Abiola Farinde-Wu
Cited by
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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
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
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
Searching for satisfaction: Black female teachers’ workplace climate and job satisfaction
A Farinde-Wu, PG Fitchett
Urban Education 53 (1), 86-112, 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
The Underrepresentation of African American Female Students in STEM Fields: Implications for Classroom Teachers
AA Farinde, CW Lewis
US-China Education Review, 2012
#Blackwomenatwork: Teaching and retention in urban schools
A Farinde-Wu
The Urban Review 50 (2), 247-266, 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
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
Black Female Teachers on Teacher Preparation and Retention.
A Farinde-Wu, AJ Griffen
Penn GSE Perspectives on Urban Education 16 (1), n1, 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
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
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
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
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
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
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
Advancing a holistic trauma framework for collective healing from colonial abuses
AJ Alvarez, A Farinde-Wu
AERA Open 8, 23328584221083973, 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
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
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