Whitaker, M.C., & Valtierra, K.M. (2019). Schooling Multicultural Teachers: A Guide for Program Assessment and Professional Development. London, UK: Emerald Publishing.

Whitaker, M.C., & Grollman, E.A. (Eds.) (2018). Counternarratives from Women of Color Academics: Bravery, Vulnerability and Resistance. New York, NY: Routledge/Taylor Francis.

Whitaker, M.C. (2016). Learning from the Inside-out: Child Development and School Choice. Lanham, MD: Rowman & Littlefield Publishers.




Whitaker, M.C. (accepted). Us and Them: Using Social Identity Theory to Explain Teacher-Student Relationships in Urban Schools. The Urban Review.

Caldera, A., Whitaker, M.C., & Popova, D. (2019). Classroom Management in Urban  Schools: Proposing a Course Framework. Teaching Education. DOI: 10.1080/10476210.2018.1561663

Whitaker, M.C., & Valtierra, K.M. (2018). Enhancing Preservice Teachers’ Motivation to Teach Diverse Learners. Teaching and Teacher Education, 73, 171-182. 

Whitaker, M.C., & Valtierra, K.M. (2018). The Development of the Dispositions for Culturally Responsive Pedagogy Scale. Journal for Multicultural Education, 12(1), 10-24.

Whitaker, M.C. (2016). (Re)Defining academic rigor: From theory to praxis in college classrooms. Currents in Teaching and Learning, 8(1), 4-17.

Whitaker, M.C. & Holum, B. (2015). A Community-based learning approach for changing students’ beliefs about poverty. Understanding and Dismantling Privilege, 5(2), 57-81.

Whitaker, M.C., & Hoover-Dempsey, K.V. (2013). School influences on parents’ role beliefs. The Elementary School Journal, 114(1), 73-99.



Whitaker, M.C. (2019). The Hoover-Dempsey and Sandler model of the parent involvement process. In S. Sheldon and T. Turner-Vorbeck (Eds.), The Wiley handbook of family, school, and community relationships in education (pp. 421-433). Hoboken, NJ: Wiley Press.

Whitaker, M.C. (2018). Urban charter schools. In W. Pink (Ed.), Oxford research encyclopedia of education. New York, NY: Oxford University Press. 

Whitaker, M.C., & Hines-Datiri, D. (2018). Teaching what we don’t know: Community-based learning as a tool for critical race praxis. In T. Meidl and M.M. Sulentic Dowell (Eds.), Service-learning initiatives in teacher education programs (pp. 315-332). Hershey, PA: IGI Global.

Whitaker, M.C. (2014). Multicultural education. In S. Thompson (Ed.), Encyclopedia of diversity and social justice (pp.531-532). Lanham, MD: Rowman & Littlefield Publishers.

Hoover-Dempsey, K.V. & Whitaker, M.C. (2010). The parental involvement process: Implications for literacy development. In K. Dunsmore & D. Fisher (Eds.), Bringing literacy home (pp. 53-82). Newark, Delaware: International Reading Association. 

Hoover-Dempsey, K.V., Whitaker, M.C., & Ice, C.L. (2010). Motivation and commitment to family-school partnerships. In Christenson, S.L., & Reschly, A.L. (Eds.), Handbook on school-family partnerships for promoting student competence (pp. 30-60). New York, NY: Routledge/Taylor and Francis Group.

Cummings, T., Whitaker, M., Darrow, C. & Milner, H.R. (2009). Identity development.  In K. Lomotey (Ed.) Encyclopedia of African American Education (pp. 1:351-353). Thousand Oaks, CA: Sage Publications.

Hoover-Dempsey, K.V., Ice, C.L., & Whitaker, M.C. (2009). Why and how does parental involvement during adolescence make sense?  In Hill, N., & Chao, R. (Eds.), Family, school, and the adolescent: Connecting research, policy, and practice (pp. 19-36). New York, NY: Teachers College Press.

Walker, J. M. T., Hoover-Dempsey, K. V., Ice, C. L., & Whitaker, M. C. (2009). Parental involvement supports better student learning. In R. Deslandes (Ed.), International perspectives on student outcomes and homework: Family-school-community partnerships (pp. 25-38). New York, NY: Routledge/Taylor & Francis Group.