| Critical care: A color (full) analysis of care narratives in the schooling experiences of Puerto Rican girls R Rolón-Dow American educational research journal 42 (1), 77-111, 2005 | 496 | 2005 |
| Seduced by images: Identity and schooling in the lives of Puerto Rican girls R Rolón‐Dow Anthropology & Education Quarterly 35 (1), 8-29, 2004 | 115 | 2004 |
| Race (ing) stories: Digital storytelling as a tool for critical race scholarship R Rolón‐Dow Race Ethnicity and Education 14 (2), 159-173, 2011 | 92 | 2011 |
| Theorizing racial microaffirmations: A critical race/LatCrit approach R Rolón-Dow, A Davison Race Ethnicity and Education 24 (2), 245-261, 2021 | 51 | 2021 |
| The responsibilities of white teacher candidates and teacher educators in developing racial literacy JE Flynn, LJ Worden, R Rolón-Dow Multicultural Perspectives 20 (4), 240-246, 2018 | 37 | 2018 |
| Multidimensional models of microaggressions and microaffirmations JM Jones, R Rolón-Dow Microaggression theory: Influence and implications, 32-47, 2018 | 37 | 2018 |
| Passing Time: An Exploration of School Engagement among Puerto Rican Girls RR Dow The Urban Review 39, 349-372, 2007 | 35 | 2007 |
| Insights on narrative analysis from a study of racial microaggressions and microaffirmations R Rolón-Dow, MJ Bailey American Journal of Qualitative Research 6 (1), 1-18, 2021 | 19 | 2021 |
| Positionality and belonging: Analyzing an informally situated and culturally responsive computer science program D Codding, C Mouza, R Rolón-Dow, L Pollock Proceedings of FabLearn 2019, 132-135, 2019 | 19 | 2019 |
| Racial literacy theory into practice: Teacher candidates’ responses R Rolón-Dow, JE Flynn, H Mead International Journal of Qualitative Studies in Education 34 (7), 663-679, 2021 | 16 | 2021 |
| Racial microaffirmations: Learning from student stories of moments that matter R Rolón-Dow, A Davison The Center for the Study of Diversity, University of Delaware, Newark, DE, 2018 | 16 | 2018 |
| " Disabled or Not, People Just Want to Feel Welcome": Stories of Microaggressions and Microaffimations from College Students with Intellectual Disability. LT Eisenman, R Rolón-Dow, B Freedman, A Davison, N Yates Critical Education 11 (17), 2020 | 15 | 2020 |
| Despues del Huracan: Using a Diaspora Framework to Contextualize and Problematize Educational Responses Post-Maria. JG Irizarry, R Rolon-Dow, IP Godreau Centro Journal 30 (3), 2018 | 15 | 2018 |
| Diaspora Studies in Education: Toward a Framework for Understanding the Experiences of Transnational Communities RRDJ Irizarry Peter Lang, 2014 | 12* | 2014 |
| Taking a diasporic stance: Puerto Rican mothers educating children in a racially integrated neighborhood R Rolón-Dow Diaspora, Indigenous, and Minority Education 4 (4), 268-284, 2010 | 12 | 2010 |
| Developing linguistically responsive teachers: Learning through Latino/a student stories RR Dow, L Chen Association of Mexican American Educators Journal 8 (1), 2014 | 11 | 2014 |
| Stories of Microaggressions and Microaffirmation: A Framework for Understanding Campus Racial Climate R Rolón-Dow NCID Currents 1 (1), 2019 | 9 | 2019 |
| The education of the Puerto Rican diaspora: Challenges, dilemmas, and possibilities A De Jesús, R Rolón-Dow Centro Journal 19 (2), 4-11, 2007 | 9 | 2007 |
| Shallow Inclusion: How Latinx Students Experience a Predominantly White Institution" Doing Diversity Work". R Rolón-Dow, R Covarrubias, C Guerrón Montero Journal of Leadership, Equity, and Research 8 (2), 135-157, 2022 | 4 | 2022 |
| Longing to belong: Diaspora students at the University of Puerto Rico R Dow Centro Journal 27 (1), 126-151, 2015 | 4 | 2015 |
