Hines, D. E., Young, J. L., Zamora, R., & Wandix-White, D. (2020). Can We Talk?: Promoting Anti-Oppressive Futures for Girls of Color through a Social Justice Enrichment Program
[Book Chapters]. In Acts of Resistance: Subversive Teaching in the English Language Arts Classroom. Myers Education Press.
Hines, D. E. (2019). When Girls Spit: The Power of Integrating Spoken Word into the Curriculum [Essays]. Edutopia.
Hines, D. E., King, R., & Ford, D. Y. (2018). Black Students in Handcuffs: Addressing Racial Disproportionality in School Discipline for Students with Dis/abilities [Journal Articles]. Teachers College Record. Published.
Young, J., & Hines, D. E. (2018). Even Cinderella is White: (Re)Centering Black Girls’ Voices as Literacies of Resistance in English Education [Journal Articles]. English Education Journal. Published.
Hines, D. E., & Wilmot, J. M. (2018). From Spirit-Murdering to Spirit-Healing: Addressing Antiblack Aggressions and the Inhumane Discipline of Black Children [Journal Articles]. Multicultural Perspectives Journal. Published.
Young, J. L., & Hines, D. E. (2018). Killing My Spirit, Renewing My Soul: Black Female Professors’ Critical Reflections on Spirit Killings while Teaching [Manuscripts]. In Women, Gender, and Families of Color. University of Illinois Press.
Evans-Winters, V., Hines, D. E., Moore, D., & Lawrence, T. (2018). Locating Black Girls in Educational Policy Discourse: Implications for Every Student Succeeds Act [Journal Articles]. Teachers College Record. Published.
Whitaker, M., & Hines, D. E. (2018). Teaching What We Don’t Know: Community-based Learning as a Tool for Implementing Critical Race Praxis [Book Chapters]. In Service-Learning Initiatives in Teacher Education Programs. IGI.
Hines-Datiri, D. (2017). Cloaked in Invisibility: Dropout-Recovery Narratives of Girls of Color After Re-enrollment. [Journal Articles]. Women, Gender, and Families of Color. Published.
Hines-Datiri , D., & Carter Andrews, D. J. (2017). The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline [Journal Articles]. Urban Education. Published.
Hines-Datiri , D. (2016). Resisting Internalized Racism: RACE Mentoring as a Survival Strategy in the Ivory (Issue 1st edition) [Book Chapters]. J.M. Scott-Carrol & D. Y. Ford (Eds), Race mentoring through social media: Black and Hispanic scholars share their journey in the academy. Information Age Publishing. .
Hines-Datiri, D. (2015). When Police Intervene: Race, Gender, and Discipline of Black Male Students at an Urban High School [Journal Articles]. Journal of Cases in Educational Leadership, 18(2).
Hines, D. E., & Young, J. L. (accepted/in press). In Fear of My Safety: Black Female Faculty Responding to Spirit-Murdering, Racism, and Healing on the Academic Plantation [Book Chapters]. In The Undivided Life: Faculty of Color Bringing Our Whole Selves to the Academy. Information Age Publishing .
Young, J. L., & Hines, D. E. (accepted/in press). Promotion while Pregnant and Black: Presumptions of Incompetence, Incapability, and Impossibility [Book Chapters]. In Presumed Incompetent (Vol. 2). Utah State University Press.
Hines, D. E., Boveda, M., Hollis, T., & Lindo, E. (accepted/in press). Racism by Another Name: Black Students, Overrepresentation, and Carcerality in Special Education [Books]. Information Age Publishing .
Mortenson , L., & Hines, D. E. (accepted/in press). Training is Not Enough: How School Resource Officers Contribute to the Criminalization of Black Students [Book Chapters]. In Dear Secretary DeVos: What We Want You to Know About Education. Sense Publications.