Casanova, S., Alonso Blanco, V.J.**, Radoff, S.^, & Cruz Silva, F. ^(2024). Cultivating the transfer landscape: Using a CRT framework to examine transfer receptivity at a Hispanic Serving Research Institution. Journal of Social Issues. Online First Publication. https://doi.org/10.1111/josi.12615 

Casanova, S. & Alonso Blanco, V.J.** (2023, equal contribution authorship). "Transfers tend to be an afterthought”: The Role of Institutional Support for Staff in Creating a Receptive Culture for Transfer Students of Color. Journal of Diversity in Higher Education. Online First Publication.  https://dx.doi.org/10.1037/dhe0000527

Azmitia, M., Garcia Peraza, P.D., & Casanova, S. (2023). Social Identities and Intersectionality: A Conversation about the What and the How of Development. Annual Review of Developmental Psychology, 5. https://www.annualreviews.org/doi/full/10.1146/annurev-devpsych-120321-022756 

Mesinas, M.*  & Casanova, S. (2023; equal contribution authorship). The Value of Communal and Intergenerational Settings for Studying Social and Emotional Learning. Child Development Perspectives, 17 (3-4), 122-128. https://doi.org/10.1111/cdep.12485 

Lopez-Leon, G.** & Casanova, S. (2023). “Those are the spaces where I feel seen and fully understood”: Digital Counterspaces Fostering Community, Resistance and Intersectional Identities Among Latinx LGBTQ+ Emerging Adults. Journal of Adolescent Research. https://doi.org/10.1177/07435584231165993

Kovats Sánchez, G., Mesinas, M.*, Casanova, S., Chón, D. W. B., & Pentón Herrera, L. J. (2022). Creating positive learning communities for diasporic indigenous students. Journal of Multilingual and Multicultural Development, 1-15. https://doi.org/10.1080/01434632.2022.2159033

Casanova, S. (2022). The “Other” Mexicans: Indigenous Yucatec-Maya Students’ Experiences with Perceived Discrimination. Journal of Latinos and Education, 1-22. https://doi.org/10.1080/15348431.2022.2102496

Casanova, S. & Alvarez, A.***(2022). Fostering the Resilience and Cultural Wealth of  Students with Limited or Interrupted Formal Education. In L. J. Pentón Herrera (Ed.), English and students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices. New York: Springer.

Casanova, S., Mesinas, M.,**& Martinez-Ortega, S.**(2021). Cultural knowledge as opportunities for empowerment: Learning and development for Indigenous Mexican youth. Diaspora, Indigenous, and Minority Education, 15 (3), 193-207. http://dx.doi.org/10.1080/15595692.2021.1910940

Casanova, S., Vukovic, R. K., & Kieffer, M. J. (2021). Do girls pay an unequal price? Black and Latina girls' math attitudes, math anxiety, and mathematics achievement. Journal of Applied Developmental Psychology, 73. https://doi.org/10.1016/j.appdev.2021.101256

Casanova, S., Alonso-Blanco, V.**, Takimoto, A.**, Vazquez, A.**, Covarrubias, R., London, R., Azmitia, M., & Lewis, C. (2021). Learning in the Counterspace of Not School. Educational Studies. https://doi.org/10.1080/00131946.2021.1969936

Hassan, N.***^, Casanova, S., & McGuire K.M. (2021). “I Am Not Your Victim”: Intersectional Religious Marginalization and Resistance Among Black Muslim Immigrant and Refugee College Students. In L. Pérez Huber & S. Muñoz (Eds.), Why They Hate Us: How racist rhetoric impacts education (pp. 162-186). New York: Teachers College Press. 

Casanova, S. (2019). Aprendiendo y Sobresaliendo: Resilient Indigeneity & Yucatec-Maya youth. Association of Mexican American Educators Journal, 13(2), 42-65. https://doi.org/10.24974/amae.13.2.428

Suárez-Orozco, C., Casanova, S., Martin, M., Katsiaficas, D., Singh, S. (2019). The Prevalence and Relevance of Microaggressions in Community College Classrooms. In Immigrant-Origin Students in Community College: Navigating Risk and Reward in Higher Education. Eds. Carola Suárez-Orozco and Olivia Osei-Twumasi. (pp. 76-88). New York: Teachers College Press.

Casanova, S., McGuire, K.M., & Martin, M. (2018). “Why you throwing subs?”: Immediate effects of and student responses to microaggressions in community college. Teachers  College Record, 120 (9), 1-22. https://doi.org/10.1177/016146811812000901

McGuire, K. M., Casanova, S. & Davis, C.H.F. (2017). “I’m a Black Female who happens to be Muslim”: Exploring the multiple marginalities of a Black immigrant Muslim woman attending a predominantly White Campus. Journal of Negro Education, 85(3), 316-329. https://doi.org/10.7709/jnegroeducation.85.3.0316

Casanova, S., O’Connor, B., Anthony-Stevens, V. (2016). Ecologies of Adaptation for Mexican Indigenous Im/migrant Children and Families in the U.S.:  Implications for Latino Studies. Latino Studies, 14(2), 192-213. http://dx.doi.org/10.1057/lst.2016.4

Casanova, S. (2016). Conversaciones indígenas desde el otro lado: Adolescentes de origen maya en Estados Unidos [Indigenous conversations from the other side: Maya-origin adolescents in the United States]. In I. Cornejo Portugal (Ed.), Juventud rural y migración mayahablante: acechar, observar e indagar sobre una temática emergente (pp. 165–201). Universidad Autónoma Metropolitana.

Suárez-Orozco, C., Casanova, S., Martin, M., Katsiaficas, D., Cuellar, V.*, Smith, N., Dias, S. (2015). Toxic Rain in the Class: Classroom Interpersonal Microaggressions. Educational Researcher, 44(3), 151–160. https://doi.org/10.3102/0013189X15580314

Suárez-Orozco, C., Hernández, M. G., & Casanova, S. (2015). “It’s sort of my calling”: The civic engagement and social responsibility of Latino immigrant-origin young adults. Research in Human Development, 12(1-2), 84-99. https://doi.org/10.1080/15427609.2015.1010350

Hernández, M. G., Nguyen, J., Casanova, S., Suárez-Orozco, C. and Saetermoe, C. L. (2013). Doing No Harm and Getting It Right: Guidelines for Ethical Research with Immigrant Communities. New Directions for Child and Adolescent Development, 141, 43–60.  https://doi.org/10.1002/cad.20042

Casanova, S. (2012). The Stigmatization and Resilience of a Female Indigenous Mexican Immigrant.  Hispanic Journal of Behavioral Sciences, 34 (3), 375-403. https://doi.org/10.1177/0739986312449584

Public Reports and Briefs

Casanova, S. & Alonso Blanco, V.J.** (2023, March). Cultivating A Transfer Receptive Culture: Highlighting the Experiences of Transfer Students of Color (TSOC). Infographic report prepared for the Cultivamos  Excelencia HSI Initiatives Project at the University of California, Santa Cruz.    https://drive.google.com/file/d/151e-0DA_MsJokBD2JutqvPqpn4PmRXeB/view?usp=share_link

Casanova, S. & Radoff, S. ^ (2022, June). Cultivamos Excelencia: Transfer Receptivity at UCSC. University of California, Santa Cruz. https://drive.google.com/file/d/17jVc7vfSLO1q1X-M8yof1f4ddAxWYAru/view

Aiello, M., Bismar, D., Casanova, S., Casas, J. M., Chang, D., Chin, J. L., Comas-Diaz, L., Salvo Crane, L., Demir, Z., Garcia, M.A., Hita, L., Leverett, P., Mendez, K., Morse, G.S., Shodiya-Zeumault, S., O'Leary Sloan M., Weil, M.C.& Blume, A. W. Protecting and Defending our People: Nakni tushka anowa (The Warrior's Path) Final Report. APA Division 45 Warrior’s Path Presidential Task Force (2020). Journal of Indigenous Research, 9(2021), 8. https://doi.org/10.26077/2en0-6610

Casanova, S. & Alonso Blanco, V.J.** (2021, June). Student of Color Transfer Receptivity Ratings Disaggregated by Race & Ethnicity. Developed for UCSC STARS Cultivamos Excelencia Transfer Champions Work Group Meeting.

Book Reviews

Casanova, S. & Alonso-Blanco, V. **(2021). [Review of the book Power to the Transfer Critical Race Theory and a Transfer Receptive Culture Perspectives on Access, Equity, and Diversifying Pathways in P-20 Education, by D. Jain, S.N. Bernal Melendez & A.R. Herrera]. Teachers College Record.