models in leadership program & curriculum design (pp. TBA). Wiley.
Roberts, D. & Yamanaka, A. (in press). Applying a cultural lens to leadership learning. In D. L. Roberts & R. Ammigan (Eds.), The role of student affairs in supporting international students in U.S. higher education (pp. TBA). Palgrave Macmillan.
Hassell-Goodman, S., & Yamanaka, A. (2023). Me! I am leadership!: Evolutions and disruptions by Black, Indigenous, and Women of Color. In T. Teig, B. Devies, & R. Shetty (Eds), Rooted and radiant: Women’s narratives of leadership (pp. 59-78). Information Age Publishing.
Roberts, D. & Yamanaka, A. (2023). International perspectives in leadership learning. In S. R. Komives & J. Owen (Eds.), A Research agenda for leadership learning and development through higher education (pp. 59-81). Stylus.