Rodriguez, L.F. (2015). Intentional Excellence: The Pedagogy, Power, and Politics of Excellence in Latina/o Schools andCommunities (Peter Lang Publishing). Learn more here.
Rodriguez, L. F. (2014). The Time is Now: Understanding and Responding to the Black and Latino Dropout Crisis. (Peter Lang Publishing). Learn more here.
Ayala, J., Cammarota, J., Rodriguez, L. F., Rivera, M., (contract under review). Red Dawns of Hope: Participatory Action Research in Latino Communities.
Conchas, G. Q. & Rodríguez, L. F. (2007). Small Schools and Urban Youth: Using the Power of School Culture to Engage Students. Thousand Oaks, CA: Corwin Press.
Peer Reviewed Manuscripts
Rodriguez, L. F. & Oseguera, L. O. (2015). Nothing but the Best: Best Strategies for Latina/o Students Across the Educational Pipeline. Journal of Hispanics in Higher Education.
Scott, S. & Rodriguez, L.F. (2014). “A Fly in the Ointment”: African American Male Pre-service Teachers Experiences with Stereotype Threat in Teacher Education. Urban Education, doi:10.1177/0042085913519335. **(With Graduate Student).
Rodríguez, L. F. (2013). Moving Beyond Test Prep Pedagogy: Dialoguing with Multicultural Pre-Service Teachers for a Quality Education. Multicultural Perspectives, 15 (3), 133-140.
Rodriguez, L. F. (2013). The PUEDES Approach: Understanding and Responding to the Latina/o Dropout Crisis in the U.S. Journal of Critical Thought and Praxis. 2 (1), 122-153
Rodriguez, L. F., Mosqueda, E., Nava, P. & Conchas, G. (2013). Reflecting on the Institutional Process of College Success: The Experiences of Four Chicanos in the Context of Crisis. Latino Studies Journal, 11, 411-427.
Rodríguez, L. F. (2012). ‘Everybody Grieves, but Still Nobody Sees:’ Toward A Theory of Recognition for Students of Color in U.S. Education. Teachers College Record, 114, 1-31.
Rodriguez, L. F. & Wasserberg, M. (2010). From the Classroom to the Country: Project POWER Engages Miami’s Youth in Action Research Initiatives for Educational Rights. The Journal of Urban Education: Focus on Enrichment, 7 (30), 103-107. **(With Graduate Student).
Rodríguez, L. F. & Brown, T. M (2009). Engaging youth in participatory action research for education and social transformation. New Directions for Youth Development, 123, 19-34.
Brown, T.M. & Rodriguez, L.F. (2009). Editors’ Introduction. New Directions for Youth Development.
Rodríguez, L. F. (2009). Over-Coming Test Prep Pedagogy: Getting Urban High School Students to Educate Pre-Service Teachers Using Liberatory Pedagogy. The Sophist’s Bane: The Journal of The Society of Professors of Education.
Rodríguez, L. F. (2009). Dialoguing, Cultural Capital and Student Engagement: Using Hip Hop Culture in the High School and University Classroom. Equity and Excellence in Education, 42 (1), 20-35.
Rodríguez, L. F. & Conchas, G. Q. (2009). Preventing Truancy and Dropout among Urban Middle School Students: Understanding Community-Based Action from the Student Perspective. Education and Urban Society, 41 (2), 216-247.
Rodríguez, L. F. (2008). “I’ve Never Heard of the Word Pedagogy Before”: Using Liberatory Pedagogy to Forge Hope for New Teachers in Our Nation’s Public Schools. Interactions: UCLA Journal of Education and Information Studies, 4 (2), http://repositories.cdlib.org/gseis/interactions/vol4/iss2/art2
Rodríguez, L. F. (2008). Struggling to Recognize Their Existence: Student-Adult Relationships in the Urban High School Context. The Urban Review, 40 (5), 436-453.
Rodríguez, L. F. (2008). Teaching Pre-Service Educators to Integrate in a Culture that Wants Them to Adjust: Reflections on Educating for Critical Consciousness. The New Educator, 4 (4). 291-308.
Rodríguez, L. F. (2008). Latino School Dropout and Popular Culture: Envisioning Solutions to a Pervasive Problem. Journal of Latinos and Education, 7 (3). 258-264.
Rodríguez, L. F. (2008). “Teachers Know You Can Do More”: Manufacturing Deliberate Cultures of Success for Urban High School Students. Educational Policy, 22 (5), 758-780.
Brown, T. M. & Rodríguez, L. F. (2008). School and the Co-Construction of Dropout. International Journal for Qualitative Studies in Education, 22 (2), 221-242.
Normore, A. H., Rodríguez, L. F., & Wynne, J. (2007). Making All Children Winners: Confronting Social Justice Issues to Redeem America’s Soul. Journal of Educational Administration, 45(6), 653-671.
Rodriguez, L. F. (2015). “Listen to Us”: Using Participatory Action Research to Engage Latina/o High School Intellectuals in Transforming Race and School Inequality. In G. Conchas,(Ed.), Cracks in the Schoolyard Critical Case Studies in Latino Education. Teachers College Press.
Rodriguez, L.F. (2013). Toward a Cultural Shift in Educational Policy: A Memo to President Barack Obama. Submitted to D. Carter & F. Tuitt (Eds.) Contesting the Myth of a ‘Post-Racial Era:’ The Continued Significance of Race in U.S. Education. Harvard Education Publishing Group.
Rodriguez, L.F. (2011). Over-Coming Test Prep Pedagogy: Getting Urban High School Students to Educate Pre-Service Teachers Using Liberatory Pedagogy. In, B. Schultz (Ed.), Listening to and Learning from Students: Possibilities for Teaching, Learning, and Curriculum. Charlotte, NC: Information Age Publishing.
Rodriguez, L. F. (2011). Learning from the Voices and Experiences of High School Students: Towards a 10-Point Plan to Reduce Dropout, Promote Student Engagement, and Build 21st Century Schools Across the Inland Empire and Beyond. The PRAXIS Project.
Rodriguez, L. F. (2011). Executive Summary on Research Report, “Learning from Our Students.”
Rodriguez, L. F. (2011). Polimemo Series based on report, “Learning from Our Students.”
Rodriguez, L. F. (2013). “School is like…”: What Students Can Teach Us about the Power of Relationships in Public Schools. Praxis, 1, (3), 1-2. A publication of the San Bernardino City Unified School District.
Rodriguez, L. F. (2011). From the Inland Empire to the White House: Building Community and Winning Our Future. Published on US DOE Website: www.ed.gov
Rodriguez, L. F. (2011). White House Summit Lights a Spark in the Inland Empire’s Education Community. Submitted to The Los Angeles Times, November 12, 2011.
Rodriguez, L. F. (2011). Occupying Our Schools with Excellence to Respond to the Dropout Crisis in the Inland Empire. Submitted to The San Bernardino Sun, November 17, 2011.
Rodriguez, L. F. (2010). What Schools Can Do About the Dropout Crisis. Leadership, 40 (1), 18-22.
Rodríguez, L. F. (2007). Recognizing the Wealth that Parents Bring to Urban Schools. In, Project GATE Gazette, 1 (7), 5-6. A publication by the Miami-Dade County Public Schools.
Rodríguez, L. F. (2005). “Yo, Mister! An Alternative Urban High School Offers Lessons on Respect.” Educational Leadership, 62, 7, 78-80.
Rodríguez, L. F. (2004). “Latinos and School Reform: Voice, Action, and Agency.” ReVista: Harvard Review of Latin America, 3(2), 38-39. David Rockefeller Center for Latin American Studies, Harvard University.
Rodríguez, L. F. (2003). Book Review of The Latino Student's Guide to College Success, by L. A. Valverde (2001) in the Journal of Latinos and Education, 2 (3), 187-191, 2003.
Rodríguez, L. F. (2002). Article Abstract of "The Political Construction of Accountability: When Rhetoric Meets Reality", by L. D. Fusarelli, in Education and Urban Society, Vol. 33, No. February 2001, pp. 157-69. SAGE Race Relations Abstracts, Vol. 27 (4): 126, 2002.
Rodríguez, L. F. (2002). Article Abstract of "Conclusion: Polar Positions on the Texas Assessment of Academic Skills (TAAS): Pragmatism and the Politics of Neglect," by H. T. Trueba, in Education and Urban Society, Vol. 33, No. 3, May 2001, pp. 333-44. SAGE Race Relations Abstracts, Vol. 27 (4): 126, 2002.
Tuitt, F., Carter-Andrews, D., Rodriguez, L. F. & Howard, L. (2009). Funded $30, 000 by ABEKAM in partnership with National Head Start Association (NHSA) to study the impact of the Health and Physical Activity Initiative on preschoolers’ physical development, health lifestyle, and innate love for physical activity?
Tuitt, F., Carter-Andrews, D., Rodriguez, L. F. & Howard, L. (2008). Jordan Fundamentals Social Impact Study. Funded $100,000 to study the impact of Jordan Fundamentals Teacher Innovation Grant Program.
Conchas, G. Q. & Rodríguez, L. F. (2003) "Engaging Urban Youth through Community-based Action: How the ‘School Success’ Truancy Prevention Program Motivates Middle Graders,” Report for the Boston Urban Youth Foundation. Boston, MA.