Unda, M. D. C., Shook, L. M., & Lizárraga-Dueñas, L. I. (2022). Case study: Academia Cuauhtli and the sustainability of Indigenous/Latinx educators during COVID-19. Journal of Cases in Educational Leadership. https://doi.org/10.1177/15554589221079250

Schudde, L., Castillo, S., Shook, L., & Jabbar, H. (2022). The age of satisficing? Juggling work, education, and competing priorities in the COVID-19 pandemic. Socius. https://doi.org/10.1177/23780231221088438

Shook, L.M. & Lizárraga-Dueñas, L. (2024). Of DEI and denials: A critical discourse analysis of Texas’ 88th legislative session.  (EdWorkingPaper: 24-924). Annenberg Institute at Brown University: https://edworkingpapers.com/ai24-924

Baker, D. J., Shook, L. M., Ramirez-Mendoza, J. Bennett, C. T. (2023). Race below the fold: Race-evasiveness in the news media’s coverage of student loans (EdWorkingPaper: 23-771). Annenberg Institute at Brown University: https://edworkingpapers.com/ai23-771

Baker, D. J., Ramirez-Mendoza, J., Shook, L. M., Bennett, C. T. (2023). (Pay)Walled gardens: Status and racialized discourse among authors of student loan news articles. (EdWorkingPaper: 23-856). Annenberg Institute at Brown University: https://edworkingpapers.com/ai23-856

Lizárraga-Dueñas, L. I. & Shook, L. M. (2024). Racist Nativism in legislative attacks on CRT and DEI. AERA Annual Meeting. Philadelphia, PA. Paper Session.

Baker, D. J., Ramierez-Mendoza, J., Shook, L. M., & Bennett, C. T. (2024). Innovation or insulation?: Authorship networks for student loan news articles and discussion of race and racism. AERA Annual Meeting. Philadelphia, PA. Paper Session.

Shook, L. M. & Lizárraga-Dueñas, L. I. (2023). Of DEI and denial: A critical discourse analysis of Texas’ 88th Legislative Session.  ASHE Annual Meeting. Minneapolis, MN. Paper Presentation.

Shook, L. M. (2023). Revisiting college readiness: Evaluating explanations of racialized outcomes. AERA Annual Meeting. Chicago, IL. Roundtable.

Baker, D. J., Shook, L. M., Ramirez-Mendoza, J., & Bennett, C. T. (2023). To borrow a phrase: An investigation of the news media’s role in racialized student loan policy communication. AEFP Annual Meeting. Denver, CO.

Gándara, D., Kim, V., Kaur, N., Jones, M., Shook, L.M. (2022). Badgering the witness: Race-gendering through interactions between policymakers and expert witnesses in U.S. Congressional hearings on student debt. ASHE Annual Meeting. Las Vegas, NV. Paper Presentation.

Shook, L. M. (2022). Racialized goods: Latinx access and funding in U.S. higher education. AERA Annual Meeting. San Diego, CA. Paper Session.

Shook, L. M., Unda, M. D. C., & Lizárraga-Dueñas, L. I. (2022). Situating COVID-19 and culturally relevant pedagogy in a LatCrit framework: Pláticas from Latinx teachers. AERA Annual Meeting. San Diego, CA. Round Table.

Unda, M. D. C., Shook, L. M., & Lizárraga-Dueñas, L. I. (2022). Sustaining Latinx educators during COVID-19 through endarkened epistemologies. AERA Annual Meeting. San Diego, CA. Panel Presentation.

ASHE Graduate Student Policy Seminar, 2024

Invited speaker, “Of DEI and denials: A critical discourse analysis of Texas’ 88th Legislative Session.”

Center for Information, Technology, and Public Life, UNC Chapel Hill, 2023

Invited speaker, “Debt Frames: How the Media Racializes Policy, Debt, and Discourse”

Racialized Student Loan Policy Communication

Investigating the role of media in racialized discourse around student loan policy

Texas Education RP3 Network

The Texas Education Research-Practice-Policy Partnership Network is a network of existing regional partnerships between colleges of education, education nonprofits and education systems who are advancing research that is rooted in authentic engagement with community members and focused on urgent and timely problems of practice and policy identified locally. The RP3 Network is a coordinated statewide effort to accelerate and amplify these existing regional efforts to generate and translate the knowledge, tools and experiences needed to change practice, reform policy, and transform education systems at scale.

Texas Transfer Project

The Texas Transfer Project encompasses several ongoing studies related to postsecondary transfer in Texas. This project will build a stronger understanding of the longitudinal transfer process by following 100 transfer-intending community college students for six years. We follow transfer-intending community college students throughout their academic journey (including navigating the community college, choice of transfer destination, changes in educational aspirations, and post-transfer experiences). The study enters its 6th year of data collection in fall 2020.

Academia Cuauhtli

Academia Cuauhtli is a language and culture revitalization project located at the Emma S. Barrientos Mexican American Cultural Center serving elementary and middle school students from Austin ISD.