Peer-Reviewed Publications

​Castillo, S., Valenzuela, A., & Hinds, C. (2025). Organizing and youth resistance: The fight 

            for trans rights in Texas. International Journal of Qualitative Studies in Education,

            38(8), 1246-1265. https://doi.org/10.1080/09518398.2025.2502060

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Clark-Saboda, J. L. & Lemke, M. (2023). Revisiting Acker’s gendered organizational
            theory: Why women stay in the superintendency. Frontier’s (In Education), 8, 1-14.
            https://doi.org/10.3389/feduc.2023.1160225

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Cook Heffron, L., Rubalcava-Hernandez, E. & Wachter, K. (2022). “Mi corazón se partió en

           dos”: Transnational mothering among migrating women who face interpersonal

            violence. International Journal of Environmental Research and Public Health,         

           19(20), 13404. doi:10.3390/ijerph192013404

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Cook Heffron, L. (2019). “Salía de uno y me metí en otro”: Exploring the migration-

            violence nexus among Central American women. Violence Against Women, 25(6),

            677-702. ​https://doi.org/10.1177/1077801218797473

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Jekayinoluwa, J. A. (2026). Listening as praxis: Review of the book Hear our stories:

           Campus sexual violence, intersectionality, and how we build a better

           university, by J. C. Harris. Journal of Women and Gender in Higher Education, 1-4.

           https://doi.org/10.1080/26379112.2026.2666097

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Holland Iantosca, M., & Lemke, M. (2022). The glass escalator in school counselling:
            Gender and leadership aspirations. Gender and Education, 34(7), 852-
            868. https://doi.org/10.1080/09540253.2022.2078484

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Holland, M. M. (2012). Only here for the day: The social integration of minority students

             at a majority White high school. Sociology of Education, 85(2), 101-

             120. https://doi.org/10.1177/0038040712440789​​​

 

Leigh-Osroosh, K. T., & Faircloth, S. C. (2025). Storying our experiences in the academy as

            a means of resistance and survivance. International Journal of Qualitative Studies              in Education, 38(8), 1127-1148. https://doi.org/10.1080/09518398.2025.2502061

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Lemke, M., Jekayinoluwa, J., Petko, D., Sharma, V., & LiPuma, K. (2025). Gender-based
            violence and the politics of sex education in the United States: Expanding
            medically accurate and comprehensive policy and programming. Youth, 5(4), 127-              50. https://doi.org/10.3390/youth5040127

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Lemke, M., Miles Nash, A., Mackey, H., & Young, M. D. (Eds.) (2025). Special Issue.
            Beyond now: Feminist politics, policy, and research futures in education.
            International Journal of Qualitative Studies in Education (QSE), 38(8), 1095-1291.
            https://www.tandfonline.com/toc/tqse20/38/8

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Lemke, M., Young, M. D., Mackey, H., & Miles Nash, A. (2025). Feminisms in education:
            Struggles and solidarities in a time of regressive social change. International
            Journal of Qualitative Studies in Education (QSE), 38(8), 1095-1108.
            https://doi.org/10.1080/09518398.2025.2540930

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Lemke, M. (2024). Critical and feminist cartographies of observation: Procedural,
            personal, and political considerations in the documentation and analysis of life
            worlds. In M. D. Young & S. Diem (Eds.) Handbook of critical education research:
            Qualitative, quantitative, and emerging approaches (pp. 590-611). Routledge. doi:
            10.4324/9781003141464-35

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Lemke, M. & Hna, N. (2024). Human trafficking and exploitation in Southeast Asia:
            Applying AsianCrit to context, policy, and educational possibilities. In M.
            K. Kapardis, C. Clark, A. Warria, & M. Dion (Eds.), The Palgrave handbook of
            modern slavery (pp. 111-136). Palgrave Macmillan. https://doi.org/10.1007/978-3-
            031-58614-9_7

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Lemke, M., Nickerson, A. & Saboda, J. (2024). Global displacement and local contexts: A
            case study of U.S. urban educational policy and practice. International Journal of
            Leadership in Education, 27(3), 471-494.
            https://doi.org/10.1080/13603124.2021.1884747​​

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Lemke, M. & White, A. (2024). Student adversity and leader stress: A critical race 

            contextualization and analysis of state social emotional learning policy. In B. W.                  Carpenter, J. Mahfouz, & K. Washington (Eds.), Supporting leaders for school

            improvement through self-care and well-being (pp. 151-174). Information Age

            Publishing.

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Lemke, M. & Rogers, K. (2023). A feminist critical heuristic for educational policy analysis:
            U.S. social emotional learning policy. Journal of Education Policy, 38(5),803-828.
            https://doi.org/10.1080/02680939.2022.2130995

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Lemke, M., Bascug, E. & Howard, A. (2022). Seen yet unseen: A case of human trafficking
            at Harris High School. Journal of Cases in Educational Leadership, 25(2), 153-168.
            https://doi.org/10.1177/15554589211055105 - UCEA Paula Silver (JCEL) Case
            Article Award Winner

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Lemke, M. & Rogers, K. (2021). Confronting teen dating violence in schools: De-
            constructing policy paradoxes. In F. English (Ed.), The Palgrave handbook of      
            educational leadership and management discourse (pp. 1-20). Palgrave
            Macmillan.

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Lemke, M. & Rogers, K. (2020). When sexting crosses the line: Educator responsibilities in
            the support of prosocial adolescent behavior and prevention of violence. Social
            Sciences, 9(9), 1-14. https://doi.org/10.3390/socsci9090150

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Lemke, M. (2019a). Educators as the “front line” of human trafficking prevention: An
            analysis of state-level educational policy. Leadership and Policy in Schools,
            18(3),284-304. https://doi.org/10.1080/15700763.2017.1398337

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Lemke, M. (2019b). The politics of ‘giving student victims a voice’: A feminist analysis of
            state trafficking policy implementation. American Journal of Sexuality
            Education,14(1), 74-108. https://doi.org/10.1080/15546128.2018.1524805

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​Muñoz-García, A. L., Kyuttzza, G.-G., & and Rojas-Müller, F. (2025). Fictional collective

            narratives to inquire-with-feminist-theory on gender issues. International Journal

            of Qualitative Studies in Education, 38(8), 1168-1185.       

            https://doi.org/10.1080/09518398.2025.2502058

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Muñoz-García, A. L., Lira, A., & Loncon, E. (2022).​​ Knowledges from the South: Reflections

            on writing academically. Educational Studies: A Journal of the American

            Educational Studies Association, 58(5-6), 641-656.

            https://doi.org/10.1080/00131946.2022.2132394

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Muñoz-García, A. L. (2019), Intellectual endogamy in the university: The neoliberal

            regulation of academic work. Learning and Teaching, 12(2), 24-43.

            https://doi.org/10.3167/latiss.2019.120203  

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Murshid, N. S., Lemke, M., Hussain, A., & Siddiqui, S. (2019). Combating gender-based
            violence: Perspectives from social work, education, interdisciplinary studies, and
            medical anthropology. In P. K. Ram & K. Smith (Eds). Transforming global health:
            Interdisciplinary challenges, perspectives, and strategies (pp. 83-96). Springer.

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Lemke, M. (2017). Addressing violence in schools: Feminist praxis and a pedagogy of risk.
            In J. L. Martin, A. E. Nickels, & M. L. Sharp-Grier (Eds.), Feminist pedagogy,
            practice, and activism: Improving the lives of girls and women (pp. 140-157).
            Routledge.

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Lemke, M. (2017). Trafficking and immigration policy: Intersections, inconsistencies, and
            implications for public education. Educational Policy, 31(6), 743-763.
            https://doi.org/10.1177/0895904817719528

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Nsonwu, M., Welch-Brewer, C., Cook Heffron, L., Lemke, M., Busch-Armendariz,
            N.,Sulley, C., Warren Cook, S., Lewis, M., Watson, E., Moore, W., Crume, Y., & Li, J.
            (2017). Development and validation of an instrument to assess social work
            students’ perceptions, knowledge, and attitudes about human trafficking (PKA-HT
            questionnaire): An exploratory study. Research on Social Work Practice, 27(5),561-
            571. https://doi.org/10.1177/1049731515578537

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Wachter, K., Cook Heffron, L., & Dalpe, J. (2022). “We weren’t ready”: Provider   

            perspectives on addressing intimate partner violence among refugees and       

            immigrants in the United States. Journal of Family Violence, 37(2), 235-   

            246. https://doi.org/10.1007/s10896-021-00285-2

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Wachter, K., Cook Heffron, L., Dalpe, J., & Spitz, A. (2021). “Where is the women’s center

            here?”: The role of information in refugee women’s help seeking for intimate

            partner violence in a resettlement context. Violence against Women, 27(12-13),

            2355-2376. https://doi.org/10.1177/1077801220971364

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Wachter, K., Cook Heffron, L., & Dalpe, J. (2021). “Back home you just go talk to the

           family”: The role of family among women who seek help for intimate partner

           violence pre- and postresettlement to the United States. Journal of Interpersonal

           Violence, 36(15/16), 7574-7598. https://doi.org/10.1177/0886260519835861

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Wachter, K., Dalpe, J., & Heffron, L. C. (2019). Conceptualizations of domestic violence–

           related needs among women who resettled to the United States as

           refugees. Social Work Research, 43(4), 207-219. https://doi.org/10.1093/swr/svz008​​