PUBLICATIONS

BOOKS

  • Whitaker, M.C. (2022). Public School Equity: Educational Leadership for Justice. New York, NY: W.W. Norton

  • 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.

 

PEER REVIEWED ARTICLES

  • Whitaker, M.C. (2021). When the Teacher is the Token: Moving from Antiblackness to Antiracism. Northwest Journal of Teacher Education, 16(2). DOI: 10.15760/nwjte.2021.16.2.10

  • Valtierra, K. M. & Whitaker, M.C. (2021). Beliefs or Classroom Context: What Matters Most to Novice Urban Teachers’ Enactment of Culturally Responsive Pedagogy? The Urban Review. DOI: 10.1007/s11256-021-00599-x

  • Caldera, A., Whitaker, M.C., & Popova, D. (2020). Classroom Management in Urban Schools: Proposing a Course Framework. Teaching Education. DOI: 10.1080/10476210.2018.1561663.

  • Whitaker, M.C. (2019). Us and Them: Using Social Identity Theory to Explain Teacher-Student Relationships in Urban Schools. The Urban Review. DOI: 10.1007/s11256-019-00539-w.

  • 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.

 

BOOK CHAPTERS

  • Whitaker, M.C. & Fhagen, P. (in press). Anti-oppressive pedagogy: Connecting theory to  practice within faculty learning communities. In Rainville, Title, & Desrochers (Eds.), Faculty  Learning Communities Working Towards a More Equitable, Just, and Anti-Racist Future in Higher Education. Information Age Publishers.

  • Valtierra, K.M. & Whitaker, M.C. (in press). The inclusive instructional observation protocol:  A framework for faculty instructional coaching. In Rainville, Title, & Desrochers (Eds.),  Faculty Learning Communities Working Towards a More Equitable, Just, and Anti-Racist Future in Higher Education. Information Age Publishers. 

  • Whitaker, M.C. (2020). Utilizing feminist pedagogy to foster preservice teachers’ cultural consciousness. In C. Clausen and S. Logan (Eds.), Integrating social justice education in teacher preparation programs (pp. 76-100). Hershey, PA: IGI Global 

  • 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.