SELECT
PUBLICATIONS
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Select Journal Articles – Refereed
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Locke, L.A. & Dorantes, M. (2024). Indigenous languages and schooling in Mexico: A Fulbright alumnae collaboration. Fulbright Chronicles 3(1), 34-40.
Locke, L.A. & Blankenship-Knox, A.E. (2024). “A bunch of liberal, Nazi communists”: Equity-oriented educational leaders’ response to the anti-CRT phenomenon in Iowa. Thresholds in Education, 47(1), 88-102.
Hayes, S. & Locke, L.A. (2024). White trash in the academy: Working class women professors discuss their backgrounds and education. American Journal of Qualitative Research, 8(1), 107-132.
Locke, L.A. (2023). Mr. Charlie and Miss Ann: A play about power and other things in a college setting. Taboo: The Journal of Culture and Education, 21(4), 31-50.
Locke, L.A., Moultrie-Phelps, J., & Stier, M.J. (2023). “Why do you want to bring that stuff up again?” Lessons learned from one school’s race-conscious education programming. International Journal of Leadership in Education, 1-28. 10.1080/13603124.2023.2218108
Locke, L.A., Bardhoshi, G., Swanston, J. & Nam, S. (2022). “I don’t want to be stereotyped”: A study with Latinx high school students informed by photovoice. Journal of Latinos and Education. doi: 10.1080/15348431.2022.2086130
Locke, L.A., & Grooms, A. (2022). “I felt like a butterfly spreading my wings”: Early College High Schools as counterspaces for women from marginalized groups. International Journal of Qualitative Studies in Education, 37(1), 132-153. doi: 10.1080/09518398.2022.2025470
Broadhurst, C., Locke, L.A., Ardoin, S., & Johnson, J. (2021). Leading from the middle: Exploring stories of women working for change in PK-12 schools. The Professional Educator, 44(1). https://doi.org/10.47038/tpe.44.01.04
Strunk, K.K., Locke, L.A., Chang, J., Clancy, P.W., & Drake, L. (2021). Editorial. From the spies of Mississippi to the eyes of the White House: Surveilling and obstructing anti-racist work in the U.S. The Professional Educator, 44(1), 1-7. https://doi.org/10.47038/tpe.44.01.03
Locke, L.A. & Hayes, S.D. (2021). Navigating the gendered labyrinths and managing the mean girls and queen bees within the academy: A dialogue between two women assistant professors. SoJo Journal: Educational Foundations and Social Justice Education, 6(1), 43-57.
Locke, L.A. & Stephens, M. (2020). “… the hardest job I ever loved so much”: Perceptions and experiences of leaders and teachers working on the border between high school and college. Educacion y Ciencia, 9(54), 8-26.
Henry, W., Grooms, A., Locke, L.A., & Triplett, S. (2020). The pushed-out principal. Journal of Cases in Educational Leadership. https://doi.org/10.1177/1555458920973696
Thornton, M., Barakat, M., Grooms, A., Locke, L.A., & Reyes-Guerra, D. (2020). Revolutionary perspectives for leadership preparation: A case of a networked improvement community (NIC). Journal of Research on Leadership Education.
Mollet, A., Stier, M., Linley, J., & Locke, L.A. (2020). “I didn’t become a college professor to teach high school”: Examining college educators’ perspectives of culture in Early College High Schools. Equity & Excellence in Education, 53(1-2), 229-243.
Locke, L.A. & Getachew, E. (2019). Understanding stubborn inequities: A critical lesson in history. International Journal of Critical Pedagogy, 10(2), 127-153.
Ardoin, S., Broadhurst, C., Locke, L.A., & Johnson, J. (2019). Peacemakers and rabble rousers: Women leaders as activists in higher education. Journal of Women and Gender in Higher Education, 12(1), 35-53.
Locke, L. A., Maxwell, G., & Tello, M. (2017). “… you don’t come to this school... to show off your hoodies”: Latinas, Community Cultural Wealth, and an Early College High School. The Qualitative Report, 22(9), 2404-2427. http://nsuworks.nova.edu/tqr/vol22/iss9/9
Locke, L.A., Tabron, L., & Chambers, T.V. (2017). “If you show who you are, then they are going to try to fix you”: The capitals and costs of schooling for high achieving Latina students. Educational Studies, 53(1), 13-36. doi: 10.1080/00131946.2016.1261027
Locke, L.A. (2017). Finding my critical voice for social justice and passing it on: An essay. International Journal of Qualitative Studies in Education, 30(1), 83-96. doi: 10.1080/09518398.2016.1242810.
Locke, L. A. & Boyle, M. (2016). Avoiding the A.B.D. abyss: A grounded theory study of a dissertation-focused course for doctoral students in an educational leadership program. The Qualitative Report, 21(9), 1574-1593. http://nsuworks.nova.edu/tqr/vol21/iss9/2
Locke, L.A. & Blankenship, A.E. (2015). Keeping the flames at bay: The interplay between federal oversight and state politics in Tucson’s Mexican American Studies program. Journal of Educational Controversy, 12(1), Article 2. http://cedar.wwu.edu/jec/vol10/iss1/2
Blankenship, A.E., & Locke, L.A. (2015). Culturally-conscious curriculum: The fight between state and federal policies in Tucson. Journal of Cases in Educational Leadership, 18(4), 338-349.
Locke, L. & McKenzie, K. (2015). “It’s like giving us a car, only without the wheels:” A critical policy analysis of an early college programme. International Journal of Leadership in Education, 19(2), 157-181. doi: 10.1080/13603124.2015.1015617
Venzant-Chambers, T., Locke, L., & Tagarao, A. (2015). “That fuego, that fire in their stomach”: Academically successful Latinas/os and racial opportunity cost. International Journal of Qualitative Studies in Education, 28(7), 800-818.
McKenzie, K. & Locke, L. (2014). Distributed leadership: A good theory, but what if leaders won’t or don’t know how to lead? Journal of School Leadership, 24(1), 164-188.
Venzant Chambers, T., Huggins, K., Locke, L. & Fowler, R. (2014). Between a “ROC” and a school place: The role of racial opportunity cost in the educational experiences of academically successful students of color. Educational Studies, 50(5), 464-497.
Locke, L., Stedrak, L., & Eadens, D. (2014). Latina students, an early college high school, and educational opportunity: A case study. Journal of Cases in Educational Leadership, 17(1), 3-15. doi: 10.1177/1555458913518540.
Maxwell, G., Locke, L., & Scheurich, J. (2014). The rural social justice leader: A profile in resilience. Journal of School Leadership, 24(3), 482-508.
Locke, L. (2014). Academic performance of Latina students at an early college high school: A qualitative case study. In SAGE Research Methods Cases. SAGE Publications, Ltd. doi: http://dx.doi.org/10.4135/978144627305013514661
Maxwell, G., Locke, L., & Scheurich, J. (2013). Case study of three rural Texas superintendents as equity-oriented change agents. The Qualitative Report, 18(22), 1-23. http://www.nova.edu/ssss/QR/QR18/maxwell22.pdf
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Select Books
Locke, L.A. & Hayes, S.D. (Eds.) (2023). Bridging leadership and school improvement: Advice from the field. Rowman & Littlefield Leadership Series.
Strunk, K. & Locke, L.A. (Eds.) (2019). Research methods for social justice and equity in education. Palgrave Macmillan. https://link.springer.com/content/pdf/10.1007/978-3-030-05900-2.pdf
Guajardo, M., Guajardo, F., & Locke, L.A. (Eds.) (2018). Ecologies of engaged scholarship: Stories from activist academics. Routledge. https://www.routledge.com/Ecologies-of-Engaged-Scholarship-Stories-from-Activist-Academics-1st/Guajardo-Guajardo-Locke/p/book/9781138063280
Strunk, K., Locke, L.A., & Martin, G. (2017). Oppression and resistance in Southern higher education and adult education: Mississippi and the dynamics of equity and social justice. Palgrave MacMillan in the series Palgrave Studies in Global Citizenship Education and Democracy. https://www.palgrave.com/gp/book/9781137576637#aboutBook
Select Book Chapters & Monographs
Locke, L.A. & Schumacher, L.P. (2023). Institutional Review Boards processes and critiques. In M. D. Young & S. Diem (Eds.), Handbook of Critical Education Research: Qualitative, Quantitative, and Emerging Approaches (pp. 834-850). Routledge. doi:10.4324/9781003141464-49
Locke, L.A., Huggins, K. & Fowler, R. (2022). Reflections from the original ROC research team members. In T. Venzant Chambers, Racial opportunity cost: The toll of academic success on Black and Latinx students (pp. 165-177). Harvard Educational Press.
Locke, L.A. (2019). Typical areas of confusion for students new to qualitative research. In K.K. Strunk & L.A. Locke (Eds.), Research Methods for Social Justice and Equity in Education (pp. 117-123). Palgrave Macmillan.
Locke, L.A. (2019). Institutional Review Boards: Purposes and applications for students. In K.K. Strunk & L.A. Locke (Eds.), Research Methods for Social Justice and Equity in Education (pp. 109-113). Palgrave Macmillan.
Asikin-Garmager, A., Mahatmya, D., Locke, L.A., & Grooms, A. (2019). In the era of bans and walls: The intersection of education and immigration policy and the success of refugee students. In J. McBrien (Ed.), Exploring Educational Policies and Practices in English-speaking Countries of Refugee Resettlement (pp. 131-155). Sense Publishers. doi: 10.1163/9789004401891_006
Locke, L.A. & Broadhurst, C. (2019). “The redhead who speaks Spanish” speaks: A high school principal in Iowa’s first majority Latinx town discusses leadership and student activism. New Directions for Student Services, Student Activism, 161, 79-88. Jossey-Bass.
Gonzalez, C., Graber, J., Galvez, D., & Locke, L.A. (2018). “They say they value diversity, but I don’t see it”: Academic and social experiences of first generation Latinx students at a predominantly white institution. In J. Hoffman, P. Blessinger, & M. Makhanya (Eds.), Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 14) (pp. 61-73). Emerald Group Publishing.
Locke, L.A. & Trolian, T.L. (2018). Microaggressions and social class identity in post-secondary environments. New Directions for Student Services, Social Class Identity in Student Affairs, 162, 63-74. Jossey-Bass.
Locke, L.A. & Schares, D. (2016). Diversity within Iowa’s K-12 public schools and the role of school leaders. In L. Hollingworth & C. Manges (Eds.), Organization & Administration of Iowa Public and Private Schools (2nd ed., pp. 101-118). KendallHunt. ISBN: 9781465288127
Strunk, K., Locke, L.A., & McGee, M. (2015). Neoliberalism and contemporary reform efforts in Mississippi’s education system. In B. Porfilio & M. Abendoth (Eds.), Schools Against Neoliberal Rule: Educational Fronts for Local and Global Justice: A Reader (pp. 45-60). Information Age.
Select Other Publications and Technical Reports
Locke, L.A. (2015, April). Experiences of students of color on the USM campus. In K.K. Strunk, J.R. Suggs, & K.T. Thompson, A.E. Blankenship, L.A. Locke, G.L. Martin, W.C. Takewell, Y. To, & S.C. Wang. USM campus climate survey: Findings and conclusions (pp. 31-41). Research Initiative for Social Justice and Equity. Report commissioned by The University of Southern Mississippi, Office of Student Affairs.
Strunk, K.K., Suggs, J.R., Thompson, K., Blankenship, A.E., Locke, L.A., Martin, G.L., Takewell, W.C., To, Y., & Wang, S.C. (2015, April). USM Campus Climate Survey: Findings and Conclusions. Research Initiative for Social Justice and Equity. Report commissioned by The University of Southern Mississippi, Office of Student Affairs.
Locke, L. (2009). “Community Resource Guide: 2009-2010” for Bryan Collegiate High School. Bound and distributed to students, families, community members in Bryan, TX.
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