C. REFERRED JOURNAL ARTICLES

Martin*, J. C., & Bianco, M. (2025) Developing critically conscious, Latinx preservice teachers: Teaching as social justice. The Urban Review, 57(1), 30–50. https://doi.org/ 10.1007/s11256-024-00708-6

In our study, we examine how Latinx high school students in the Pathways2Teaching grow your own program develop critical consciousness—awareness and action against oppressive forces—as they explore teaching careers. Through qualitative research across multiple urban sites, we found that this justice-focused program helps students recognize educational inequities and view teaching as social justice work. Our findings show that students develop critical motivation, consciousness of racism and inequality, and agency to make meaningful change in their communities, offering valuable insights for designing other grow your own programs aimed at diversifying and transforming the teaching profession.Co-authored with junior faculty (former doctoral student). As second author, I assisted Dr. Martin with all aspects of writing this paper and mentoring her to write for publication and impact.

Throughout my scholarly career, I have been intentional about how authorship is attributed in collaborative research and writing. While I am listed as second or third author on many publications, this has often been a deliberate choice to center and elevate the voices of emerging scholars—particularly scholars of color and doctoral students—who were junior at the time of writing. In many of these collaborations, I provided critical mentorship and conceptual guidance while encouraging my co-authors to lead the writing process and claim first authorship as part of their professional development.

I view this practice as both a pedagogical and equity-driven approach to scholarship—one that aligns with my broader commitments to justice in education and to diversifying the professoriate. The individuals whose names appear in red in the publication tables were either doctoral students (at the time or now graduated) or junior scholars when our work was published. This notation is used to make visible my sustained mentorship and investment in cultivating the next generation of critically conscious scholars.

What follows is an annotated overview of my publications, offering insight into the central themes of each article and detailing my contributions to the research and writing process.

Bianco, M., Brandehoff, R., & Castillo-Tristani, Y. (2024). Honoring the ancestors: A culturally responsive RTI framework for diverse, twice-exceptional students. Gifted Child Today, 47(4), 274-285. https://doi.org/10.1177/10762175241263984

This article presents an innovative, culturally responsive Response to Intervention (RTI) framework specifically designed for twice-exceptional students from diverse backgrounds. The work bridges my expertise in gifted education with my commitment to culturally responsive pedagogy. The framework "honors the ancestors" by incorporating cultural wealth and community knowledge into identification and intervention processes. This represents a significant contribution to both gifted education and special education literature. As lead author, I was responsible for conceptualizing this piece and writing about 90% of the paper. Co-authored with junior faculty (Brandehoff) and doctoral student (Castillo-Tristani).

Brandehoff, R., Bianco, M., Gallegos, P., Marin-Paris, D., & Garrison-Wade, D. (2024). Care, Concern and Connection: Factors That Influence Latine Female Youths’ Consideration of Becoming a Teacher. Journal of Latinos and Education, 1–16. https://doi.org/10.1080/15348431.2024.2444947

Through qualitative inquiry, this study explores the motivations of Latine female high school students in considering teaching careers. The authors emphasize relational factors like cultural validation, community connection, and representations of care as critical influences in shaping career aspirations.

As second author, I was responsible for conceptualizing the study using Pathways2Teaching data. I took lead in organizing the literature review and overseeing everyone’s participation. Co-authored with junior faculty (Brandehoff), doctoral student (Marin-Paris).

Carver-Thomas, D., Bianco, M., Goings, R., & Hyler, M. (2024). Policies and practices for recruiting and retaining teachers of color. Education Policy Analysis Archives, https://doi.org/10.14507/epaa.32.8123

This policy-focused article synthesizes national research and case studies on systemic strategies to recruit and retain teachers of color. It highlights Grow Your Own programs, inclusive school climates, and culturally affirming professional development as key levers of change. As 2nd author, I participated in creating the article’s framework and wrote sections on GYO programs while collaborating on the rest of the manuscript under Carver-Thomas’s lead.

Gist, C., Bristol, T.J., Bianco, M., & Goings, R.B. (2021). Finding strategies to bring Teachers of Color and Indigenous Teachers into the profession. Phi Delta Kappan Special Report.

This special report presents policy and practice-based recommendations for expanding pathways into teaching for Teachers of Color and Indigenous Teachers. It includes insights into mentorship, financial support, and culturally grounded recruitment models. As 3rd author, I participated in the conceptualization of this paper and contributed to writing each of the sections.

Bianco, M., & Marin-Paris, D*. (2019). Pathways2Teaching: Addressing the Teacher Diversity Gap through a Grow Your Own Program. TEACHING Exceptional Children, 52(1), 38-40. https://doi.org/10.1177/004005991987570

This article outlines the Pathways2Teaching® program as an equity-driven solution to the educator diversity gap. It highlights how the model supports high school students of color in exploring teaching as a transformative career path, with an emphasis on special education.This article was co-authored with doctoral student, Marin-Paris. As lead author, I collaborated with and mentored Marin-Paris in writing for publication and impact.

Rogers-Ard, R., Knaus, C., Bianco, M., Brandehoff*, R., & Gist, C.D. (2019). A grow your own collective: A critical race movement to transform education. Teacher Education Quarterly, 46(1), 23-34.

In this article, we describe a collaborative Grow Your Own initiative grounded in Critical Race Theory. We examine collective action, teacher identity, and systemic transformation within urban education.Co-authored with junior faculty, Brandehoff.

As 3rd author, my role was to contribute during the writing process.

Goings, R. B., Brandehoff, R*., & Bianco, M. (2018). To diversify the teacher workforce, Start early. Educational Leadership, 5(8), 50-55.

This practitioner and school leader oriented piece advocates for early exposure to the teaching profession as a way to address the lack of teacher diversity and teacher shortages. It shares programmatic examples and policy implications.This work was co-authored with junior faculty, Brandehoff.

As 2nd author, I collaborated closely with all authors on conceptualizing the paper about Pathways2Teaching, writing all sections, and led establishing the partnership with Education Leadership as viable outlet for this work.

Gist, C., Bianco, M., & Lynn, M. (2018). Examining Grow Your Own programs across the teacher development continuum: Mining research on teachers of color and nontraditional educator pipelines. Journal of Teacher Education, 70(1). https:// doi.org/10.1177/0022487118787504

This review article analyzes research on Grow Your Own programs and alternative teacher preparation pathways. We offer a conceptual framework for evaluating these programs across different stages of teacher development.

As second author, I worked closely with Drs. Gist and Lynn to conceptualize, organize and write the paper. I led sections dealing explicitly with high school GYO programs.

Gist, C., White, T., & Bianco, M. (2018). Pushed to teach: Pedagogies and policies for Black women educator pipeline. Education and Urban Society, 50(1), 56–86..

Focusing on the experiences of Black women educators, this article examines the sociopolitical and institutional pressures that shape their pathway into teaching. The authors propose policy and pedagogical shifts to better support this population.As a team, we collaborated on all sections of the paper using Pathways2Teaching data toframe this paper. I led the data analysis that informed how I would construct the critical counter story that elevated Black girls in the Pathways2Teaching students’ voices.

This research article was coauthored with junior faculty (at time of publication) Dr. White.

Russell*, N., Viesca*, K., & Bianco, M. (2016). Black female adolescents and racism in schools: Experiences in a 'post-racial' society. The High School Journal, 100(1), 4-25.

Through student narratives, this article exposes the persistent racism Black female adolescents face in schools, challenging the myth of a post-racial society. It calls for transformative, race-conscious education reform.

This research article was coauthored with junior faculty (at the time of publication), Drs. Russell & Viesca.

"Goings*, R., & Bianco, M. (2016). Hard to be who you don’t see: An exploration of Black male high school students’ perspectives on becoming teachers. The Urban Review*, 48, 628-646. https://doi.org/10.1007/s11256-016-0371-z"

"This qualitative study explores the perspectives of Black male high school students in the Pathways2Teaching program, revealing the impact of racial identity, representation, and school culture on career interest. This research article was co-authored with junior faculty (at the time of publication), Dr. Ramon Goings.

We collaborated equally on all parts of this work from conceptualizing the research, data analysis, and writing."

Leech, N., Haug, C., & Bianco, M. (2015). Understanding urban high-school students’ of color motivation to teach: Validating the FIT-choice scale. Urban Education. https://doi.org/10.1177/0042085915623338

This quantitative study validates the FIT-choice scale for measuring motivation to teach among urban high school students of color in the Pathways2Teaching program. It contributes a useful instrument for GYO program evaluation. As third author, I contributed to this work by describing the program, providing context for why GYO programs are needed.

Bianco, M., & Harris, B*. (2014). Strength-based RTI: Developing gifted potential in Spanish-speaking English language learners. Gifted Child Today, 37(3), 169-176.

This article advocates for a strength-based Response to Intervention (RTI) framework to identify and nurture giftedness among Spanish-speaking, multi-lingual language learners. It emphasizes culturally responsive assessment and instruction. Co-authored with junior faculty, Dr. Bryn Harris.

As first author, I conceptualized the main components of the article and as a team we collaborated on developing the framework we used based on my previous work (Bianco, 2010).

Crepeau-Hobson, F., & Bianco, M. (2013). Response to intervention: Promises and pitfalls for gifted students with learning disabilities. Intervention in School and Clinic, 48(3), 142-151.

In this paper we explore how Response to Intervention (RTI) can both support and hinder gifted students with learning disabilities. We highlight implementation challenges and offer recommendations for equity-oriented RTI practices.

As second author, my role was to help conceptualize the framing of this work based on a previous paper (Bianco, 2010). We collaborated on all aspects of writing this paper.

D. REFERRED BOOKS AND BOOK CHAPTERS

Bianco, M., & Goings, R. B. (2022). What we know and need to know about recruitment. In C. Gist & T. J. Bristol (Eds.), Handbook of research on teachers of color and indigenous teachers (pp. 61-67). American Education Research Association.

As co-editors of the recruitment section of the Handbook, in this introduction chapter we set the stage for the chapters in the recruitment section of the book by discussing their importance and contribution to the body of work. We jointly contributed an equal amount of time to organizing this chapter.

Bianco, M. (2016). The seven-mile divide: From intellectually gifted to remedial. In D.Y. Ford, J.L. Davis, Y. Sealey (Eds). Gumbo Soup for the Soul: Stories to Inspire Gifted Girls and Women of Color. (p. 31-34) Charlotte, NC. Information Age Publishing.

In this chapter I recount stories from my childhood where racism and classism intersected in ways that had a very direct and negative impact on my education.

Wilson, C.L. & Bianco, M. (2015). Special education and the linguistically diverse student. In H. Zainuddin, N., Yahya, C.A., Morales-Jones, & E.N., Ariza, Fundamentals of teaching English to speakers of other languages in K-12 mainstream classrooms (4th ed). Pp. 385-405. Dubuque, IA: Kendall / Hunt.

In this important chapter, we discuss the overrepresentation of multilingual learners who are falsely identified as having learning disabilities because of a perceived “deficit.” While the chapter reflects collaborative contributions throughout, I took the lead on the section addressing gifted multilingual students, offering research-based strategies for educators to recognize and cultivate their gifted potential.

Viesca, K. M*., Bianco, M., & Leech, N. (2013). Pathways to teaching: The perspectives and experiences of two Black male teens considering teaching as a career. In C. W. Lewis and I. Toldson (Eds.), Black Male Teachers: Diversifying the Nation's Workforce. pp. 133-150. Emerald Group Publishing Limited: Bingley, United Kingdom.

This chapter represents my first published effort to elevate Pathways2Teaching students’ voices. Using qualitative methods, we explored the narratives of two Black male high school students as they reflected on their experiences and the factors that inspired them to consider teaching as a profession. By centering their perspectives, the chapter contributes to critical conversations on educator diversity, highlighting how race, identity, and community-based programs can influence the aspirations of underrepresented youth to enter the teaching profession.

This was truly a collaborative effort using Pathways2Teaching data. Co-authored with Dr. Viesca, junior faculty at the time.

Bianco, M., Brandehoff, R., Lynn, M., Tandon, M., & Jefferson, A. (2025). Strengthening Colorado’s Educator Workforce: Strategies for Recruiting, Preparing, and Retaining Teachers of Color & Indigenous Teachers, School of Education and Human Development, University of Colorado Denver

Bianco, M. (2015) Commentary Chapter 8. In S. Madrid, D. Fernie, & R. Kantor (Eds.), (Re)framing the emotional words of early childhood classrooms (pp. 54–57). Routledge.

Tandon**, M., Bianco, M., & Zion, S. (2014)Pathways2Teaching: Being and becoming a “Rida.” In C. E. Sleeter, L. I. Neal, & K. K. Kumashiro (Eds.), Diversifying the Teacher Workforce: Preparing and Retaining Highly Effective Teachers. https://doi.org/ 10.4324/9781315818320

E. SELECTED NON-REFERRED PUBLICATIONS

F. PROSPECTIVE REFERRED PUBLICATIONS ACCEPTED AND UNDER REVIEW

Articles

In Press , Bianco, M., Brandehoff*, R., Lynn, M., Tandon, M., & Jefferson, A. Overcoming barriers for Colorado’s educator workforce. State Education Standard, National Association of State Boards of Education (NASBE).

Drawing on extensive stakeholder input from teachers, administrators, and policymakers, this article presents a comprehensive assessment of Colorado's educator diversity initiatives. We trace the state's progress, analyze current challenges, and synthesize multi-perspectiverecommendations to advance equitable educator representation and dismantle barriers to workforce diversification.

Accepted (invited) Bianco, M. Reclaiming urban education: Designing critical race curriculum for justice and belonging. In D. Y. Ford, E. M. Hines, T. J. Middleton, & J. L. Moore III (Eds.) Urban Education [Special issue]: Celebrating the 60th anniversary of Urban Education: Past, Present, and Future Directions.

This invited solo-authored contribution to Urban Education's milestone 60th anniversary special issue represents both a theoretical advancement and a strategic response to current attacks on critical race theory in education. At a time when researchers and practitioners face unprecedented backlash, this article demonstrates concrete ways to align curriculum with social justice standards, advancing critical race curriculum applications in design to foster justice-centered educational experiences that cultivate belonging for students and inspire teacher workforce diversification

Under Review, Bianco, M. “It’s more than just teaching”: Mexican heritage youth define effective teaching with authentic Cariño. Urban Education.

In "It's More Than Just Teaching": Mexican Heritage Youth Define Effective Teaching with Authentic Cariño (Urban Education), I examine how 39 Mexican heritage high school students in my Grow Your Own program define effective teaching through analysis of their reflective essays. Using Curry's authentic cariño framework, I identified four themes students associate with teacher effectiveness: understanding their culture, building authentic relationships, demonstrating genuine care, and maintaining high academic expectations. The findings challenge traditional teacher effectiveness metrics based on test scores by centering student voice, revealing that effective teaching requires both rigorous academic challenge and deep relational care rooted in cultural understanding. Students emphasized wanting teachers who share their backgrounds, build familial connections, and refuse to lower expectations—demonstrating that culturally responsive pedagogy must integrate both care and cognitive demand.

Under Review Ha, A., Martin, J., Gonzales, A., *Uribe, A., Bianco, M. Rooted in Community, Guided by Principle: Student Narratives from a GYO Program. Action in Teacher Education.

In our study " we examined how 13 students of the global majority described their experiences in the Pathways2Teaching (P2T) Grow Your Own program through semi- structured interviews conducted during the 2014-2015 school year. Using Pathways2Teaching program's six guiding principles as our conceptual framework and employing directed content analysis, we found strong alignment between the program's foundational values and students' lived experiences.

My role as last author was to mentor and guide 3 doctoral students and one junior faculty through the entire cycle of writing for publication and impact.

Books

Accepted

Editors, Ford, D. Y., & Bianco, M. Designing curriculum and instruction that is multicultural and rigorous for ALL gifted and talented students. National Association for Gifted Children (NAGC).

This book addresses the critical need for culturally responsive education in gifted and talented programs. Drawing upon Sims' windows and mirrors analogy, the book argues that curriculum must provide both reflection and representation for all students—offering mirrors for White students to see accomplishments of people of color and windows for students of color to see themselves affirmed in their learning. The book tackles the problem of "culture- blind" and culturally assaultive curriculum by introducing Ford's Bloom-Banks Matrix as a framework for creating rigorous and relevant multicultural education, while also addressing curriculum and instructional violence that can traumatize students. There are eight comprehensive chapters covering topics from cultural competence and Banks' Four Levels of Multicultural Infusion Model to practical lesson plans and teaching strategies, this user- friendly resource equips teachers, administrators, and educator preparation programs with the tools needed to create inclusive, academically challenging environments where all gifted students can thrive regardless of their cultural background.

• Chapter 5: Bianco, M. Banks' Four Levels of Multicultural Infusion Model for ALL.

  In this chapter, I provide a comprehensive overview of James Banks' foundational framework for integrating multicultural content into curriculum, examining all four levels from Contributions through Social Action. I critically analyze why the lower levels (Contributions and Additive) are insufficient for meaningful multicultural education, often resulting in superficial "heroes and holidays" approaches that fail to challenge existing power structures. I emphasize the transformative potential of the higher levels (Transformation and Social Action), which encourage students to view concepts from multiple cultural perspectives and take action on social issues, creating more authentic and empowering learning experiences for all gifted students.

• Chapter 6: Bianco, M. Ford's Bloom-Banks Matrix for Rigor and Relevance for ALL

  In this chapter, I use Ford’s innovative framework that combines Bloom's Taxonomy with Banks' Multicultural Education Model to ensure both academic rigor and cultural relevance in gifted education curriculum. I explain the rationale behind this matrix and demonstrate how teachers can use it to design lessons that challenge students at higher cognitive levels while incorporating diverse cultural perspectives. I also feature my RACE pedagogy model as a complementary framework and provide concrete sample matrices with practical applications, showing educators how to move beyond surface- level multicultural content to create truly transformative learning experiences.

• Chapter 7: Bianco, M. Culturally Competent Teachers for ALL.

  In this chapter, I address the critical need for teacher preparation programs and professional development to focus on cultural competence, particularly given the persistent underrepresentation of students of color in gifted programs due to deficit thinking and inadequate referral practices. I explore established theories of prejudice and bias while connecting them to educational outcomes, emphasizing how teacher attitudes and competencies directly impact student retention, belonging, and achievement. Drawing on my research including studies with Latino and Black students, I provide practical models for developing cultural competence and offer concrete resources that educators can implement to create more inclusive and affirming learning environments for all gifted learners.

Accepted, Bianco, M. Pathways2Teaching®: A GYO framework for cultivating critically conscious, equity-driven teachers. Preparing the Next Generation Through Love, Resistance, and Equity. Emerald Publishing

As the sole author of Pathways2Teaching®: A Grow Your Own (GYO) Framework for Cultivating Critically Conscious, Equity-Driven Teachers (under contract with Emerald Publishing), I present the first comprehensive, practical guide for designing sustainable, justice-centered educator recruitment programs. Drawing from over 15 years of developing the nationally recognized Pathways2Teaching® program, this book fills a critical gap in the literature by providing concrete implementation tools, sample curricula, and evidence-based strategies for engaging historically marginalized youth, particularly young men of color, in teaching careers. Unlike existing theoretical works or single-program case studies, my framework offers replicable models that operate without grant dependency, demonstrating how educator preparation can be reimagined as a community-rooted, equity-driven endeavor that addresses both teacher shortages and workforce diversity while centering student voices and community cultural wealth.

Under Review, Pedagogies of Joy: Learning at the Intersections of Culture, Power, and Possibility: Centering the Brilliance of Students from the Global MajorityEditors: Robin Brandehoff and Margarita Bianco. Proposed Publisher: Routledge

This volume proposes a radical reimagining of educational practice and research through what we term "Pedagogies of Joy for the Global Majority." Drawing from embodied cultural expressions—including dance, music, poetry, and storytelling—this interdisciplinary collection documents how joyful, ancestral pedagogies rooted in Black, African American, Latiné, Asian, Indigenous, and Pacific Islander traditions act as resistance in predominantly white educational institutions. The book invites readers to engage with joy not as a trivial byproduct of learning, but as a approach that centers identity, cultural connection, and meaningful learning. Importantly, this volume showcases pedagogies of joy across the full educational continuum, from elementary through higher education emphasizing that joy is a transformative force at every stage of learning.

This project emerges at a critical juncture in history amid growing resistance to inclusive curricula, rising authoritarianism, and the silencing of racially and culturally diverse voices in education. At a time when many schools are experiencing deep divisions and trauma, Pedagogies of Joy for the Global Majority provides a meaningful and hopeful direction grounded in joy, cultural affirmation, and ancestral wisdom. It is both urgently needed in today’s context, providing a guiding framework for change for reimagining education that honors the brilliance of students and educators from historically marginalized communities.

G. Selected Presentations

Since post tenure (2013), I have given over 100 presentations, many of these including presenting with Pathways2Teaching students.

2025: 9 presentations (7 invited + 2 refereed)

2024: 5 presentations (3 invited + 2 refereed)

2023: 3 presentations (2 invited + 1 refereed)

2022: 6 presentations (6 invited)

2021: 5 presentations (5 invited)

2020: 2 presentations (1 invited + 1 refereed)

2019: 10 presentations (10 invited)

2018: 8 presentations (8 invited)

2017: 26 presentations (17 invited + 2 refereed + 7 non-peer reviewed)

2016: 10 presentations (6 invited + 3 refereed + 1 non-peer reviewed)

2015: 7 presentations (5 refereed + 1 non-peer reviewed + 1 guest lecture)

2014: 6 presentations (2 refereed + 2 non-peer reviewed + 2 workshops)

2013: 4 presentations (2 invited + 1 refereed + 1 guest lecture)

See CV for presentation details.

IV. IMPACT

A. OVERALL IMPACT

Faculty members within the SEHD are expected to establish a record of scholarly and creative work that creates meaningful impact on the field. My research directly advances the SEHD mission of promoting social justice through systematic investigation of educator diversity, educational equity, and inclusive practices that transform educational opportunities for historically marginalized communities.

My scholarship has achieved substantial recognition within the field, generating 2,823 citations with an h-index of 20 and i10-index of 22. These citation patterns indicate my work has achieved considerable influence in advancing teacher diversity and educational equity research, reflecting both the significance and sustained influence of my contributions.

V. OTHER INDICATORS

Reviews of Scholarship

I have strategically published across a range of outlets, from top-tier research journals (e.g. Urban Education, Journal of Latinos and Education, Journal of Teacher Education, Journal of Hispanic Higher Education, The Journal of Negro Education, Learning Disability Quarterly) that advance theoretical understanding. It is also important for me to publish in practitioner-oriented outlets (e.g. Gifted Child Today, TEACHING Exceptional Children) that directly inform classroom practice and policy implementation. This dual approach ensures my research creates both scholarly advancement and practical application, with citation patterns demonstrating consistent growth over time.

I have strategically published across a range of outlets, from top-tier research journals (e.g. Urban Education, Journal of Latinos and Education, Journal of Teacher Education, Journal of Hispanic Higher Education, The Journal of Negro Education, Learning Disability Quarterly) that advance theoretical understanding. It is also important for me to publish in practitioner- oriented outlets (e.g. Gifted Child Today, TEACHING Exceptional Children) that directly inform classroom practice and policy implementation. This dual approach ensures my research creates both scholarly advancement and practical application, with citation patterns demonstrating consistent growth over time.

Two publications that have each generated substantial citation counts, include my co- authored GYO synthesis (Gist, Bianco, & Lynn, 2018) with 375 citations and my co-authored work on Black male teachers (Goings, R., & Bianco, M., 2016) with 274 citations. My earlier, solo authored research examining biases in gifted referrals based on disability labels (Bianco, M. 2005) has been cited 245 times and was recognized by the Council for Learning Disabilities (CLD) as Researcher of the Year. Relatedly, another coauthored research article examining gender bias in gifted education (Bianco, Harris, Garrison-Wade, & Leech, 2011) has been cited 236 times.