Selected Articles *Mawhinney, L., Drame, E., Kares, F., Melaco, C., Duval-Diop, D., & Bowe, A. G. (2024). We’re more than just Black History Month: A visual culture audit of a dual language diverse-by-design school. 1-24. *Mawhinney, L., Cabral, L., & Pierce, J. C. (2024). When we know better, we do better: Educators’ storied reflections on Black teacher attrition and retention. Journal of Black Studies. 56(1), 42-64. *Mawhinney, L., Hannon, L. V., Wingfield, J., and Charriez, T. (2024). Resisting practice to impact policy: A case for moving toward an ESL/bilingual teacher education program. Education Policy Analysis Archives. 32(55), 1-18. *Baker-Doyle, K. & Mawhinney, L. (2024). From a spark, a mighty flame: How germinal networks support teachers of Color to promote change in activist organizations and beyond.Teachers College Record. 126(3), 1-29. *Bowe, A. G., Drame, E. R., Mawhinney, L., Duval-Diop, D, & Melaco, C. (2024). What types of performance level labels and descriptors are better suited for equity measurement tools?: Contrasting recommendations. Educational Research and Evaluation. 1-12. *Mawhinney, L. & Wingfield, J. E. (2024). Making our way: Rethinking and disrupting teacher education. Education Sciences. 14(6). 574-575. *Irby, D., Mawhinney, L. & Thomas, K. (2013). Using participatory research principles to re-think dropout prevention planning in urban communities. Educational Action Research, 21(2), 266-283. *Mawhinney, L., Drame, E. R., Bowe, A. G., Duval-Diop, D., Kares, F. R., Santos, P. (2023). Responding to the times: Adapting an evaluation study during a dual pandemic, Evaluation and Program Planning, 97, 102213. *Mawhinney, L., Irby, D.J., & Roberts, E. (2016). Passed along: Black women reflect on the long-term effects of social promotion and retention in schools. International Journal of Educational Reform. 25(2), 154-169. *Mawhinney, L., Baker-Doyle, K. J., & Rosen, S. M. (2021): ‘In it together’: activist teachers of color networks combating isolation, Race Ethnicity and Education. 1-19. *Mawhinney, L. & Rinke, C. (2020). Teacher identity making, shifting, and resisting: The case of two former Teach for America Corps members. Teacher Education Quarterly. 47(4), 78-99. *Rinke, C., Mawhinney, L., & Park, G. (2014). The apprenticeship of observation in career contexts: A typology for the role of modeling in teacher career development. Teachers and Teaching: Theory and Practice. 20(1), 92-107. *Mawhinney, L. & Baker-Doyle, K. J. (2023): Nurturing “a specific kind of unicorn-y teacher”: How teacher activist networks influence the professional identity and practices of teachers of Color, Equity & Excellence in Education. 1-16. *Bowe, A., Drame, E., Duval-Diop, D., Mawhinney, L., & Melaco, C. (2023). Measuring DEI within workplaces: questioning the theoretical, empirical, and practical models. Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique, 159(1), 75-89. *Park, G., Rinke, C., & Mawhinney, L. (2016). Exploring the interplay of cultural capital, habitus, and field in the life histories of two West African teacher candidates. Teacher Development, 20(5), 1-19. *Mawhinney-Rhoads, L. & Stahler, G. (2006). Educational policy and reform for homeless students: An overview. Education and Urban Society, 38(3), 288-306 *Mawhinney, L., Dell’Angelo, T., Alston, M. Y., Gerity, M., Katz, M., & Vanderbilt, V. (2020). Hope and struggle to decolonize the preservice teachers’ mind: An urban teacher education program history. Review of Education, Pedagogy, and Cultural Studies. 42(1). 27-48. *Dell'Angelo, T. & Mawhinney, L. (2017). A call to arms for a paradigm shift in urban education: A movement. The Educational Forum. 81(4), 357-359. *Mawhinney, L. (2008). Coping with stress through validation: A tool of the teaching trade. Journal of Ethnography and Qualitative Research, 2(4), 246-254. *Mawhinney, L. (2008). Laugh so you don’t cry: Teachers combating isolation in schools through humour and social support. Ethnography and Education, 3(2), 195-209. *Mawhinney, L. (2010). Let's lunch and learn: Professional knowledge sharing in the teachers' lounge and other congregational spaces. Teaching and Teacher Education. 26(4), 972-978. *Mawhinney, L., Mulero, L. & Pérez, C. (2012). African-American pre-service teachers’ perspectives on urban education: An exploration at an HBCU. The Urban Review. 44(5), 612-627. *Mawhinney, L. (2011/2012). Othermothering: A personal narrative exploring relationships between Black female faculty and students. Negro Educational Review. [Special issue]. 62 & 63 (1-4), 213-232. *Petchauer, E., Baker-Doyle, K., & Mawhinney, L. (2015). “Since feeling is first: Exploring the affective dimension of teacher licensure exams.” Multidisciplinary Journal of Educational Research. 5(2), 167-195. *Rinke, C. & Mawhinney, L. (2017). Insights from teacher leavers: Push and pull in career development. Teaching Education. 28(4), 360-378. *Mawhinney, L. & Porterfield, L. (2020) Unpacking and complicating the ethics and pedagogy of visual studies with youth. Review of Education, Pedagogy, and Cultural Studies. 42(3), 175-177. *Kmita, M. & Mawhinney, L. (2016). A requirement and challenge to joke-ability in humor research: A fusion autoethnographic analysis. Qualitative Research Journal, 16(1), 92-107. *Mawhinney, L. & Rinke, C. (2019). The balance and imbalance of sampling former teachers hidden-by-choice: a snowball in summer. International Journal of Research & Method in Education. 42(5), 502-512. *Rinke C. & Mawhinney, L. (2014). Reconsidering rapport with urban teachers: Negotiating shifting boundaries and legitimizing support. International Journal of Research & Method in Education. 37(1), 3-16. *Mawhinney, L. (2012). The creation of restorative places for teachers in an urban school. Journal of Contemporary Ethnography. 41(5), 554-580. *Mawhinney, L., Rinke, C. & Park, G. (2012). Being and becoming a teacher: A road to student advocacy between African-American and White pre-service teachers. The New Educator. 8(4), 321-344. *Mawhinney, L. & Rinke, C. (2018). I just feel so guilty: The role of emotions in former urban teachers’ career paths. Urban Education. 53(9), 1079-1101. *Mawhinney, L. & Petchauer, E. (2013). Coping with the crickets: A fusion autoethnography of silence, schooling, and the continuum of biracial identity development. International Journal of Qualitative Studies in Education. 26(10), 1309-1329. *Irby, D. & Mawhinney, L. (2014). Strategies for dropout prevention: Partnering with formerly incarcerated adult non-completers. Preventing School Failure. 58(2), 110-119.
