Literature Resources

1. Trujillo, G., Aguinaldo, P. G., Anderson, C., Bustamante, J., Gelsinger, D. R., Pastor, M. J., Wright, J., Márquez-Magaña, L., & Riggs, B. (2015). Near-peer STEM Mentoring Offers Unexpected Benefits for Mentors from Traditionally Underrepresented Backgrounds. Perspectives on undergraduate research and mentoring : PURM, 4(1), http://blogs.elon.edu/purm/files/2015/11/Riggs.GT-et-al-PURM-4.1.pdf.
2. Estrada, M., Eroy-Reveles, A., Ben-Zeev, A., Baird, T., Jr, Domingo, C., Gómez, C. A., Bibbins-Domingo, K., Parangan-Smith, A., & Márquez-Magaña, L. (2017). Enabling full representation in science: the San Francisco BUILD project's agents of change affirm science skills, belonging and community. BMC proceedings, 11(Suppl 12), 25. https://doi.org/10.1186/s12919-017-0090-9
3. Ben-Zeev, A., Paluy, Y., Milless, K. L., Goldstein, E. J., Wallace, L., Márquez-Magaña, L., Bibbins-Domingo, K., & Estrada, M. (2017). 'Speaking Truth' Protects Underrepresented Minorities' Intellectual Performance and Safety in STEM. Education sciences, 7(2), 65. https://doi.org/10.3390/educsci7020065
4. Oliver, A., Andemeskel, G., King, C. R., Wallace, L., McDougal, S., Monteiro, K. P., & Ben-Zeev, A. (2017). 'I'm Black and I'm Proud': A Majority Ecological Context Protects Affective Aspects of Black Identity Under Stereotype Threat. Race and social problems, 9(4), 313–320. https://doi.org/10.1007/s12552-017-9216-y
5. Estrada, M., Eroy-Reveles, A., & Matsui, J. (2018). The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways. Social issues and policy review, 12(1), 258–297. https://doi.org/10.1111/sipr.12046
6. Estrada, M., Young, G. R., Nagy, J., Goldstein, E. J., Ben-Zeev, A., Márquez-Magaña, L., & Eroy-Reveles, A. (2019). The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways. CBE life sciences education, 18(3), ar40. https://doi.org/10.1187/cbe.19-01-0012
7. Social Pedagogy, & Eliason, M. (2019). Social Justice Pedagogy Plus: Transforming undergraduate research methods courses
8. Taylor, S. D., Veri, M. J., Eliason, M., Hermoso, J. C. R., Bolter, N. D., & Van Olphen, J. E. (2019). The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy. Journal Committed to Social Change on Race and Ethnicity (JCSCORE), 5(2), 133–166. https://www.jstor.org/stable/48645358
9. Kepple, C., Tilahun, M., Matti, N., & Coble, K. (2020, July 22-23). Pedagogy training for the development of GTA mindsets and inclusive teaching practices. Paper presented at Physics Education Research Conference 2020, Virtual Conference. Retrieved June 19, 2023, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15495&Doc…
10. Norris, K. C., McCreath, H. E., Hueffer, K., Aley, S. B., Chavira, G., Christie, C. A., Crespi, C. M., Crespo, C., D'Amour, G., Eagan, K., Echegoyen, L. E., Feig, A., Foroozesh, M., Guerrero, L. R., Johanson, K., Kamangar, F., Kingsford, L., LaCourse, W., Maccalla, N. M., Márquez-Magaña, L., … Seeman, T. (2020). Baseline Characteristics of the 2015-2019 First Year Student Cohorts of the NIH Building Infrastructure Leading to Diversity (BUILD) Program. Ethnicity & disease, 30(4), 681–692. https://doi.org/10.18865/ed.30.4.681
11. Nayak, K., Krishna, S., Tran, K., Harris, M., Barrera, A. M., Coble, K., & Kulkarni, A. (2020). Using text analytics on reflective journaling to identify cultural capitals for STEM students. 2020 19th IEEE International Conference on Machine Learning and Applications (ICMLA). https://doi.org/10.1109/icmla51294.2020.00130
12. Paul H. Barber et al. ,Systemic racism in higher education.Science 369,1440-1441(2020).DOI:10.1126/science.abd7140
13. Burrus, L. W., Samayoa, C., Riggs, B., & Parangan-Smith, A. (2021, January 5). Teaching science through a social justice and racially inclusive lens (opinion). Inside Higher Ed | Higher Education News, Events and Jobs.
14. https://www.insidehighered.com/advice/2021/01/06/teaching-science-throu…
15. Johnson, E., Samayoa, C., Mendez, R., Wong, M., Velazquez, E., & Márquez-Magaña, L. (2021). Insider community-engaged research for Latinx Healing in nature: Reflections on and extensions from phase 1 of the promoting activity and stress reduction in the outdoors (PASITO) project. Parks Stewardship Forum, 37(1). https://doi.org/10.5070/p537151709
16. Mehta, K.M., Ceberio, N., Vernard, S. et al. Designing a biomedical coding program focused on inclusivity and agency. Nat Comput Sci 1, 242–243 (2021). https://doi.org/10.1038/s43588-021-00063-6
17. Tran, K., Barrera, A. M., Coble, K., Arreguin, M., Harris, M., Macha-Lopez, A., Perez, M., & Eroy-Reveles, A. (2022). Cultivating cultural capitals in introductory algebra-based physics through reflective journaling. Physical review. Physics education research, 18(2), 020139. https://doi.org/10.1103/physrevphyseducres.18.020139
18. Hiatt, R. A., Carrasco, Y. P., Paciorek, A. L., Kaplan, L., Cox, M. B., Crespo, C. J., Feig, A., Hueffer, K., McFerrin, H., Norris, K., Roberts-Kirchhoff, E., Saetermoe, C. L., Silver, G. B., Snyder, K., Zavala, A. R., Parangan-Smith, A. G., & Diversity Program Consortium (2022). Enhancing grant-writing expertise in BUILD institutions: Building infrastructure leading to diversity. PloS one, 17(9), e0274100. https://doi.org/10.1371/journal.pone.0274100
19. Harris, M., Rosser, S., Goldman, M., Márquez-Magaña, L., & Rohlfs, R. V. (2023). Improving biology faculty diversity through a co-hiring policy and faculty agents of change. PloS one, 18(5), e0285602. https://doi.org/10.1371/journal.pone.0285602
20. Mendez, R., Velazquez, E., Gimenez, A., Michaud, M., Mendez, J., Wong, M., Quesada, J., Márquez-Magaña, L., & Samayoa, C. (2023). The Impact of Insider Researcher Trainees in Recruiting and Retaining Latinx in an Outdoor Health Promotion Research Study. Journal of racial and ethnic health disparities, 1–13. Advance online publication. https://doi.org/10.1007/s40615-023-01642-1

Link to all SF BUILD publications.