I. Understanding Middlebury students’ engagement across difference and conceptions of inclusivity
(in data analysis phase)
- Article from Middlebury Campus newspaper (co-authored with Michael Sheridan)
- Article #1 from Inside Higher Ed (focus on engaging across difference- June 2018)
- Article #2 from Inside Higher Ed (focus on conceptions of inclusivity- May 2019)
II. Educating Refugee-background Students (co-edited collection, published 2018)
**Available via Multilingual Matters (and other booksellers)!
- Introduction (pdf)
- Article in “The Conversation” (June 2018)
- Blog post for Multilingual Matters (June 2018)
- Presentation: “New Directions for Literacy Education in Refugee Resettlement Communities (10/5/16)
III. College Preparation, Access, and Attainment
for English Language Learners (ongoing project)
Most recent: Shapiro, S. (2019). Familial Capital, Narratives of Agency, and the College Transition Process for Refugee-Background Youth. Equity & Excellence in Education, 51(3-4), 332-346. (Abstract)
- Shapiro, S. and MacDonald, M. (2017). From deficit to asset: Locating discursive resistance in a refugee-background student’s written and oral narrative. Journal of Language, Identity & Education. (Abstract)
- Shapiro, S. (2014). “Words that you said got bigger”: English Language Learners’ lived experiences of deficit discourse. Research in the Teaching of English. 48(4), 386-406.
- Shapiro, S. (2011). Stuck in the remedial rut: Confronting resistance to ESL curriculum reform. Journal of Basic Writing, 30(2), 24-52.
- Interim Report for community stakeholders– (January 2013)