| Retaining Black teachers: An examination of Black female teachers’ intentions to remain in K-12 classrooms AA Farinde, A Allen, CW Lewis Equity & Excellence in Education 49 (1), 115-127, 2016 | 187 | 2016 |
| It’s not hard work; it’s heart work: Strategies of effective, award-winning culturally responsive teachers A Farinde-Wu, CP Glover, NN Williams The Urban Review 49, 279-299, 2017 | 183 | 2017 |
| Navigating the journey to culturally responsive teaching: Lessons from the success and struggles of one first-year, Black female teacher of Black students in an urban school H Coffey, A Farinde-Wu Teaching and Teacher Education 60, 24-33, 2016 | 137 | 2016 |
| Searching for satisfaction: Black female teachers’ workplace climate and job satisfaction A Farinde-Wu, PG Fitchett Urban Education 53 (1), 86-112, 2018 | 123 | 2018 |
| Outside of school matters: What we need to know in urban environments HR Milner IV, IE Murray, AA Farinde, L Delale-O’Connor Equity & Excellence in Education 48 (4), 529-548, 2015 | 95 | 2015 |
| The Underrepresentation of African American Female Students in STEM Fields: Implications for Classroom Teachers AA Farinde, CW Lewis US-China Education Review, 2012 | 94 | 2012 |
| #Blackwomenatwork: Teaching and retention in urban schools A Farinde-Wu The Urban Review 50 (2), 247-266, 2018 | 79 | 2018 |
| Pathways to teaching: An examination of black females' pursuits of careers as K-12 teachers AA Farinde, JK LeBlanc, AS Otten Educational Research Quarterly 38 (3), 32, 2015 | 53 | 2015 |
| Investigating student engagement in an online mathematics course through windows into teaching and learning T Petty, A Farinde Journal of Online Learning and Teaching 9 (2), 261-270, 2013 | 52 | 2013 |
| Black Female Teachers on Teacher Preparation and Retention. A Farinde-Wu, AJ Griffen Penn GSE Perspectives on Urban Education 16 (1), n1, 2019 | 50 | 2019 |
| Conceptualizing a Black female teacher pipeline: From recruitment to retention to retirement A Farinde-Wu, BR Butler, A Allen-Handy Theory into practice 59 (4), 337-347, 2020 | 35 | 2020 |
| Gleaning hope in a vacillating DACA sociopolitical context: Undocumented Latinx students’ systems of support and success in K-16 education A Allen-Handy, A Farinde-Wu International Journal of Qualitative Studies in Education 31 (8), 784-799, 2018 | 30 | 2018 |
| It takes courage: Fostering the development of critical, social justice-oriented teachers using museum and project-based instruction HM Coffey, PG Fitchett, AA Farinde Action in Teacher Education 37 (1), 9-22, 2015 | 25 | 2015 |
| Windows into teaching and learning: Professional growth of classroom teachers in an online environment TM Petty, TL Heafner, A Farinde, M Plaisance Technology, Pedagogy and Education 24 (3), 375-388, 2015 | 20 | 2015 |
| The Culture and Teaching Gap RL Carey, A Farinde‐Wu, HRM IV, L Delale‐O’Connor The Wiley Handbook of Teaching and Learning, 59, 2018 | 19 | 2018 |
| Reflections on Brown to understand Milliken v. Bradley: What if we are focusing on the wrong policy questions? HR Milner IV, LA Delale-O'Connor, IE Murray, AA Farinde Teachers College Record 118 (3), 1-32, 2016 | 18 | 2016 |
| Segregation revisited: The racial education landscape of Charlotte Mecklenburg schools AA Farinde, T Adams, CW Lewis Western Journal of Black Studies 38 (3), 177, 2014 | 18 | 2014 |
| Advancing a holistic trauma framework for collective healing from colonial abuses AJ Alvarez, A Farinde-Wu AERA Open 8, 23328584221083973, 2022 | 14 | 2022 |
| Service learning: A bridge to engineering for underrepresented minorities AA Farinde, B Tempest, L Merriweather International Journal for Service Learning in Engineering, Humanitarian …, 2014 | 13 | 2014 |
| Cultural dissonance: Exploring the relationship between White female teachers’ perceptions and urban Black female students’ disciplinary infractions A Farinde, A Allen National Journal of Urban Education and Practice 7 (2), 142-155, 2013 | 12 | 2013 |
H. Richard Milner IVVanderbilt UniversityVerified email at vanderbilt.edu
