RESEARCH
and FUNDED ACTIVITIES
(Some articles and book chapters are downloadable in PDF)
Principal Investigator, Language Rights for Children Coalition of Western
Massachusetts, funded by Solidago Foundation, $5,000. September 2002 – August
2003.
Annenberg Institute Senior Fellowship in Urban Education, 1998-2000.
Principal Investigator, Public Service Endowment Grant, University
of Massachusetts, to
sponsor a G.E.D. program at Enlace de Familias/Holyoke Family
Network, in
collaboration with the Puerto Rican Cultural Center, $6,000. Springfield,
MA, 1998-
1999.
Community Service Learning Fellow, University of Massachusetts,
to develop and teach
a community service learning course, 1995-1996.
Principal Investigator on Education Initiative, through the Gastón
Institute for Latino
Public Policy and Development, University of Massachusetts,
Boston, Spring, 1994.
Principal Investigator, Multifunctional Support Center, University
of Massachusetts,
through a consortium with Brown University. Funded by Title
VII, ESEA, Spring, 1991.
Research grant for project on dropouts among Puerto Ricans
in the Holyoke Public
Schools, funded by the Mauricio Gastón Institute, Boston, MA.,
1991 (with Manuel Frau-
Ramos).
Parent/Teacher Trainer for the Bilingual Education Service
Center (BESC), University of
Massachusetts, through a consortium with Brown University.
funded by Title VII,
ESEA, 1980-1983.
Nieto,
Sonia (2002). Language, Culture, and Teaching: Critical
Perspectives for a New Century (a compilation of previously
published journal articles and book chapters).
Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
 |
Nieto, Sonia (1999). The Light in Their Eyes: Creating
Multicultural Learning Communities.
New York: Teachers College Press. A 1999 American Educational Studies
Association
Critics’ Choice Selection.
|
| |
Reprints
Chapter 6, in Patricia Richard-Amato (2002), Making it Happen: From Interactive
to
Participatory Language Teaching, 3rd ed, New York: Addison-Wesley/Longman.
Excerpts from Chapter 7, National Clearinghouse for Comprehensive School Reform,
V. 3, n. 2 (Feb 2002).
Available at http://www.goodschools.gwu.edu/pubs/book/feb02.html
|
 |
Nieto, Sonia (5th ed, 2008; 4th ed. 2004; 3rd
ed., 2000; 2ne ed., 1996, 1st ed., 1992). Affirming
Diversity: The Sociopolitical Context of Multicultural Education,
New York: Allyn & Bacon
Publishers, 4th & 5th eds.; Longman Publishers, 1st through
3rd eds.). |
| |
Reprints
Chapter 4, in Alan S. Canestrari & Bruce A. Marlowe,
eds., Educational Foundations:
An Anthology of Critical Readings, Sage Publications, 2004, pp. 44-63.
Excerpt from Introduction, in James W. Fraser (2001). The School
in the United
States: A Documentary History (pp. 332-336), McGraw-Hill.
Chapter 9, in Jana Noel (Ed.) (2000), Sources: Notable Selections
in Multicultural
Education (pp. 299-307), Dushkin/McGraw-Hill.
Excerpts from Chapters 9 & 10, in Ira Shor & Caroline Pari
(Eds.) (1999). Education
is Politics: Critical Teaching Across Differences, K-12 (pp.
1-32.). Heinemann
Publishers.
Chapter 8: in Raising Standards: Journal of the Rochester Teachers
Association, 1 (1),
Spring/Summer 1993, 39-51.
Chapter 6: in H. Svi Shapiro and David E. Purpel (Eds.) (1992).
Critical Social Issues
in American Education: Toward the 21st Century (pp. 194-211).
NY: Longman
Publishers.
|
EDITED BOOKS
 |
Nieto, Sonia (Ed.) (2000). Puerto Rican Students
in U.S. Schools. Mahwah, NJ: Lawrence
Erlbaum Associates. |
Rivera, Ralph & Nieto, Sonia (Eds.) (1993). The Education
of Latino Students in Massachusetts: Issues, Research,
and Policy Implications. Boston: Gastón
Institute for Latino Public Policy andCommunity Development.
|
JOURNAL
ARTICLES
[Download
list as a PDF document]
Top
"Schools
for a New Majority: The Role of Teacher Education in Hard times." The
New Educator, v. 1, n. 1 (January-March, 2005), pp. 27-43. [Download
document as a PDF
“Mentoring
Latina Nurses: A Multicultural Perspective” (Rivera-Goba,
M. & Nieto, S.). Journal of Latinos and Education, 6 (1), forthcoming
January 2007.
“
Education and Diversity” (James A. Banks, Peter Cookson, Geneva
Gay, Willis D. Hawley, Jacqueline Jordan Irvine, Sonia Nieto, Janet
Ward Schofield, & Walter
G. Stephen), Social Education, v. 69, n. 1 (2005), pp. 36-40.
“ Public Education in the Twentieth Century and Beyond: High Hopes, Broken
Promises, and an Uncertain Future.” Harvard Educational Review,
v. 75, n. 1 (Spring 2005), pp. 57-78.
Reprint
Charner-Laird, Megin, Donaldson, Morgaen L., & Hong, Soo (Eds.),
Education Past and Present: Reflections on Research, Policy,
and Practice. Cambridge, MA: Harvard Educational Review (forthcoming).
“Social Justice in Hard Times: Celebrating the Vision of Dr. Martin Luther
King, Jr.” Multicultural Perspectives, v. 7, n. 1 (2005), pp. 3-7.
“Black,
White, and Us: The Meaning of Brown v. Board of Education for Latinos.” Multicultural
Perspectives, v. 6, n. 4 (2004), pp. 22-25.
“
Schools for a New Majority: The Role of Teacher Education in Hard Times,” The
New Educator. Inaugural issue, April 2004, pp. 26 – 42.
“
Identity, Personhood, and Puerto Rican Students: Challenging Paradigms
of Assimilation and Authenticity,” Scholar-Practitioner Quarterly
1 (4), Summer 2003, pp. 41-62 (published in early 2004).
“
Challenging Notions of ‘Highly Qualified Teachers’ Through
Work in a Teachers’ Inquiry Group,” Journal of Teacher
Education, special issue on “Teaching from the Heart,” v.
54, no. 5 (November/December, 2003), pp. 386-398.
“
What Keeps Teachers Going?” Educational Leadership, v. 60, n.
8 (May 2003), 14–18.
| |
Reprint
Scherer, Marge (Ed), Keeping Good Teachers. Washington, DC: Association for Supervision
and Curriculum Development, pp. 205-212, 2003.
|
“
Profoundly Multicultural Questions,” Educational Leadership, v. 60, n.
4 (December 2002/January 2003), pp. 6 - 10.
| |
Reprint
Selected for inclusion in The Best of Educational Leadership, 2002-2003.
|
“
Teachers’ Experiences in a Critical Inquiry Group: A Conversation in Three
Voices” (with Stephen Gordon and Junia Yearwood). Teaching
Education 13 (3), pp. 341-355 (December 2002).
Top
“
Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural
Society” (by James A. Banks, Peter Cookson, Geneva Gay, Willis D. Hawley,
Jacqueline Jordan Irvine, Sonia Nieto, Janet Ward Schofield, & Walter
G. Stephan). Phi Delta Kappan, 83 (3), pp. 196-203 (Nov 2001).
| |
Reprint
Schultz, Fred, Annual Editions: Multicultural Education, 03/04. Guilford, CT:
McGraw-Hill/Dushkin, 10th edition, 2003, pp. 68-73.
|
“
What Keeps Teachers Going in Spite of Everything? And Other Thoughts on the Future
of Public Education,” Journal of Equity and Excellence in Education, 34
(1), pp. 6 –15, April 2001.
“
Multicultural/Intercultural Teacher Education in Two Contexts: Lessons from the
United States and Spain” (with Miguel Anxo Santos Rego), Journal of Teaching
and Teaching Education, 16 (4), pp. 413-427, Spring 2000.
“
Placing Equity Front and Center: Some Thoughts on Transforming Teacher Education
for a New Century,” Journal of Teacher Education, 51 (3), pp. 180-187,
May 2000.
“
Formación Multi/Intercultural del Profesorado: Perspectivas en los Estados
Unidos y España,” Teoría de la Educación, 9, 1997,
55-74 (with Miguel Santos Rego; published July 1999).
“
What Does it Mean to Affirm Diversity in Our Nation’s Schools?” The
School Administrator, 56 (5), pp. 32-34, May, 1999.
| |
Reprint
Noll, James Wm., Taking Sides: Clashing Views on Controversial Educational Issues,
11th ed., Guilford, Ct: Dushkin/McGraw-Hill, 2001, pp. 118-121.
|
“
Fact and Fiction: Stories of Puerto Ricans in U.S. Schools,” Harvard Educational
Review, 68 (2), pp. 133-163. Special issue on the education of Puerto Ricans,
Summer, 1998.
| |
Reprints
Carter, D. J., Flores, S. M., & Reddick, R. J. (Eds.). Legacies of Brown:
Multiracial Perspectives and Realities of Educational Equity. Cambridge: Harvard
Educational Review. (forthcoming).
Segarra, J. A. & Dobles, R. (Eds.) learning as a political act: struggles
for learning and learning from struggles. Reprint Series. Cambridge: Harvard
Educational Review, 1999, pp. 47-73.
|
“
Realidad y Ficción: Historias de Puertorriqueños en Escuelas Estadounidenses,” Harvard
Educational Review, 68 (2S, Spanish Edition), pp. 1-34.
Top
Panelist,
Ethnicity and Education Forum: “What Difference does Difference
Make?” Harvard Educational Review, v. 67,
n. 2 (Summer, 1997), pp. 169-187.
“
Writing for Real: Exploring and Affirming Students’ Words and Worlds,” MABE
Newsletter (Massachusetts Association for Bilingual Education)/ Part 1, v. 18,
n. 2 (February, 1997) and Part 2, v. 18, n. 3 (June, 1997).
“
Puerto Rican Children’s Literature and Culture in the Public Library” (with
Lori Mestre). Multicultural Review, v. 5, n. 2 (June, 1996), 26-38.
| |
Reprint
Berman, Sanford & Danky, James P. (Eds.) (1998). Alternative Library Literature,
1996/1997: A Biennial Anthology. Jefferson, NC: McFarland & Co, pp. 105-115.
|
“
Lessons from Students
on Creating a Chance to Dream.” Harvard
Educational Review, v. 64, n. 4 (Winter, 1994) 392 - 426.
| |
Reprints
Plaut, Suzanne & Sharkey, Nancy, Education Policy and Practice: Bridging
the Divide. Reprint Series #37, pp. 175 – 211. Cambridge: Harvard Educational
Review, 2003.
HER Classics
Series #11 (12 Selected as one of twelve “Classic Articles” from
the Harvard Educational Review, 1931-2000).
Brizuela, Barbara M. et., al. (Eds.) Acts of Inquiry in Qualitative Research.
Reprint Series #34, pp. 355-387. Cambridge: Harvard Educational Review,
2000.
Mintz, Ethan & Yun, John T. (Eds.) The Complex World of Teaching: Perspectives
from Theory and Practice. Reprint Series #31, pp. 377-409. Cambridge: Harvard
Educational Review, 1999. (Selected for a Critics’ Choice Award by the
American Studies Educational Studies Association, Nov. 2001).
Capella
Noya, Gladys, Geismar, Kathryn, & Nicoleau, Guitele (Eds). Shifting
Histories: Transforming Schools for Social Change. Reprint Series # 26,
3-36. Cambridge: Harvard Educational Review, 1996.
Working Together Toward Reform, a special volume from the Harvard Educational
Review on school reform. Fall, 1996.
Dealing with Diversity: Ensuring Success for Every Student, a special
volume from
Harvard Educational Review on diversity and learning, Fall, 1995.
|
“
Epilogue: What are our Children Capable of Knowing?” in the
Educational Forum of Kappa Delta Pi, v. 58, n. 4 (Summer, 1994),
434 - 440.
Top
“
Affirmation, Solidarity, and Critique: Moving Beyond Tolerance in Multicultural
Education.” Multicultural
Education, v. 1, n. 4 (Spring,
1994), pp. 9-12, 35-38.
| |
Reprints
Reading the World: Redefining Literature and History Curriculum. A Justice
Matters Institute Report from the Multicultural Education Summit convened
by the San Francisco Unified School District, San Francisco, CA, Fall,
1999, pp. 53-65.
Enid Lee, Deborah Menkart, & Margo Okazawa-Rey (Eds.). Beyond Heroes and
Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and
Staff Development. Washington, DC: NECA, 1997, pp. 7-18.
Schultz, Fred, Annual Editions: Multicultural Education, 95/96. 2nd. ed., 1995,
pp. 63-69; and Schultz, Fred, Annual Editions: Multicultural Education, 96/97,
3rd ed. Guilford, CT: The Dushkin Publishing Group, 1996, pp. 59-65.
|
“
Children's Understanding of Basal Readers”(with David Bloome),
Theory into Practice, v. 28, n. 4 (Autumn, l989), pp. 258-264.
Reprint
In Patrick Shannon (Ed.), Becoming
Political: Readings
and Writings in the Politics
of Literacy Education,
pp. 83-93.
Portsmouth,
NH: Heinemann, 1992.
“
Parent Involvement in Bilingual Education: Whose Responsibility is it?” NABE
Journal,
v. 11, n. 2 (Winter, l987) p. 189-201.
“
Equity in Education: The Case for Bilingual Education,” in Bulletin of
the Council on Interracial Books for Children, v. l7, n. 3 & 4
(l986), pp. 4-8.
“
Past Accomplishments, Current Needs: La Lucha Continúa,” Bulletin
of the Council on Interracial Books
for Children, v. l7, #2, l986.
“
Who's Afraid of Bilingual Parents?” The Bilingual Review, v.
l2, n. 3 (l985), pp. 179-189.
“
Children's Literature on Puerto Rican Themes -- Part l: The Messages of Fiction”; “Part
11: Non-fiction” in Bulletin of the Council on Interracial Books for Children,
v. l4, n. l &2 (l983).
Top
|
|
Top
Nieto, Sonia & Bode, Patty (forthcoming). School
reform and student learning: A multicultural perspective. In James
A. Banks & Cherry A. McGee Banks (Eds.), Multicultural Education:
Issues and Perspectives, 7th rev. ed. Boston: Allyn & Bacon.
Nieto, Sonia (forthcoming). Multicultural education in the United States:
Theory, Practice, and Transformation. In James A. Banks (Ed.). The
Routledge International Companion to Multicultural Education. New York:
Routledge.
Irizarry, Jason & Nieto, Sonia (forthcoming). Latino contributions
to educational praxis: Abriendo caminos, construyendo puentes. In Enrique
G. Murillo, Jr. (Ed.), Handbook of Latinos in Education: Research,
Theory, and Practice. New York: Routledge.
Nieto, Sonia (2008). Go beyond niceness: Think critically about what
it means to “care” for students of color. In Mica Pollock
(Ed.), Everyday Antiracism: Concrete Ways to Successfully Navigate
the Relevance of Race in School. New York: The New Press.
Nieto, Sonia, Bode, Patty, Kang, Eugenie, & Raible, John (2008).
Identity, community, and diversity: Retheorizing multicultural curriculum
for the postmodern era. In Michael Connelly, Ming Fang He, & JoAnn
Phillion (Eds.). Handbook of Curriculum and Instruction (pp. 176-197).
Los Angeles: Sage Publishers.
Nieto, Sonia & Johnson, Helen (2008). The sociopolitical context
of No Child Left Behind: Hard times and courageous responses. In Helen
Johnson and Arthur Salz (Eds.), What is Educational Reform? Pushing
Against the Compassionate Conservative Agenda (pp. 15-24). Mahwah,
NJ: Routledge.
Nieto, Sonia (2007). Latinos and the elusive quest for equal education.
In Juan Flores & Renato Rosaldo (Eds.). Latino Studies Companion
(pp. 217-228). Blackwell Publishers.
Nieto, Sonia (2007). School reform and student learning: A multicultural
perspective. In James A. Banks & Cherry A. McGee Banks (Eds.),
Multicultural Education: Issues and Perspectives (pp. 425-443), 6th
rev. ed. (3rd rev. ed., 1997; 4th rev. ed., 2001; 5th rev. ed., 2004).
Boston: Allyn & Bacon.
Nieto, Sonia (2006). A Nuyorican in the academy: Lessons learned. In
Theodorea Regina Berry & Nathalie D. Mizelle (Eds.), From Oppression
to Grace: Women of Color and Their Dilemmas Within the Academy (pp.
244-256). Sterling, VA: Stylus Publishing.
Nieto, Sonia (2004). Puerto Rican students in U.S. schools: A troubled
past and the search for a hopeful future. In James A. Banks & Cherry
A. McGee Banks (Eds.), Handbook of Research on Multicultural Education,
2nd ed. (pp. 515-541). San Francisco: Jossey-Bass.
Raible, John & Nieto, Sonia (2003). Beyond categories: The complex
identities of adolescents. In Michael Sadowski (Ed.), Adolescents at
School: Perspectives on Youth, Identity, and Education (pp. 145-161).
Cambridge, MA: Harvard Education Press.
Nieto, Sonia & Gordon, Stephen (2002). Adult conversations about
unasked questions. In Parker Palmer & Sam Intrator (Eds.), Honoring
the Teacher’s Heart: Stories of the Courage to Teach (pp. 64-77).
San Francisco: Jossey-Bass Publishers.
Gebhard, Meg, Austin, Theresa, Nieto, Sonia & Willett, J. (2002). “You
can’t step on someone else’s words”: Preparing all
teachers to teach language minority students. In Zeynep Beykont (Ed.),
The Power of Culture: Teaching Across Language Difference (pp. 219-243).
Cambridge, MA: Harvard Educational Publishing Group.
Nieto, Sonia (2001). We speak in many tongues: Linguistic diversity
and multicultural education (revised and updated). In Carlos P. Díaz
(Ed.), Multicultural Education for the Twenty-first Century (pp. 152-170).
New York: Allyn & Bacon.
Nieto, Sonia (2000). Puerto Rican students in U.S. schools: A brief
history. In Sonia Nieto (Ed.), Puerto Rican Students in U.S. Schools
(pp. 5-37). Mahwah, NJ: Lawrence Erlbaum Associates.
Nieto, Sonia (2000). Bringing bilingual education out of the basement
and other imperatives for teacher education. In Zeynep Beykont (Ed.),
Lifting Every Voice: Pedagogy and Politics of Bilingual Education (pp.
187-207). Cambridge, MA: Harvard Education Publishing Group.
Nieto, Sonia (1999). Culturally relevant cases: A personal reflection
and implications for teacher education. In Mary A. Lundeberg, Barbara
B. Levin, & Helen Harrington (Eds.), Who Learns What From Cases
and How? The Research Base for Teaching with Cases (pp. 179-196). Mahwah,
NJ: Lawrence Erlbaum Associates, Publishers.
Nieto, Sonia (1999). Critical multicultural education and students’ perspectives.
In Stephan May (Ed.), Rethinking Multicultural and Antiracist Education:
Towards Critical Multiculturalism (pp. 191-215.). London: Falmer Press.
Reprint:
| |
Ladson-Billings, Gloria & Gillborn, David (2004).
The RoutledgeFalmer Reader in Multicultural Education (pp 179-200).
New York: RoutledgeFalmer. |
Nieto, Sonia (1999). “Funny, you don’t look Puerto Rican,” and
other musings on developing a philosophical orientation to multicultural
education research. In Carl A. Grant (Ed.). Multicultural Research:
A Reflective Engagement with Race, Class, Gender, and Sexual Orientation
(pp. 145-156). London: Falmer Press.
Nieto, Sonia (1998). On becoming American: An exploratory essay. In
William C. Ayers & Janet L. Miller (Eds.), A Light in Dark Times:
Maxine Greene and the Unfinished Conversation (pp. 45-57). New York:
Teachers College Press.
Reprint:
Puerto Ricans in America: PBS Online Commentaries on “Almost
a Woman”:http://www.pbs.org/wgbh/masterpiece/americancollection/woman/ei_puertoricans_nieto.html
Nieto, Sonia (1998). From claiming hegemony to sharing space: Creating
community in multicultural courses. In Rudolfo Chávez Chávez & James
O’Donnell (Eds.), Speaking the Unpleasant: The Politics of Non-Engagement
in the Multicultural Education Terrain (pp. 16-31). Albany: State University
of New York Press.
Nieto, Sonia (1998). Cultural difference and educational change in
a sociopolitical context. In Andy Hargreaves, Ann Lieberman, Michael
Fullan, & David Hopkins (Eds.), International Handbook of Educational
Change (pp. 418-439). The Netherlands: Kluwer Academic Publishers.
Nieto, Sonia & Rolón, Carmen (1997). Preparation and professional
development of teachers: A perspective from two Latinas. In Jacqueline
Jordan Irvine (Ed.), Critical Knowledge for Diverse Teachers and Learners
(pp. 93-128). Washington, DC: American Association of Colleges for
Teacher Education (AACTE).
Nieto, Sonia (1997). Diversity: What do teachers need to know? In J.
L. Paul, M. Churton, H. Rosselli-Kostoryz, W. C. Morse, K. Marfo, C.
Lavely, & D. Thomas (Eds.), Foundations of Special Education: Some
of the Knowledge Informing Research and Practice in Special Education
(pp. 324-347). Brooks/Cole Publishers.
Nieto, Sonia (1997). We have stories to tell: Puerto Ricans in children's
books. In Violet J. Harris (Ed.), Using Multiethnic Literature in the
K-8 Classroom (pp. 59-93). (1st ed, 1992). Norwood, MA: Christopher-Gordon
Publishers.
Reprint (1st ed.):
Rethinking Schools, v. 8, n. 2 (Winter, 1993), pp. 3, 20-23.
Nieto, Sonia (1996). “I like making my mind work”: Language
minority students and the curriculum. In Catherine E. Walsh (Ed.),
Education Reform and
Social Change: Multicultural Voices, Struggles, and Visions (pp. 147-163). Mahwah,
NJ: Lawrence Erlbaum Associates.
Nieto, Sonia (1995). From brown heroes and holidays to assimilationist agendas:
Reconsidering the critiques of multicultural education. In Christine E. Sleeter & Peter
McLaren (Eds.), Multicultural Education, Critical Pedagogy, and the Politics
of Difference (pp. 191-220). Albany: State University of New York Press.
Nieto, Sonia (1995). A history of the education of Puerto Rican students in U.S.
schools: ‘Losers,’ ‘outsiders,’ or ‘leaders’?
In James A. Banks & Cherry McGee Banks (Eds.), Handbook of Research on Multicultural
Education (388-411). NY: Macmillan Publishers.
Nieto, Sonia (1993). Creating possibilities: Educating Latino students in Massachusetts.
In Ralph Rivera & Sonia Nieto (Eds.), The Education of Latino Students in
Massachusetts: Issues, Research, and Policy Implications (pp. 243-261). Boston:
Gastón Institute for Latino Public Policy & Development.
Frau-Ramos, Manuel & Nieto, Sonia (1993). “I was an outsider”:
Dropping out among Puerto Rican youths in Holyoke, Massachusetts. In Ralph Rivera & Sonia
Nieto (Eds.), The Education of Latino Students in Massachusetts: Issues, Research,
and Policy Implications (pp. 147-169). Boston: Gastón Institute for Latino
Public Policy and Development, 1993.
Nieto, Sonia (1993). Latinos in the United States: Complexities of challenges
and opportunities. In Ibero-American Heritage Curriculum: Latinos in the Making
of the United States of America, Yesterday, Today, and Tomorrow. Albany: New
York State Education Department, 1993.
Nieto, Sonia & Sinclair, Robert (1992). Leadership and the expanded environment
for learning. In Bruce G. Barnett, Frank O. McQuarrie, & Cynthia J. Norris
(Eds.), The Moral Imperatives of Leadership: A Focus on Human Decency (pp. 39-56).
Memphis: National Network for Innovative Principal Preparation.
Nieto, Sonia (1992). We speak in many tongues: Language diversity and multicultural
education. In Carlos P. Díaz (Ed.), Multicultural Education for the Twenty-first
Century (pp. 112-136). Washington, DC: National Education Association.
Reprint:
Ada, Alma Flor & Tinajero, Josefina (Eds.) (1992). The Power of Two Languages:
Literacy and Biliteracy for Hispanic Students. (pp. 37-48), NY: McMillan/McGraw
Hill Publishing Co.
Nieto, Sonia & Markman, Susan (1988). Equity and curriculum renewal. In Robert
L. Sinclair & Sonia Nieto (Eds.), Renewing School Curriculum: Concerns for
Equal and Quality Education (pp. 37-44) MA: Coalition for School Improvement.
Nieto, Sonia (1987). Self-affirmation or self-destruction? The image of Puerto
Ricans in children's literature written in English. In Asela Rodriguez de Laguna
(Ed.), Images and Identities: The Puerto Rican in Two World Contexts (pp. 211-226).
NJ: Transaction Publications.
Nieto, Sonia (1987). ¿Auto-afirmación o auto-destrucción?
La imagen de los puertorriqueños en la literatura de niños escrita
en ingles. In Asela Rodriguez de Laguna (Ed.), Imágenes e identidades:
El puertorriqueño en la literatura (pp. 257-272). Río Piedras,
PR: Ediciones Huracán.
Nieto, Sonia (1987). Bilingual education and Puerto Rican Studies. In María
E. Sánchez & Antonio Stevens-Arroyo (Eds.), Toward a Renaissance of
Puerto Rican Studies: Ethnic and Area Studies in University Education (pp. 37-43).
NY: Atlantic Research and Publications, Columbia University Press.
|
Top
RESEARCH REPORTS
“‘
I Was An Outsider’: Dropping Out Among Puerto Rican Youths in Holyoke,
Massachusetts” (with Manuel Frau-Ramos). Paper prepared for the
Mauricio Gastón Institute for Public Policy and Development, University
of Massachusetts, Boston, September, 1991.
JOURNAL EDITOR
Issue on National Curriculum Standards, Educational Forum, v. 58, n.
4 (Summer, 1994).
Issue on Bilingual Education, Bulletin of the Council on Interracial
Books for Children, v. l7, n.3 & 4 (l986).
Special double issue of the Bulletin of the Council on Interracial
Books for Children, “Puerto Ricans in Children's Literature and History
Texts: A Ten-year Update,” v. l4, n. l &2 (l983).
MONOGRAPHS
Language, Culture, and Teaching: Critical Perspectives for Teacher
Education. 26th Annual Charles DeGarmo Lecture, 2002 AERA meeting,
New Orleans,
LA. Published by the Society of Professors of Education.
Puerto Rican Literature and Society: A Curriculum for the Secondary
School (with Roberto Márquez) Ford Foundation and Rutgers University,
l986.
Renewing School Curriculum: Concerns for Equal and Quality Education
(with Robert L. Sinclair). Amherst, MA: Coalition for School
Improvement, l988.
COMMISSIONED PAPERS
“
The Preparation and Professional Development of Teachers: A Perspective
from Two Latinas” (with Carmen Rolón) CULTURES Project,
Emory University, Atlanta, GA., November, 1995.
“
Diversity: What do Teachers Need to Know?” Paper prepared for Vision
2000: Florida’s Future for Special Education, November, 1994.
CONFERENCE PROCEEDINGS
“
Language, Literacy, and Culture: Intersections and Implication.” In
Timothy Shanahan & Flora Rodríguez-Brown (Eds.), 49th Yearbook
of the National Reading Conference (pp. 41-60). Chicago: National Reading
Conference, 2000.
Reprint
Diane Pollard & Olga Welch (Eds.), From Center to Margins:
The Importance of Self-Definition in Research. SUNY Press (forthcoming).
Harriet Luria, Deborah M. Seymour, & Trudy Smoke (Eds.)
Language and Linguistics in Context: Readings and Applications
for Teachers (p. 315-331). Mahwah, NJ: Lawrence Erlbaum Associates,
2006.
“
The Preparation and Professional Development of Teachers: A Perspective
from Two Latinas” (with Carmen Rolón) in Defining the
Knowledge Base for Urban Teacher Education Invitational Conference,
CULTURES Project,
Emory University, Atlanta, November, 1995.
“
Experts’ Remarks on Vital Steps Toward Educating a Diverse Nation” in
conference proceedings of Multicultural Education: Steps to Practice,
Northeast Consortium for Multicultural Education, White Plains, NY,
October, 1994.
“
Challenges and Opportunities: Four Sides of the Same Coin” in
conference proceedings of the Ibero-American Heritage Project International
Planning
Conference, Santillana del Mar, Spain, October, l988, New York State
Department of Education, pp. 117-125.
“
The Social Perspective” in Conference Proceedings of the Ibero-American
Heritage Project International Planning Conference, Sterling Forest,
New York, October, l987, N. Y. State Dept. of Education.
“
Bilingual Education” in Conference Proceedings, Eastern Regional
Conference on Hispanic Educational Issues: La Próxima Década,
U.S. Department of Education, l982.
Top
BOOK
REVIEWS
Intergroup
Dialogue: Deliberative Democracy in School, College, Community
and Workplace. Edited by David
Schoem and Sylvia
Hurtado. Reviewed
by Patty Bode and Sonia Nieto. Teachers College
Record, v. 105, n. 7 (September
2003), pp. 1298-1301.
Latino High School Graduation: Defying the Odds (by
Harriet D. Romo and Toni Falbo), in Latino Review
of Books, 2,
3 (Winter 1996-1997), 48-49.
Brave New Schools: Challenging Cultural Illiteracy
through Global Learning Networks (by Jim Cummins & Dennis Sayers), in NABE News, 20, 2
(November 1, 1996), 11-12.
Bilingual Education: Politics, Practice, Research
(by M. Beatriz Arias & Ursula
Casanova, Eds.) in the Review of Education/Pedagogy/Cultural Studies,
16, 1 (1994), 103-110.
“
Multiculturalism in Higher Education: Emerging Literature.” Equity & Excellence
in Education, 26, 3 (December, 1993) 77-79.
Pedagogy and the Struggle for Voice: Issues
of Language, Power and Schooling for Puerto
Ricans
(by Catherine
E. Walsh), in
Journal of
Multilingual
and Multicultural Development, v. 13, n.
4 (1992), 378-382.
Barriers to Excellence: Our Children at
Risk (National Coalition of Advocates
for Students)
in Excellence
and Equity in Education,
v.22, n. 4-6 (Summer
l986), pp. 139-142.
Open Minds to Equality (by Nancy Schneidewind & Ellen Davidson)
in Journal of Multilingual and Multicultural Development, v. 6, n.
2 (l985),
pp. 203-204.
Bulletin of the Council on Interracial
Books for Children, v. l0, n. 4,
7, 8; v. 11, n.
l & 2, 3 & 4; v. l2, n. 3, 7, 8; v. l3, n.
2 & 3.
ELECTRONIC
PUBLICATIONS
“
A Life of Teaching: Reflections from Teachers in an Inquiry Group” (with
Sonie Felix and Karen Gelzinis.
Urban Education, University of Pennsylvania (November 2002).
http://www.urbanedjournal.org/articles/article0005.html
Excerpt from Chapter 7, The Light
in Their Eyes for Bookmark, monthly
electronic
newsletter
of
the National
Clearinghouse
for Comprehensive
School Reform, February 2002.
http://www.goodschools.gwu.edu/pubs/book/feb02.html
Book review (with Patty Bode),
Intergroup Dialogue, Deliberative
Democracy
in School, College,
Community, and Workplace,
Edited by David Louis Schoem
and Sylvia Hurtado, University
of Michigan Press, 2001. Teachers
College
Record,
March 25, 2002.
http://www.tcrecord.org/Content.asp?ContentID=10901
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OTHER
PUBLICATIONS
“Afterword – A
Project of Hope: Defining a New Agenda for Latino Education
in the 21st Century.” In Pedro Pedraza & Melissa
Rivera (Eds.), Latino /a Education: An Agenda for Research
and Advocacy (pp. 459-466). Mahwah, NJ: Lawrence Erlbaum Associates,
Publishers, 2005.
“ Multicultural Education: Access, Equity, and Social Justice:
An Interview With Sonia Nieto” by Mike Seymour, In
Educating for Humanity: Rethinking the Purposes of Education,
edited by Mike Seymour. Boulder, CO: Paradigm Publishers,
and Clinton, WA: The Heritage Institute, 2004, pp. 122-127.
Foreword,
Teaching and Learning in a Diverse World: Multicultural
Education
for Young
Children 2nd.
ed. (1998) and 3rd
ed. (2004), by Patricia
Ramsey. New York: Teachers College
Press.
Prólogo, Pedagogía
Intercultural, edited
by Teresa Aguado Odina.
McGraw-Hill,
2004.
Response to the poem “I Remember” by Lydia Cortés,
in Teaching With Fire, edited by Sam Intrator. San Francisco: Jossey-Bass
Publishers, 2003, pp. 38-39.
Afterword, Making Race
Visible: Literacy Research
for Cultural
Understanding,
edited by Stuart
Greene and
Dawn Abt-Perkins
(pp. 201 – 205).
New York: Teachers College Press, 2003.
Preface, Rethinking School
Reform, edited by Linda
Christensen and
Stan Karp. Milwaukee,
WI: Rethinking
Schools, 2003.
Foreword, School Kids,
Street Kids: Identity
Development in Latino
Students by Nilda
Flores-González. New York: Teachers College
Press, 2002.
Foreword, Narratives,
6 (1). Special
issue, “Whose Social Justice?
Overcoming Barriers to Educational Equity and Excellence,” Summer,
2001, p. 9.
Essay, “On Creative Extremism,” Rethinking Schools, 15
(1), Spring 2001, p. 13.
Contributor (with
James A. Banks,
Peter Cookson,
Geneva
Gay, Willis
D. Hawley,
Jacqueline
Jordan Irvine,
Janet Ward
Schofield, and
Walter W.
Stephan), Diversity
Within Unity:
Essential Principles,
edited
by James A.
Banks (funded by the
Carnegie
Foundation),
2001.
Foreword, The
Best for
Our Children:
Latina/o
Voices on Literacy
edited by
María de la Luz Reyes and John J. Halcón. New York:
Teachers College Press, 2001.
The Promise
of Urban
Schools,
prepared
by the
Senior Fellows in
Urban
Education
(Christelle
Martínez Estrada, Gloria Ladson-Billings,
Diana Lam, Pauline Lipman, Jabari Mahiri, Sonia Nieto, Jessica Gordon
Nembhard, & Valerie Ooka Pang). Providence, RI: Annenberg Institute
for School Reform, 2000.
Foreword,
Integrating
Service
Learning
and Multicultural
Education
in Colleges
and
Universities,
edited
by Carolyn
O’Grady. Mahwah,
NJ: Lawrence Erlbaum Associates, 2000.
Response, “A Gesture Toward Justice: Small Schools and the Promise
of Equal Education.” In Simple Justice: The Small Schools Revolution
and the Fight for Fairness in Our Schools, edited by William Ayers
(pp. 13-17). New York: Teachers College Press, 2000.
Foreword,
Inside
City
Schools:
Investigating
Literacy
in
Multicultural Classrooms
edited
by
Sarah
Warshauer
Freedman,
Elizabeth
Radin
Simons,
Julie
Shalhope
Kalnin,
Alex
Casareno,
and
the
M-CLASS Teams.
New
York: Teachers
College
Press,
1999.
Foreword,
We
Can’t Teach What We Don’t Know: White Teachers,
Multiracial Schools by Gary Howard. New York: Teachers College Press,
1999
Foreword,
A WORLD
OF DIFFERENCE
Institute Anti-Bias
Study Guide.
Washington, DC:
Anti-Defamation League,
1998.
Foreword,
Teaching and
Using Multicultural
Literature in
Grades 9-12,
ed. edited
by Arlette
Willis. Norwood,
MA: Christopher-Gordon
Publishers, Inc.,
1998.
Introduction
to Chapter
6, “Newcomers Establishing Roots” in
The New Press Guide to Multicultural Resources for Young Readers, edited
by Daphne Muse. New York: The New Press, 1997, p. 439.
Definition
of “Puerto Rican Studies,” in Dictionary of
Multicultural Education (pp. 225-226) edited by Carl A. Grant and Gloria
Ladson-Billings.
Phoenix, AZ: Oryx Press, 1997.
Foreword,
Through Students’ Eyes: Combating Racism in United States
Schools, by Karen B. McLean Donaldson. New York: Bergin & Garvey,
1996.
Contributor
and member,
Multicultural Booklist
Committee (Rudine
Sims Bishop
and the
Multicultural Booklist
Committee), Kaleidoscope:
A Multicultural
Booklist for
Grades K-8.
Urbana, IL:
National Council
of Teachers
of English, 1994.
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