Eliana Castro
Biographic Data
| ID | 3828091 |
|---|---|
| NAME | Eliana Castro |
| GIVEN NAMES | Eliana |
| FAMILY NAME | Castro |
| SIGNATURE | CASTRO E |
| AFFILIATIONS | University of Vermont |
| ORCID | 0000-0002-6694-5993 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 102 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Plantation U: Black Women Admins Negotiating Legacies of Trauma in Higher Education
An Outbreak of Sars-CoV-2 in Captive Armadillos Associated with Gamma Variant in Argentina
I can’t just keep talking about the men”: Black girl resistance in a history classroom
Drawing from Black Feminist Thought and Black Girl Cartography the author uses the domain-of-power framework to analyze the Black Girl Charting practices of Cierra, a Black girl student navigating racial history in a secondary classroom in the United States. She encounters the physical space as a site of interpersonal oppression and the U.S. history curriculum as a space of cultural, hegemonic domination. Most importantly, she resists those const…
The case for leveraging multiple resource pedagogies: Teaching about racism in a secondary history classroom
Teaching anti-essentialist historical inquiry
A narrative of racial progress abounds in U.S. history, making it difficult for teachers to present complex interpretations of racial/ethnic discrimination. Historical complexity challenges such simplistic notions of race/ethnicity and encourages critical thinking. Adding anti-essentialist historical content about Latinx communities is one way to complicate perceptions of race relations in the United States. When combined with historical inquiry,…
The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black…
Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color
Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color
The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black…
Teaching anti-essentialist historical inquiry
A narrative of racial progress abounds in U.S. history, making it difficult for teachers to present complex interpretations of racial/ethnic discrimination. Historical complexity challenges such simplistic notions of race/ethnicity and encourages critical thinking. Adding anti-essentialist historical content about Latinx communities is one way to complicate perceptions of race relations in the United States. When combined with historical inquiry,…
The case for leveraging multiple resource pedagogies: Teaching about racism in a secondary history classroom
I can’t just keep talking about the men”: Black girl resistance in a history classroom
Drawing from Black Feminist Thought and Black Girl Cartography the author uses the domain-of-power framework to analyze the Black Girl Charting practices of Cierra, a Black girl student navigating racial history in a secondary classroom in the United States. She encounters the physical space as a site of interpersonal oppression and the U.S. history curriculum as a space of cultural, hegemonic domination. Most importantly, she resists those const…
Teaching anti-essentialist historical inquiry
A narrative of racial progress abounds in U.S. history, making it difficult for teachers to present complex interpretations of racial/ethnic discrimination. Historical complexity challenges such simplistic notions of race/ethnicity and encourages critical thinking. Adding anti-essentialist historical content about Latinx communities is one way to complicate perceptions of race relations in the United States. When combined with historical inquiry,…
The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black…
Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color
The case for leveraging multiple resource pedagogies: Teaching about racism in a secondary history classroom
I can’t just keep talking about the men”: Black girl resistance in a history classroom
Drawing from Black Feminist Thought and Black Girl Cartography the author uses the domain-of-power framework to analyze the Black Girl Charting practices of Cierra, a Black girl student navigating racial history in a secondary classroom in the United States. She encounters the physical space as a site of interpersonal oppression and the U.S. history curriculum as a space of cultural, hegemonic domination. Most importantly, she resists those const…
An Outbreak of Sars-CoV-2 in Captive Armadillos Associated with Gamma Variant in Argentina
Plantation U: Black Women Admins Negotiating Legacies of Trauma in Higher Education
Sociology (6 works) · Critical Race Theory in Education (5 works) · Gender Studies (5 works) · Political science (5 works) · Psychology (5 works) · Gender Studies (4 works) · Pedagogy (4 works) · Educator Training and Historical Pedagogy (3 works) · Social science (3 works) · Anthropology (2 works)