REFERENCES

Abu-Lughod, L. (1993). Writing women's worlds: Bedouin stories. Berkeley: University of California Press.

Abu-Lughod, L. (2000). Veiled sentiments: Honor and poetry in a Bedouin society. Berkeley: University of California Press.

Adams, N., & Bettis, P. J. (2003). Cheerleader! An American icon. New York: Palgrave.

Adams, T. E. (2005). Speaking for others: Finding the “whos” of discourse. Soundings, 88, 331–345.

Adams, T. E. (2006). Seeking father: Relationally reframing a troubled love story. Qualitative Inquiry, 12, 704–723.

Adams, T. E. (2008). A review of narrative ethics. Qualitative Inquiry, 14, 175–194.

Adams, T. E. (2011). Narrating the closet: An autoethnography of same-sex attraction. Walnut Creek, CA: Left Coast Press.

Akbar, N. (1975, October). Address presented at the Black Child Development Institute Annual Meeting, San Francisco, CA.

Allen, C. J., & Garner, N. (1996). Condor qatay: Anthropology in performance. Long Grove, IL: Waveland.

Allport, G. W. (1937). Personality: A psychological interpretation. New York: Holt, Rinehart and Winston.

American Anthropological Association (AAA). (2004). Statement on ethnography and institutional review boards. www.aaanet.org/stmts/irb.htm.

American Evaluation Association (AEA). (2004). Guiding principles for evaluators. www.eval.org/Publications/aea06.GPBrochure.pdf.

American Indian Higher Education Consortium. (2009). Indigenous evaluation framework: Telling our story in our place and time. Unpublished manuscript, Alexandria, VA.

American Psychological Association. (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. Washington DC: Author.

Analytic Technologies. (2010). Anthropac Version 4.98. Lexington, KY: Analytic Technologies. www.analytictech.com/anthropac/apacdesc.htm.

Anderson, G. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59, 249–270.

Anderson, K., & Jack, D. C. (1991). Learning to listen: Interview techniques and analyses. In S. B. Gluck & D. Patai (Eds.), Women's words: The feminist practice of oral history (pp. 11–26). New York: Routledge.

Anfara, V. R., Brown, K. M., & Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31(7), 28–38.

Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education Policy, 161, 67–72.

Asad, T. (1995). Anthropology and the colonial encounter. Amherst, NY: Prometheus Books.

Asante, M. F. (1998). The Afrocentric idea. Philadelphia: Temple University Press.

Atkin, J. M. (1991, April). Teaching as research. Paper presented at the American Educational Research Association Annual Convention, Chicago.

Atkinson, P. (1997). Narrative turn or blind alley? Qualitative Health Research, 7, 325–344.

Atkinson, P., & Delamont, S. (2006). Rescuing narrative from qualitative research. Narrative Inquiry, 16, 164–172.

Atkinson, R. (1998). The life story interview. Thousand Oaks, CA: Sage.

Atkinson, R. (2007). The life story interview as a bridge in narrative inquiry. In D. J. Clandinin (Ed.), Handbook of narrative inquiry (pp. 224–245). Thousand Oaks, CA: Sage.

Australasian Evaluation Society. (2006). AES Ethics Committee. www.aes.asn.au/about.

Bailey, L. (2007). Feminist critiques of educational research and practices. In B. J. Bank (Ed.), Gender and education: An encyclopedia (pp. 107–115). Westport, CT: Praeger.

Bakhtin, M. (1981). The dialogic imagination: Four essays (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.

Bamberg, M. (2004). Narrative discourse and identities. In J. C. Meister, T. Kindt, W. Schernus, & M. Stein (Eds.), Narratology beyond literary criticism (pp. 213–237). New York: Walter de Gruyter.

Barone, T. (1983). Things of use and things of beauty: The story of the Swain County High School arts program. Daedalus, 112(3), 1–28.

Barone, T. (1992). Beyond theory and method: A case of critical storytelling. Theory into Practice, 31, 142–146.

Barone, T. (1995). Persuasive writings, vigilant readings, reconstructed characters: The paradox of trust in educational storysharing. International Journal of Qualitative Studies in Education, 8, 63–74.

Barone, T. (2001). Touching eternity: The enduring outcomes of teaching. New York: Teachers College Press.

Barone, T., & Eisner, E. (2006). Arts-based educational research. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 93–107). New York: Lawrence Erlbaum.

Barone, T., & Eisner, E. (2011). Arts based research. Thousand Oaks, CA: Sage.

Barresi, J., & Jukes, T. J. (1997). Personology and the narrative interpretation of lives. Journal of Personality, 65, 693–719.

Barthes, R. (1977). Image, music, text (S. Heath, Trans.). New York: Hill and Wang. (Original work published 1968)

Barton, D., & Hamilton, M. (2000). Literacy practices. In D. Barton, M. Hamilton, & R. Ivanic (Eds.), Situated literacies: Reading and writing in context (pp. 7–15). New York: Routledge.

Battiste, M. (Ed.). (2000). Reclaiming indigenous voice and vision. Vancouver: University of British Columbia Press.

Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Paper prepared for the National Group on Education and the Minister of Indian Affairs Canada (INAC). Ottawa, Ontario: Indian and Northern Affairs.

Battiste, M., & Henderson, J. Y. (2002). Protecting indigenous knowledge and heritage: A global challenge. Saskatoon, Saskatchewan: Purich.

Beattie, C. (1989). Action research: A practice in need of a theory. In G. Milburn, I. F. Goodson, & R. J. Clark (Eds.), Re-interpreting curriculum research: Images and arguments (pp. 110–120). London: Falmer.

Becker, H. S., Geer, B., Hughes, E. C., & Strauss, A. L. (1961). Boys in white: Student culture in medical school. New Brunswick, NJ: Transaction.

Behar, R. (1993). Translated woman. Boston: Beacon.

Bell, D. (1992). Faces at the bottom of the well: The permanence of racism. New York: Basic Books.

Benard, H. R. (1988). Research methods in cultural anthropology. Thousand Oaks, CA: Sage.

Benstock, S. (1991). Textualizing the feminine: On the limits of genre. Norman: University of Oklahoma Press.

Berg, M. J., Kremelberg, D., Dwivedi, P., Verma, S., Schensul, J. J., Gupta, K., et al. (2010). The effects of husband's alcohol consumption on married women in three low-income areas of greater Mumbai. Aids and Behavior, 14, 126–135.

Berg, M. J., & Schensul, J. J. (Eds.). (2004). Participatory action research with youth (Special issue). Practicing Anthropology, 26(2).

Berliner, D. C. (2009). Research, policy, and practice: The great disconnect. In S. D. Lapan & M. T. Quartaroli (Eds.), Research essentials: An introduction to designs and practices (pp. 295–313). San Francisco: Jossey-Bass.

Bernard, H. R. (2000). Social research methods: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage.

Bernard, H. R. (2005). Research methods in anthropology: Qualitative and quantitative approaches (4th ed.). Walnut Creek, CA: AltaMira.

Berry, K. (2005). To the “speechies” themselves: An ethnographic and phenomenological account of emergent identity formation. International Journal of Communication, 15, 21–50.

Bhabha, H. (1993). Location of culture. New York: Routledge.

Bhavnani, K., & Davis, A. (2000). Women in prison: Researching race in three national contexts. In F. W. Twine & J. W. Warren (Eds.), Racing research, researching race: Methodological dilemmas in critical race studies (pp. 227–246). New York: New York University Press.

Bird, R. B. (2007). Fishing and the sexual division of labor among the Meriam. American Anthropologist, 109, 442–451.

Birren, J. E., & Deutchman, D. E. (1991). Guiding autobiography groups for older adults: Exploring the fabric of life. Baltimore: Johns Hopkins University Press.

Bishop, R. (1996). Addressing issues in self-determination and legitimation in Kaupapa Maori research. In B. Webber (Ed.), He paipai korero (pp. 143–160). Wellington: New Zealand Council for Educational Research.

Bishop, R. (2005). Freeing ourselves from neocolonial domination in research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 109–138). Thousand Oaks, CA: Sage.

Blagov, P. S., & Singer, J. A. (2004). Four dimensions of self-defining memories (specificity, meaning, content, and affect) and their relationship to self-restraint, distress, and repressive defensiveness. Journal of Personality, 72, 481–511.

Blaut, J. M. (1993). The colonizer's model of the world: Geographical diffusionism and Eurocentric history. New York: Guilford Press.

Bledsoe, K. L. (2005). Using theory-driven evaluation with underserved communities: Promoting program development and program sustainability. In S. Hood, R. Hopson, & H. Frierson (Eds.), The role of culture and cultural context: A mandate for inclusion, the discovery of truth, and understanding in evaluative theory and practice (pp. 179–199). Greenwich, CT: Information Age.

Blumenfeld-Jones, D. (2006, April). The shattered mirror: Curriculum, art and critical politics. Vice-presidential address presented at the annual meeting of the American Educational Research Association Division B (Curriculum Studies), San Francisco.

Blumer, H. (1969). Symbolic interactionism: Perspective and method. Berkeley: University of California Press.

Bochner, A. P. (1984). The functions of human communication in interpersonal bonding. In C. C. Arnold & J. W. Bowers (Eds.), Handbook of rhetorical and communication theory (pp. 544–621). Boston: Allyn & Bacon.

Bochner, A. P. (1994). Perspectives on inquiry II: Theories and stories. In M. L. Knapp & G. R. Miller (Eds.), Handbook of interpersonal communication (pp. 21–41). Thousand Oaks, CA: Sage.

Bochner, A. P. (2000). Criteria against ourselves. Qualitative Inquiry, 6, 266–272.

Bochner, A. P. (2001). Narrative's virtues. Qualitative Inquiry, 7, 131–157.

Bochner, A. P. (2002). Perspectives on inquiry III: The moral of stories. In M. L. Knapp & J. A. Daly (Eds.), Handbook of interpersonal communication (3rd ed., pp. 73–101). Thousand Oaks, CA: Sage.

Bochner, A. P., & Ellis, C. (1995). Telling and living: Narrative co-construction and the practices of interpersonal relationships. In W. Leeds-Hurwitz (Ed.), Social approaches to communication (pp. 201–213). New York: Guilford Press.

Bochner, A. P., & Ellis, C. (2006). Communication as autoethnography. In G. J. Shepherd, J. St. John, & T. Striphas (Eds.), Communication as…: Perspectives on theory (pp. 110–122). Thousand Oaks, CA: Sage.

Borchard, K. (1998). Between a hard rock and postmodernism: Opening the Hard Rock Hotel and Casino. Journal of Contemporary Ethnography, 27, 242–269.

Borland, K. (1991). “That's not what I said”: Interpretive conflict in oral narrative research. In S. B. Gluck & D. Patai (Eds.), Women's words: The feminist practice of oral history (pp. 63–75). New York: Routledge.

Bourdieu, P. (1990). In other words: Essays towards a reflexive sociology (M. Adamson, Trans.). Stanford, CA: Stanford University Press.

Bourgois, P. (1995). In search of respect: Selling crack in El Barrio. New York: Cambridge University Press.

Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.

Boykin, A. W. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children (pp. 51–92). Mahwah, NJ: Lawrence Erlbaum.

Boylorn, R. M. (2006). E pluribus unum (Out of many, one). Qualitative Inquiry, 12, 651–680.

Boylorn, R. M. (2008). As seen on TV: An autoethnographic reflection on race and reality television. Critical Studies in Media Communication, 25, 413–433.

Brabeck, M. M., & Brabeck, K. M. (2009). Feminist perspectives on research ethics. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 39–53). Thousand Oaks, CA: Sage.

Brayboy, B. K., & Deyhle, D. (2000). Insider outsider: Research in American Indian communities. Theory into Practice, 39, 163–169.

Britzman, D. (2000). “The question of belief”: Writing poststructural ethnography. In E. A. St. Pierre & W. S. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp. 27–40). New York: Routledge.

Brouwer, D. C. (2004). Corps/corpse: The U.S. military and homosexuality. Western Journal of Communication, 68, 411–430.

Brown-Smith, N. (1998). Family secrets. Journal of Family Issues, 19, 20–42.

Brown v. Board of Education, 347 U.S. 483 (1954).

Brugge, D., & Missaghian, M. (2003). Protecting the Navajo people through tribal regulation of research. Research Ethics and Environmental Health. www.researchethics.org/articles.asp?viewrec=27.

Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.

Brunswik, E. (1956). Perception and the representative design of psychological experiments. Berkeley: University of California Press.

Bryant, A. (2002). Re-grounding grounded theory. Journal of Information Technology Theory and Application, 4, 25–42.

Bryant, A., & Charmaz, K. (Eds.). (2007). The Sage handbook of grounded theory. Thousand Oaks, CA: Sage.

Burford, T. I. (2005). Race narratives, personality traits, and race self complexity: Towards an understanding of the psychological meaning of race. Unpublished manuscript, Howard University, Washington DC.

Burford, T. I., & Winston, C. E. (2005). The Guided Race Autobiography. Washington DC: Howard University Identity and Success Research Laboratory.

Burton, R. (2007). The anatomy of melancholy (Vol. 1). Teddington: Echo Library. (Original work published 1638)

Cahnmann, M. (2006). Reading, living, and writing bilingual poetry as scholARTistry in the language arts classroom. Language Arts, 83, 342–352.

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally College.

Campbell, N. (2000). Using women: Gender, drug policy, and social justice. New York: Routledge.

Carlyle, T. (1841). Heroes, hero worship and the heroics in history. Toronto: Archibald MacMechan.

Carspecken, P. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.

Carspecken, P., & Apple, M. (1992). Critical qualitative research: Theory, methodology, and practice. In M. LeCompte, W. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in education (pp. 507–553). San Diego, CA: Academic Press.

Carspecken, P., & Walford, G. (Eds.). (2001). Critical ethnography and education. New York: Routledge.

Cashmore, E. (2003). Encyclopedia of race and ethnic studies. New York: Routledge.

Castagno, A. (2006). Uncertain but always unthreatening: Multicultural education in two urban middle schools. Unpublished dissertation, University of Wisconsin, Madison.

Castagno, A. (2008). “I don't want to hear that!”: Legitimating whiteness through silence in schools. Anthropology & Education Quarterly, 39, 314–333.

Castagno, A. (2009). Commonsense understandings of equality and social change: A critical race theory analysis of liberalism at Spruce Middle School. International Journal of Qualitative Studies in Education, 22, 755–768.

Caulley, D. N. (2008). Making qualitative research reports less boring: The techniques of writing creative nonfiction. Qualitative Inquiry, 14, 424–449.

Chappell, S. (2009). Evidence of utopianizing toward social justice in young people's community-based art works. Unpublished dissertation, Arizona State University, Tempe.

Charmaz, K. (1991). Good days, bad days: The self in chronic illness and time. New Brunswick, NJ: Rutgers University Press.

Charmaz, K. (1999). Stories of suffering: Subjects' tales and research narratives. Qualitative Health Research, 9, 369–382.

Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 509–535). Thousand Oaks, CA: Sage.

Charmaz, K. (2003). Grounded theory. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 81–110). London: Sage.

Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.

Charmaz, K. (2008). Grounded theory as an emergent method. In S. N. Hesse-Biber & P. Leavy (Eds.), Handbook of emergent methods (pp. 155–170). New York: Guilford Press.

Charmaz, K. (2009). Shifting the grounds: Constructivist grounded theory methods for the twenty-first century. In J. Morse, P. Stern, J. Corbin, B. Bowers, K. Charmaz, & A. Clarke (Eds.), Developing grounded theory: The second generation (pp. 127–154). Walnut Creek, CA: Left Coast.

Charmaz, K., & Bryant, A. (2010). Grounded theory. In B. McGaw, P. Peterson, & E. Baker (Eds.), The international encyclopedia of education (3rd ed., pp. 401–406). Oxford, England: Elsevier.

Chen, H.-T. (1990). Theory-driven evaluations. Thousand Oaks, CA: Sage.

Chilisa, B. (2005). Educational research within postcolonial Africa: A critique of HIV/AIDS research in Botswana. International Journal of Qualitative Studies in Education, 18, 659–684.

Christians, C. (2005). Ethics and politics in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 139–164). Thousand Oaks, CA: Sage.

Clandinin, D. J., & Connelly, F. M. (1995). Teachers' professional knowledge landscapes. New York: Teachers College Press.

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.

Clandinin, D. J., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35–76). Thousand Oaks, CA: Sage.

Clark, E. H. (1873). Sex in education, or, a fair chance for the girls. Boston: James R. Osgood.

Clarke, A. E. (2005). Situational analysis: Grounded theory after the postmodern turn. Thousand Oaks, CA: Sage.

Clifford, J. (1983). On ethnographic authority. Representations, 1(2), 118–146.

Clifford, J. (1986). Introduction: Partial truths. In J. Clifford & G. E. Marcus (Eds.), Writing culture (pp. 1–26). Berkeley: University of California Press.

Clifford, J. (1988). The predicament of culture: Twentieth-century ethnography, literature, and art. Cambridge, MA: Harvard University Press

Clifford, J. (1997). Routes: Travel and translation in the late 20th century. Cambridge, MA: Harvard University Press.

Clifford, J., & Marcus, G. (1986). Writing culture: The poetics and politics of ethnography. Berkeley: University of California Press.

Cobb, M. (2006). God hates fags: The rhetorics of religious violence. New York: New York University Press.

Coles, R. (1989). The call of stories: Teaching and the moral imagination. Boston: Houghton Mifflin.

Collins, P. H. (1990). Black feminist thought. Boston: Unwin Hyman.

Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.

Conway, M. A., & Pleydell-Pearce, C. W. (2000). The construction of autobiographical memories in the self-memory system. Psychological Review, 107, 261–288.

Cook-Lynn, E. (2000). How scholarship defames the Native voice … and why. Wicazo Sa Review, 15(2), 79–92.

Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.

Coulter, C. (2003). Growing up immigrant in an American high school. Unpublished dissertation, Arizona State University, Tempe.

Council of National Psychological Associations for the Advancement of Ethnic Minority Interests. (2000). Guidelines for research in ethnic minority communities. Washington, DC: American Psychological Association.

Couser, G. T. (1997). Recovering bodies: Illness, disability, and life writing. Madison: University of Wisconsin Press.

Cram, F. (2009). Maintaining indigenous voices. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 308–322). Thousand Oaks, CA: Sage.

Cram, F., Ormond, A., & Carter, L. (2004, October 28–30). Researching our relations: Reflections on ethics and marginalization. Paper presented at the Kamehameha Schools 2004 Research Conference on Hawaiian well-being. Kea'au, Hawaii. www.ksbe.edu/pase/pdf/KSResearchConference/2004presentations/.

Crapanzano, V. (1985). Tuhami: Portrait of a Moroccan. Chicago: University of Chicago Press.

Crawley, S. L. (2002). “They still don't understand why I hate wearing dresses!” An autoethnographic rant on dresses, boats, and butchness. Cultural Studies <=> Critical Methodologies, 2, 69–92.

Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299.

Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (Eds.). (1995). Critical race theory: The key writings that formed the movement. New York: New Press.

Cressey, D. R. (1953). Other people's money: A study in the social psychology of embezzlement. Glencoe, IL: Free Press.

Creswell, J. W. (2005). Planning, conducting and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.

Cross, W. E. J. (1991). Shades of black: Diversity in African-American identity. Philadelphia: Temple University Press.

Daly, K., & Dienhart, A. (1998). Navigating the family domain: Qualitative field dilemmas. In S. Grills (Ed.), Doing ethnographic research: Fieldwork settings (pp. 97–120). Thousand Oaks, CA: Sage.

Darts, D. (2004). Visual culture jam: Art, pedagogy and creative resistance. Unpublished dissertation, University of British Columbia, Vancouver.

Delamont, S. (2009). The only honest thing: Autoethnography, reflexivity and small crises in fieldwork. Ethnography and Education, 4, 51–63.

Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press.

Deloria, V., Jr. (1969). Custer died for your sins: An Indian manifesto. New York: Avon.

Delpit, L., & Dowdy, J. (2002). The skin that we speak: Thoughts on language and culture in the classroom. New York: New Press.

Denzin, N. K. (1989a). Interpretive biography. Thousand Oaks, CA: Sage.

Denzin, N. K. (1989b). The research act: A theoretical introduction to sociological methods (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.

Denzin, N. K. (2000). The art of interpretation, evaluation, and presentation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 479–485). Thousand Oaks, CA: Sage.

Denzin, N. K., & Lincoln, Y. S. (1998). Introduction. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research: Theories and issues (Vol. 1, pp. 1–44). Thousand Oaks, CA: Sage.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.

Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: Critical methodologies and indigenous inquiry. In N. K. Denzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 2–20). Thousand Oaks, CA: Sage.

Denzin, N. K., Lincoln, Y. S., & Smith, L. T. (Eds.). (2008). Handbook of critical and indigenous methodologies. Thousand Oaks, CA: Sage.

Derrida, J. (1980). Writing and difference (A. Bass, Trans.). Chicago: University of Chicago Press. (Original work published 1967)

de Saussure, F. (1983). Course in general linguistics (R. Harris, Trans.). London: Duckworth. (Original work published 1916)

Dewey, J. (1960). Quest for certainty. New York: Putnam.

Dey, I. (1993). Qualitative data analysis. London: Routledge.

Diamond, N. (1970). Fieldwork in a complex society: Taiwan. In G. D. Spindler (Ed.), Being an anthropologist (pp. 113–141). New York: Holt, Rinehart and Winston.

Dibble, N. & Rosiek, J. (2002). White out: A case study introducing a new citational format for teacher practical knowledge research. International Journal of Education & the Arts, 3(5). www.ijea.org/v3n5/index.html.

Dickson-Gomez, J., Convey, M., Hilario, H., Corbett, M., & Weeks, M. (2007). Unofficial policy: Access to housing, housing information and social services among homeless drug users in Hartford, Connecticut. Substance Abuse Treatment, Prevention, and Policy, 2(8), 1–14.

Diefenbach, G. J., Disch, W. B., Robison, J. T., Baez, E., & Coman, E. (2009). Anxious depression among Puerto Rican and African-American older adults. Aging & Mental Health, 13, 118–126.

Dilthey, W. (1989). Introduction to the human sciences: An attempt to lay a foundation for the study of society and history. Princeton, NJ: Princeton University Press.

Disch, W. B., Schensul, J. J., Radda, K. E., & Robison, J. T. (2007). Perceived environmental stress, depression, and quality of life in older, low income, minority urban adults. In H. Mollenkopf & A. Walker (Eds.), Quality of life in old age (pp. 151–165). The Netherlands: Springer.

Dixson, A., & Rousseau, C. (Eds.). (2006). Critical race theory and education: All God's children got a song. New York: Routledge.

Dodd, S. J. (2009). LGBTQ: Protecting vulnerable subjects in all studies. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 474–488). Thousand Oaks, CA: Sage.

Downs, A. (2005). The velvet rage: Overcoming the pain of growing up gay in a straight man's world. Cambridge, MA: Perseus.

Du Bois, W. E. B. (2005). The souls of black folk. New York: Penguin. (Original work published 1903)

Dukes, W. F. (1965). N = 1. Psychological Bulletin, 64, 74–79.

Dunlop, R. (1999). Boundary Bay: A novel. Unpublished dissertation, University of British Columbia, Vancouver.

Duque, R. L. (2009). Review: Catherine Kohler Riessman (2008). Narrative methods for the human sciences. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 11(1), Art. 19. www.qualitative-research.net/index.php/fqs/article/view/1418/2906.

Duran, B., & Duran, E. (2000). Applied postcolonial clinical and research strategies. In M. Battiste (Ed.), Reclaiming indigenous voice and vision (pp. 209–224). Vancouver: University of British Columbia Press.

Dykins Callahan, S. B. (2008). Academic outings. Symbolic Interaction, 31, 351–375.

Ecker, D. (1966). The artistic process as qualitative problem solving. In E. Eisner & D. Ecker (Eds.), Readings in art education (pp. 57–68). Waltham, MA: Blaisdell.

Eisner, E. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan.

Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.

Elliott, J. (1988, April). Teachers as researchers: Implications for supervision and teacher education. Paper presented at the American Educational Research Association Annual Convention, New Orleans, LA.

Ellis, C. (1986). Fisher folk: Two communities on Chesapeake Bay. Lexington: University Press of Kentucky.

Ellis, C. (1991). Sociological introspection and emotional experience. Symbolic Interaction, 14, 23–50.

Ellis, C. (1993). “There are survivors”: Telling a story of a sudden death. Sociological Quarterly, 34, 711–730.

Ellis, C. (1995a). Emotional and ethical quagmires in returning to the field. Journal of Contemporary Ethnography, 24, 68–98.

Ellis, C. (1995b). Final negotiations: A story of love, loss, and chronic illness. Philadelphia: Temple University Press.

Ellis, C. (1995c). The other side of the fence: Seeing black and white in a small, southern town. Qualitative Inquiry, 1, 147–167.

Ellis, C. (2002). Shattered lives: Making sense of September 11th and its aftermath. Journal of Contemporary Ethnography, 31, 375–410.

Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek, CA: AltaMira.

Ellis, C. (2007). Telling secrets, revealing lives: Relational ethics in research with intimate others. Qualitative Inquiry, 13, 3–29.

Ellis, C. (2009a). Revision: Autoethnographic reflections on life and work. Walnut Creek, CA: Left Coast.

Ellis, C. (2009b). Telling tales on neighbors: Ethics in two voices. International Review of Qualitative Research, 2, 3–28.

Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage.

Ellis, C., & Ellingson, L. (2000). Qualitative methods. In E. Borgatta & R. Montgomery (Eds.), Encyclopedia of sociology (pp. 2287–2296). New York: Macmillan.

Ellis, C., Kiesinger, C. E., & Tillmann-Healy, L. M. (1997). Interactive interviewing: Talking about emotional experience. In R. Hertz (Ed.), Reflexivity and voice (pp. 119–149). Thousand Oaks, CA: Sage.

Ellison, C. M. (2004). Talent Development professional development evaluation model: A paradigm shift. New Directions for Evaluation, 101, 63–78.

Elms, A., & Heller, B. (2007). Twelve ways to say “lonesome”: Assessing error and control in the music of Elvis Presley. Handbook of psychobiography (pp. 142–157). New York: Oxford University Press.

Elze, D. (2003). Gay, lesbian, and bisexual youths: Perceptions of their high school environments and comfort in schools. Children & Schools, 25, 225–239.

Emerson, R., Fretz, R., & Shaw, L. (1995). Writing ethnographic fieldnotes. Chicago: University of Chicago Press.

Erikson, E. H. (1958). Young man Luther: A study in psychoanalysis and history. New York: Norton.

Erikson, E. H. (1968). Identity, youth, and crisis. New York: Norton.

Erikson, E. H. (1969). Gandhi's truth: On the origins of militant nonviolence. New York: Norton.

Evans, M., Hole, R., Berg, L. D., Hutchinson, P., & Sookraj, D. (2009). Common insights, differing methodologies: Toward a fusion of indigenous methodologies, participatory action research, and white studies in an urban Aboriginal research agenda. Qualitative Inquiry, 15, 893–910.

Evans-Pritchard, E. E. (1940). The Nuer: A description of the modes of livelihood and political institutions of a Nilotic people. Oxford, England: Clarendon Press.

Fetterman, D. M. (1989). Ethnography: Step by step. Thousand Oaks, CA: Sage.

Fine, G. A. (1993). Ten lies of ethnography. Journal of Contemporary Ethnography, 22, 267–294.

Fine, G. A. (2003). Towards a people ethnography: Developing a theory from group life. Ethnography, 4(1), 41–60.

Fine, M. (1988). Sexuality, schooling, and adolescent females: The missing discourse of desire. Harvard Educational Review, 58, 29–53.

Fine, M. (1991). Framing dropouts: Notes on the politics of an urban high school. Albany: State University of New York Press.

Fine, M. (1994a). Dis-stance and other stances: Negotiations of power inside feminist research. In A. Gitlin (Ed.), Power and methods (pp. 13–55). New York: Routledge.

Fine, M. (1994b). Working the hyphens: Reinventing self and other in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 70–82). Thousand Oaks, CA: Sage.

Fine, M., & Macpherson, P. (1992). Over dinner: Feminism and adolescent bodies. In M. Fine (Ed.), Disruptive voices: The possibilities of feminist research (pp. 175–202). Ann Arbor: University of Michigan Press.

Fine, M., Torre, M. E., Boudin, K., Bowen, I., Clark, J., Hylton, D., et al. (2003). Participatory action research: From within and behind prison bars. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 173–198). Washington, DC: American Psychological Association.

Fine, M., & Weis, L. (1998). The unknown city: The lives of poor and working-class young adults. Boston: Beacon.

Firth, R. (1936). We the Tikopia: A sociological study of kinship in primitive Polynesia. London: Allen and Unwin.

Fischer, M. M., & Abedi, M. (2002). Debating Muslims: Cultural dialogues in postmodernity and tradition. Madison: University of Wisconsin Press.

Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2003). Program evaluation: Alternative approaches and practical guidelines (3rd ed.). New York: Longman.

Flanders, N. (1973). Basic teaching skills derived from a model of speaking and listening. Journal of Teacher Education, 24, 24–37.

Foley, D. (1990). Learning capitalist culture: Deep in the heart of Tejas. Philadelphia: University of Pennsylvania Press.

Foley, D. (1995). The heartland chronicles. Philadelphia: University of Pennsylvania Press.

Foley, D., & Valenzuela, A. (2005). Critical ethnography: The politics of collaboration. In N. Denzin & Y. L. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 217–242). Thousand Oaks, CA: Sage.

Fonow, M. (2003). Union women: Forging feminism in the United Steelworkers of America. Minneapolis: University of Minnesota Press.

Fonow, M., & Cook, J. (Eds.). (1991). Beyond methodology: Feminist scholarship as lived research. Bloomington: Indiana University Press.

Fonow, M., & Cook, J. (2005). Feminist methodology: New applications in the academy and public policy. Signs, 30, 2211–2236.

Foster, E. (2008). Commitment, communication, and contending with heteronormativity: An invitation to greater reflexivity in interpersonal research. Southern Communication Journal, 73, 84–101.

Fraser, S., & Gerstle, G. (Eds.). (1989). The rise and fall of the New Deal order, 1930–1980. Princeton, NJ: Princeton University Press.

Freire, P. (1973). Education for critical consciousness. New York: Seabury.

Freeman, M. (2009). Hindsight: The promise and peril of looking back. New York: Oxford University Press.

Freud, S. (1949). An outline of psychoanalysis (J. Strachey, Trans.). New York: Norton. (Original work published 1940)

Freud, S. (1955). Leonardo da Vinci and a memory of his childhood/A study in psychosexuality (A. A. Brill, Trans.). New York: Vintage Books. (Original work published 1910)

Frierson, H., Hood, S., & Hughes, G. (2002). A guide to conducting culturally responsive evaluations. In J. Frechtling, H. Frierson, S. Hood, & G. Hughes, The 2002 user-friendly handbook for project evaluation (pp. 63–73). Washington, DC: National Science Foundation.

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Allyn & Bacon.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

Gilmore, P., & Smith, D. M. (2005). Seizing academic power: Indigenous subaltern voices and counternarratives in higher education. In T. L. McCarty (Ed.), Language, literacy, and power and schooling (pp. 67–88). Mahwah, NJ: Lawrence Erlbaum.

Gingrich-Philbrook, C. (2005). Autoethnography's family values: Easy access to compulsory experiences. Text and Performance Quarterly, 25, 297–314.

Ginsberg, P. E., & Mertens, D. M. (2009). Frontiers in social research ethics: Fertile ground for evolution. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 580–612). Thousand Oaks, CA: Sage.

Giroux, H. (2004). Cultural studies and the politics of public pedagogy: Making the political more pedagogical. Parallax, 10(2), 73–89.

Glaser, B. G. (1978). Theoretical sensitivity. Mill Valley, CA: Sociology Press.

Glaser, B. G. (1998). Doing grounded theory: Issues and discussions. Mill Valley, CA: Sociology Press.

Glaser, B. G. (2001). The grounded theory perspective I: Conceptualization contrasted with description. Mill Valley, CA: Sociology Press.

Glaser, B. G. (2005). The grounded theory perspective III: Theoretical coding. Mill Valley, CA: Sociology Press.

Glaser, B. G., & Strauss, A. L. (1965). Time for dying. Chicago: Aldine.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. New York: Aldine.

Gluck, S. B. (1991). Advocacy oral history: Palestinian women in resistance. In S. B. Gluck & D. Patai (Eds.), Women's words: The feminist practice of oral history (pp. 205–220). New York: Routledge.

Golafshani, N. (2003). Understanding reliability and validity in qualitative research. Qualitative Report, 8, 597–607.

Goodall, H. L. (2001). Writing the new ethnography. Walnut Creek, CA: AltaMira.

Goodall, H. L. (2006). A need to know: The clandestine history of a CIA family. Walnut Creek, CA: Left Coast.

Goodenough, W. H. (1970). Description and comparison in cultural anthropology. Chicago: Aldine.

Gramsci, A., Hoare, Q., & Nowell-Smith, G. (1971). Selections from the Prison Notebooks of Antonio Gramsci. New York: International.

Grande, S. (2008). Red pedagogy: The unmethodology. In N. K. Denzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 233–254). Thousand Oaks, CA: Sage.

Graves, J. L. (2001). The emperor's new clothes: Biological theories of race at the millennium. New Brunswick, NJ: Rutgers University Press.

Gredler, M .E. (1996). Program evaluation. Englewood Cliffs, NJ: Prentice Hall.

Greene, D. M., & Walker, F. R. (2004). Recommendations to public speaking instructors for the negotiation of code-switching practices among black English-speaking African American students. Journal of Negro Education, 74, 435–442.

Greenspan, H. (1998). On listening to Holocaust survivors: Recounting and life history. Westport, CT: Praeger.

Grills, S. (1998). On being nonpartisan in partisan settings: Field research among the politically committed. In S. Grills (Ed.), Doing ethnographic research: Fieldwork settings (pp. 76–94). Thousand Oaks, CA: Sage.

Gruber, J. (1970). Ethnographic salvage and the shaping of anthropology. American Anthropologist, 72, 1289–1299.

Grumet, M. (1988). Bitter milk: Woman and teaching. Amherst: University of Massachusetts Press.

Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Thousand Oaks, CA: Sage.

Gust, S. W., & Warren, J. T. (2008). Naming our sexual and sexualized bodies in the classroom: And the important stuff that comes after the colon. Qualitative Inquiry, 14, 114–134.

Gutmann, A., & Thompson, D. (1996). Why deliberative democracy? Princeton, NJ: Princeton University Press.

Halbwachs, M. (1992). On collective memory (L. A. Coser, Ed. & Trans.). Chicago: University of Chicago Press. (Original work published 1941)

Halpern, D. F. (2009). Undergraduate education in psychology: A blueprint for the future of the discipline (3rd ed.). Washington DC: American Psychological Association.

Hamilton, D. (1977). Making sense of curriculum evaluation: Continuities and discontinuities in an educational idea. Review of Research in Education, 5, 318–347.

Hammersley, M., & Atkinson, P. (1983). Ethnography: Principles in practice. London: Tavistock.

Hanberger, A. (2006). Evaluation of and for democracy. Evaluation, 12(1), 17–37.

Harding, S. (1991). Whose science? Whose knowledge? Ithaca, NY: Cornell University Press.

Harding, S. (Ed.). (2004). Feminist standpoint theory reader: Intellectual and political controversies. New York: Routledge.

Harrell, C. J. P. (1999). Manichean psychology: Racism and the minds of people of African descent. Washington DC: Howard University Press.

Harris, H. (2002). Coyote goes to school: The paradox of indigenous higher education. Canadian Journal of Native Education, 26(2), 187–196.

Harris, R. (2011). A case study of extended discourse in an ASL/English bilingual classroom. Unpublished doctoral dissertation, Gallaudet University, Washington DC.

Harris, R., Holmes, H., & Mertens, D. M. (2009). Research ethics in sign language communities. Sign Language Studies, 9, 104–131.

Harrison, D., & Trabasso, T. (Eds.). (1976). Black English: A seminar. Hillsdale, NJ: Lawrence Erlbaum.

Hart, M. A. (2010). Indigenous worldviews, knowledge, and research: The development of an indigenous research paradigm. Journal of Indigenous Voices in Social Work, 1(1), 1–16.

Hartsock, N. (1998). The feminist standpoint revisited and other essays. Boulder, CO: Westview Press.

Hartsock, N. (2003). The feminist standpoint: Developing the ground for a specifically feminist historical materialism. In S. Harding & M. Hintikka (Eds.), Discovering reality: Feminist perspectives on epistemology, metaphysics, methodology and philosophy of science (2nd ed., pp. 283–310). Dordrecht: Kluwer Academic.

Haverkamp, B. E. (2005). Ethical perspectives on qualitative research in applied psychology. Journal of Counseling Psychology, 52, 146–155.

Heckathorn, D. D. (1997). Respondent-driven sampling: A new approach to the study of hidden populations. Social Problems, 44, 174–199.

Heine, S. J. (2008). Cultural psychology. New York: Norton.

Henderson, J. Y. (2000). Ayukpachi: Empowering Aboriginal thought. In M. Battiste (Ed.), Reclaiming indigenous voice and vision (pp. 209–224). Vancouver: University of British Columbia Press.

Hermans, H. J. M. (1988). On the integration of nomothetic and idiographic research methods in the study of personal meaning. Journal of Personality, 56, 785–812.

Hermans, H. J. M., Kempen, H. J. G., & van Loon, R. J. P. (1992). The dialogical self: Beyond individualism and rationalism. American Psychologist, 47, 22–33.

Hertz, R. (Ed.). (1997). Reflexivity and voice. Thousand Oaks, CA: Sage.

Hilliard, A. (1991). Why we must pluralize the curriculum. Educational Leadership, 49(4), 12–16.

Hinchman, L. P., & Hinchman, S. (1997). Memory, identity, community: The idea of narrative in the human sciences. Albany: State University of New York Press.

Holland, D. C., & Eisenhart, M. A. (1992). Educated in romance: Women, achievement, and college culture. Chicago: University of Chicago Press.

Holman Jones, S. (2005). Autoethnography: Making the personal political. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 763–791). Thousand Oaks, CA: Sage.

Holton, J. A. (2007). The coding process and its challenges. In A. Bryant & K. Charmaz (Eds.), The Sage handbook of grounded theory (pp. 265–289). Thousand Oaks, CA: Sage.

Hondagneu-Sotelo, P. (2001). Domestica: Immigrant workers cleaning and caring in the shadows of affluence. Berkeley: University of California Press.

Hood, S. (2009). Evaluations for and by Navajos. In K. E. Ryan & J. B. Cousins (Eds.), The Sage international handbook of educational evaluation (pp. 447–464). Thousand Oaks, CA: Sage.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Hoonaard, V. D. H. (2002). Walking the tightrope: Ethical issues for qualitative researchers. Toronto: University of Toronto Press.

Hoonaard, V. D. H. (2011). The seduction of ethics: The transformation of the social sciences. Toronto: University of Toronto Press.

Hopson, R. K. (2003). Overview of multicultural and culturally competent program evaluation: Issues, challenges, and opportunities. Woodland Hills, CA: The California Endowment.

Hopson, R. K. (2009). Reclaiming knowledge at the margins: Culturally responsive evaluation in the current evaluation movement. In K. E. Ryan & J. B. Cousins (Eds.), The Sage international handbook of educational evaluation (pp. 429–446). Thousand Oaks, CA: Sage.

Hopson, R. K., & Kirkhart, K. E. (2011). Strengthening evaluation through cultural relevance and competence. Session at the American Evaluation/Centers for Disease Control and Prevention Summer Institute, Atlanta, GA.

House, E. R. (1980). Evaluating with validity. Beverly Hills, CA: Sage.

House, E. R. (1993). Professional evaluation: Social impact and political consequences. Thousand Oaks, CA: Sage.

House, E. R. (1996). A framework for appraising educational reforms. Educational Researcher, 25(7), 6–14.

House, E. R. (2001). Responsive evaluation (and its influence on democratic deliberative evaluation). New Directions for Evaluation, 92, 23–30.

House, E. R. (2011). Conflict of interest and Campbellian validity. In H. T. Chen, S. I. Donaldson, & M. M. Mark (Eds.), Advancing validity in outcome evaluation: Theory and practice (New Directions for Evaluation, no. 130, pp. 69–80). San Francisco: Jossey-Bass.

House, E. R., & Howe, K. R. (1999). Values in evaluation and social research. Thousand Oaks, CA: Sage.

House, E. R., & Howe, K. R. (2000). Deliberative democratic evaluation. New Directions for Evaluation, 85, 3–12.

House, E. R., & Lapan, S. D. (1988). The driver of the classroom: The teacher and school improvement. In R. Haskins & D. MacRae (Eds.), Policies for America's public schools: Teachers, equity, and indicators (pp. 70–86). Norwood, NJ: Ablex.

Hubbard, R. (1990). The politics of women's biology. New Brunswick, NJ: Rutgers University Press.

Hurston, Z. N. (1935). Mules and men. New York: Harper & Row.

Husserl, E. (1982). Ideas pertaining to a pure phenomenology and to a phenomenological philosophy—First Book: General introduction to a pure phenomenology. The Hague: Nijhoff. (Original work published 1913)

Iser, W. (1974). The implied reader. Baltimore: Johns Hopkins University Press.

Isherwood, C., & Macaulay, A. (2010, March 31). One loves it. one loathes it. “That's life.” New York Times. www.nytimes.com/2010/04/01/theater/01tharp.html?th&emc=th.

Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation analysis: Studies from the first generation (pp. 13–31). Philadelphia: John Benjamins.

Johnson, A. P. (2008). A short guide to action research (3rd ed.). Boston: Allyn & Bacon.

Johnson, B. M. (1995). Why conduct action research? Teaching and Change, 3(1), 90–104.

Johnson, E. (2005). The use of contextually relevant evaluation practices with programs designed to increase participation of minorities in science, technology, engineering and mathematics (STEM) education. In S. Hood, R. Hopson, & H. Frierson (Eds.), The role of culture and cultural context: A mandate for inclusion, the discovery of truth, and understanding in evaluative theory and practice (pp. 217–235). Greenwich, CT: Information Age.

Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1, 112–134.

Jones, A., Sterling, H., Pollack, D., Doshier, S., Yeknik, C., Falls, D., et al. (1999, September). Action research and educational practice. Paper presented at the 12th annual conference of the Arizona Educational Research Organization, Flagstaff.

Jones, J. (2003). TRIOS: A psychological theory of the African legacy in American culture. Journal of Social Issues, 59, 217–241.

Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4, 39–103.

Josselson, R., & Lieblich, A. (Eds.). (1993). The narrative study lives. Thousand Oaks, CA: Sage.

Jung, C. G. (1961). Memories, dreams, reflections (R. Winston & C. Winston, Trans.). New York: Vintage.

Kaestle, C. F., & Vinovskis, M. (1980). Education and social change in nineteenth-century Massachusetts. Cambridge, MA: Cambridge University Press.

Kaplan, I. M. (1991). Gone fishing, be back later: Ending and resuming research among fishermen. In W. B. Shaffir & R. A. Stebbins (Eds.), Experiencing fieldwork: An inside view of qualitative research (pp. 232–237). Thousand Oaks, CA: Sage.

Karlsson, O. (1996). A critical dialogue in evaluation: How can interaction between evaluation and politics be tackled? Evaluation, 2, 405–416.

Karlsson Vestman, O., & Segerholm, C. (2009). Dialogue, deliberation, and democracy in educational evaluation: Theoretical arguments and a case narrative. In K. E. Ryan & J. B. Cousins (Eds.), The Sage international handbook of educational evaluation (pp. 465–482).

Katz, M. B. (1968). The irony of early school reform: Educational innovation in mid-nineteenth century Massachusetts. Cambridge, MA: Harvard University Press.

Kawagley, A. O. (1995). A Yupiaq worldview: A pathway to ecology and spirit. Prospect Heights, IL: Waveland.

Kawagley, A. O. (2006). A Yupiaq worldview: A pathway to ecology and spirit (2nd ed.). Prospect Heights, IL: Waveland.

Keene, J. D. (2001). Doughboys, the Great War, and the remaking of America. Baltimore: Johns Hopkins University Press.

Kemmis, S. (1993). Action research and social movement: A challenge for policy research. Education Policy Analysis Archives, 1(1), 1–6.

Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17, 463–474.

Kemmis, S., & McTaggart, R. (Eds.). (1982). The action research planner. Geelong, Victoria, Australia: Deakin University Press.

Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner (3rd ed.). Geelong, Victoria, Australia: Deakin University Press.

Kemmis, S., & McTaggart, R. (2003). Participatory action research. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (2nd ed., pp. 134–164). Thousand Oaks, CA: Sage.

Kidd, S. A., & Kral, M. J. (2005). Practicing participatory action research. Journal of Counseling Psychology, 52, 187–195.

Kiesinger, C. E. (2002). My father's shoes: The therapeutic value of narrative reframing. In A. P. Bochner & C. Ellis (Eds.), Ethnographically speaking: Autoethnography, literature, and aesthetics (pp. 95–114). Walnut Creek, CA: AltaMira.

Kirkhart, K. E. (1995). Seeking multicultural validity: A postcard from the road. Evaluation Practice, 16, 1–12.

Kitchener, K. S., & Kitchener, R. F. (2009). Social science research ethics: Historical and philosophical issues. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 5–22). Thousand Oaks, CA: Sage.

Kondo, D. (1990). Crafting selves: Power, gender, and discourses of identity in a Japanese workplace. Chicago: University of Chicago Press.

Kostick, K. M., Schensul, S. L., Jadhav, K., Singh, R., Bavadekar, A., & Saggurti, N. (2010). Treatment seeking, vaginal discharge and psychosocial distress among women in urban Mumbai. Culture, Medicine and Psychiatry, 34, 529–547.

Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.

Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.

Kuper, A. (1973). Anthropologists and anthropology: The British School (1922–1972). New York: Pica.

Kushner, S. (2000). Personalizing evaluation. London: Sage.

Kusserow, A. D. (2002). Hunting down the monk. Rochester, NY: BOA Editions.

Labov, W. (1972). The transformation of experience in narrative syntax. In W. Labov (Ed.), Language in the inner city: Studies in black English vernacular (pp. 354–396). Philadelphia: University of Philadelphia Press.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.

Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 43, 159–165.

Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465–492.

Ladson-Billings, G. (1998). Teaching in dangerous times: Culturally relevant approaches to teacher assessment. Journal of Negro Education, 67, 255–266.

Ladson-Billings, G. (2005). Beyond the big house: African American educators on teacher education. New York: Teachers College Press.

Ladson-Billings, G., & Tate, W. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47–64.

LaFrance, J., & Crazy Bull, C. (2009). Researching ourselves back to life: Taking control of the research agenda in Indian Country. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 135–149).Thousand Oaks, CA: Sage.

Landrine, H., & Klonoff, E. A. (1996). African-American acculturation: Deconstructing race and reviving culture. Thousand Oaks, CA: Sage.

Lapan, S. D. (1986). Teacher thinking: Can it be translated into valid teacher evaluation? Paper presented at the Center for Excellence in Education, Northern Arizona University, Flagstaff.

Lapan, S. D. (2004). Evaluation studies. In K. deMarrais & S. D. Lapan (Eds.), Foundations for research: Methods of inquiry in education and the social sciences (pp. 235–248). Mahwah, NJ: Lawrence Erlbaum.

Lapan, S. D., & Armfield, S. W. J. (2009). Case study research. In S. D. Lapan & M. T. Quartaroli (Eds.), Research essentials: An introduction to designs and practices (pp. 165–180). San Francisco: Jossey-Bass.

Lapan, S. D., & Haden, C. M. (2009). Program evaluation. In S. D. Lapan & M. T. Quartaroli (Eds.), Research essentials: An introduction to designs and practices (pp. 181–201). San Francisco: Jossey-Bass.

Lapan, S. D., & Quartaroli, M. T. (Eds.). (2009). Research essentials: An introduction to designs and practices. San Francisco: Jossey-Bass.

Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. Lanham, MD: Rowman & Littlefield.

Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.

Lather, P., & Smithies, C. (1997). Troubling the angels: Women living with HIV/AIDS. Boulder, CO: Westview Press.

LeCompte, M. D., & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52, 31–60.

LeCompte, M. D., & Schensul, J. J. (1999). Analyzing and interpreting ethnographic data. Walnut Creek, CA: AltaMira.

LeCompte, M. D., & Schensul, J. J. (Eds.). (2010). Designing and conducting ethnographic research (Vol. 1). Lanham, MD: AltaMira.

Lee, S. (2005). Up against whiteness: Race, school, and immigrant youth. New York: Teachers College Press.

Lemley, C. (2006). Recovering language, reclaiming voice: Menominee language revitalization programs. Unpublished dissertation, University of Wisconsin-Madison, Madison.

Lempert, L. B. (2007). Asking questions of the data: Memo writing in the grounded theory tradition. In A. Bryant & K. Charmaz (Eds.), The Sage handbook of grounded theory (pp. 244–264). Thousand Oaks, CA: Sage.

Levinson, B., Foley, D., & Holland, D. (Eds.). (1996). The cultural production of the educated person: Critical ethnographies of schooling and local practice. Albany: State University of New York Press.

Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, 34–46.

Lewin, K. (1948). Resolving social conflicts: Selected papers on group dynamics. New York: Harper & Row.

Lewis, A. E. (2004). What a group? Studying whites and whiteness in the era of color blindness. Sociological Theory, 22, 623–646.

Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation (Vol. 47). Thousand Oaks, CA: Sage.

Limón, J. E. (1994). Dancing with the devil: Society and cultural poetics in Mexican-American South. Madison: University of Wisconsin Press.

Lincoln, Y. S. (1997). Self, subject, audience, and text: Living at the edge, writing in the margin. In W. G. Tierney & Y. S. Lincoln (Eds.), Representation and the text: Reframing the narrative voice (pp. 37–56). Albany: State University of New York Press.

Lincoln, Y. S. (2009). Ethical practices in qualitative research. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 150–169). Thousand Oaks, CA: Sage.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

Lincoln, Y. S., & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 163–188). Thousand Oaks, CA: Sage.

Lipsitz, G. (2006). The possessive investment in whiteness: How white people profit from identity politics. Philadelphia: Temple University Press.

Logan, R. W., & Winston, M. R. (1982). Dictionary of American Negro biography. New York: Norton.

Lowenstein, T. (2005). Ancestors and species. New and selected ethnographic poetry. Exeter, England: Shearsman Books.

Lyotard, J.-F. (1984). The postmodern condition: A report on knowledge (G. Bennington & B. Massumi, Trans.). Minneapolis: University of Minnesota Press.

MacDonald, B., & Kushner, S. (2004). Democratic evaluation. In S. Mathison (Ed.), Encyclopedia of evaluation (pp. 109–113). Thousand Oaks, CA: Sage.

Mack, K. M., Rankins, C. M., & Winston, C. E. (in press). Black women faculty at historically black colleges and universities: Perspectives for a national imperative. In H. T. Frierson & W. F. Tate (Eds.), Beyond stock stories and folk tales: African Americans' paths to STEM fields. Bingley, England: Emerald Group.

MacLeod, J. (1987). Ain't no makin' it: Leveled aspirations in a low-income neighborhood. Boulder, CO: Westview Press.

Madison, D. S. (2005). Critical ethnography: Method, ethics, and performance. Thousand Oaks, CA: Sage.

Madison, D. S. (2006). The dialogic performative in critical ethnography. Text and Performance Quarterly, 26, 320–324.

Mahmood, S. (2005). Politics of piety: The Islamic revival and the feminist subject. Princeton, NJ: Princeton University Press.

Mahoney, M. J. (2004). What is constructivism and why is it growing? PsycCRITIQUES, 49, 360–363.

Makagon, D. (2004). Where the ball drops: Days and nights in Times Square. Minneapolis: University of Minnesota Press.

Malinowski, B. (1922). Argonauts of the western Pacific. Long Grove, IL: Waveland.

Mangum, A. M. (2006). Emotion and race narratives: Are emotions represented in the narrative reconstruction of the earliest autobiographical memory of race? Unpublished manuscript, Howard University, Washington DC.

Manswell-Butty, J. L., Daniel Reid, M. & LaPoint, V. (2004). A culturally responsive evaluation approach applied to the Talent Development school-to-career intervention program. New Directions for Evaluation, 101, 37–47.

Marcus, G. E. (1998). Ethnography through thick and thin. Princeton, NJ: Princeton University Press.

Marcus, G. E. (2007). Ethnography two decades after writing culture: From the experimental to the baroque. Anthropology Quarterly, 80, 1127–1145.

Marcus, G. E., & Cushman, D. (1982). Ethnographies as texts. Annual Review of Anthropology, 11, 25–69.

Marcus, G. E., & Fisher, M. M. J. (1986). Anthropology as cultural critique: An experimental moment in the human sciences. Chicago: University of Chicago Press.

Mark, M. M., & Gamble, C. (2009). Experiments, quasi-experiments, and ethics. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 198–213). Thousand Oaks, CA: Sage.

Mark, M. M., Henry, G. T., & Julnes, G. (2000). Evaluation: An integrated framework for understanding, guiding, and improving public and nonprofit policies and programs. San Francisco: Jossey-Bass.

Martin, J., & Meezan, W. (Eds.). (2003). Research methods with gay, lesbian, bisexual, and transgender populations. Binghamton, NY: Haworth.

Martin, W. E., & Bridgmon, K. D. (2009). Essential elements of experimental and quasi-experimental research. In S. D. Lapan & M. T. Quartaroli (Eds.), Research essentials: An introduction to designs and practices (pp. 35–58). San Francisco: Jossey-Bass.

Marvasti, A. (2006). Being Middle Eastern American: Identity negotiation in the context of the war on terror. Symbolic Interaction, 28, 525–547.

Masco, J. (2006). The nuclear borderlands: The Manhattan Project in post–Cold War New Mexico. Princeton, NJ: Princeton University Press.

Maso, I. (2001). Phenomenology and ethnography. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 136–144). Thousand Oaks, CA: Sage.

Maurer, B. (2005). Mutual life limited: Islamic banking, alternative currencies, lateral reasoning. Princeton, NJ: Princeton University Press.

McAdams, D. P. (1985). Power, intimacy, and the life story: Personological inquiries into identity. New York: Guilford Press.

McAdams, D. P. (1997). The guided autobiography [Data collection instrument]. Evanston, IL: Foley Center for the Study of Lives, School of Education and Social Policy, Northwestern University. www.sesp.northwestern.edu/foley/instruments/guided/.

McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5, 100–122.

McAdams, D. P. (2008). The Life Story Interview [Data collection instrument]. Evanston, IL: Foley Center for the Study of Lives, School of Education and Social Policy, Northwestern University. www.sesp.northwestern.edu/foley/instruments/interview. (Original work published 1995)

McAdams, D. P. (2009). The person: An introduction to the science of personality psychology (5th ed.). Hoboken, NJ: Wiley.

McAdams, D. P., Bauer, J. J., Sakaeda, A. R., Anyidoho, N. A., Machado, M. A., Magrino-Failla, K., et al. (2006). Continuity and change in the life story: A longitudinal study of autobiographical memories in emerging adulthood. Journal of Personality, 74, 1371–1400.

McAdams, D. P., & Logan, R. L. (2004). What is generativity? In E. de St. Aubin, D. P. McAdams, & T. Kim (Eds.), The generative society: Caring for future generations (pp. 15–31). Washington, DC: American Psychological Association.

McAdams, D. P., & Pals, J. L. (2006). A new big five: Fundamental principles for an integrative science of personality. American Psychologist, 61, 204–217.

McAdams, D. P., Reynolds, J., Lewis, M., Patten, A., & Bowman, P. J. (2001). When bad things turn good and good things turn bad: Sequences of redemption and contamination in life narrative, and their relation to psychosocial adaptation in midlife adults and in students. Personality and Social Psychology Bulletin, 27, 208–230.

McCrae, R. R., & Costa, P. T., Jr. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52, 385–405.

McCrae, R. R., & Costa, P. T., Jr. (1999). A five-factor theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 139–153). New York: Guilford Press.

McNiff, J. (2007). My story is my living educational theory. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 308–329). Thousand Oaks, CA: Sage.

Mead, M. (1928). Coming of age in Samoa: A psychological study of primitive youth for Western civilization. New York: William Morrow.

Mendoza-Denton, N. (2008). Homegirls: Language and cultural practice among Latina youth gangs. Malden, MA: Blackwell.

Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education (2nd ed.). San Francisco: Jossey-Bass.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.

Mertens, D. M. (2009). Transformative research and evaluation. New York: Guilford Press.

Mertens, D. M. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (3rd ed.). Thousand Oaks, CA: Sage.

Mertens, D. M., Fraser, J., & Heimlich, J. E. (2008). M or F?: Gender, identity and the transformative research paradigm. Museums and Social Issues, 3(1), 81–92.

Mertens, D. M., & Ginsberg, P. (2008). Deep in ethical waters: Transformative perspectives for qualitative social work research. Qualitative Social Work, 7, 484–503.

Mertens, D. M., Holmes, H. M., & Harris, R. L. (2009). Transformative research and ethics. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 85–102). Thousand Oaks, CA: Sage

Meyer, M. A. (2001). Our own liberation: Reflections on Hawaiian epistemology. Contemporary Pacific, 13(1), 124–148.

Middleton, S. (1993). Educating feminists: Life histories and pedagogy. New York: Teachers College Press.

Mi'kmaq College Institute. (2006). Research principles and protocols: Mi'kmaw ethics watch. http://mrc.uccb.ns.ca/prinpro.html.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.

Miller, J. (1992). Exploring power and authority issues in a collaborative research project. Theory into Practice, 31, 165–172.

Miller, J. (1998). Autobiography and the necessary incompleteness of teachers' stories. In W. Ayers & J. Millers (Eds.), A light in dark times: Maxine Greene and the unfinished conversation (pp. 145–154). New York: Teachers College Press.

Miller, J. (2005). Sounds of silence breaking: Women, autobiography, curriculum. New York: Peter Lang.

Mills, G. E. (2003). Action research: A guide for the teacher researcher (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Minkler, M., & Wallerstein, N. (Eds.). (2003). Community-based participatory research for health. San Francisco: Jossey-Bass.

Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60, 415–442.

Mishler, E. (2004). Historians of the self: Restorying lives, revising identities. Research in Human Development, 1, 101–121.

Mitchell, R. (2008). Interpretive transgressions. In L. Mazzei & A. Jackson (Eds.), Voice in qualitative inquiry: Challenging conventional, interpretive, and critical conceptions in qualitative research (pp. 77–96). New York: Routledge.

Moewaka Barnes, H., McCreanor, T., Edwards, S., & Borell, B. (2009). Epistemological domination: Social science research ethics in Aotearoa. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 442–457). Thousand Oaks, CA: Sage.

Monaghan, E. J. (1989). Literacy instruction and gender in colonial New England. In C. Davidson (Ed.), Reading in America: Literature and social history (pp. 53–80). Baltimore: Johns Hopkins University Press.

Moonzwe, L., Schensul, J. J., & Kostick, K. (in press). The role of MDMA (Ecstasy) in coping with negative life situations among urban young adults. Journal of Psychoactive Drugs, 42(3).

Moore, T. S. (2009). The student tutor experience in a problem-based learning course: A case study. Unpublished doctoral dissertation, Northern Arizona University, Flagstaff.

Moro, P. (2006). It takes a darn good writer: A review of The Ethnographic I. Symbolic Interaction, 29, 265–269.

Morse, J. M., Stern, P. N., Corbin, J., Bowers, B., Charmaz, K., & Clarke, A. E. (2009). Developing grounded theory: A second generation. Walnut Creek, CA: Left Coast Press.

Mosher, H. (in press). Creating participatory ethnographic videos. In J. J. Schensul & M. D. LeCompte (Eds.), Specialized ethnographic methods: Book 4. Ethnographer's toolkit (2nd ed.). Lanham, NJ: AltaMira.

Munro, P. (1993). Continuing dilemmas of life history research: A reflexive account of feminist qualitative inquiry. In D. Flinders & G. Mills (Eds.), Theory and concepts in qualitative research: Perspectives from the field (pp. 163–177). New York: Teachers College Press.

Munro-Hendry, P. (2007). The future of narrative. Qualitative Inquiry, 13, 487–497.

Murdock, G. P. (1971). Outline of cultural materials (4th rev. ed., 5th printing, with modifications). New Haven, CT: Human Relations Area Files.

Murray, H. A. (1938). Explorations in personality. New York: Oxford University Press.

Murray, H. A. (1943). The Thematic Apperception Test: Manual. Cambridge, MA: Harvard University Press.

Narayan, K. (1993). How native is a “native” anthropologist? American Anthropologist, 95, 671–685.

Nasby, W., & Read, N. W. (1997). The life voyage of a solo circumnavigator: Integrating theoretical and methodological perspectives. Journal of Personality, 65, 785–1068.

Nathan, R. (2006). My freshman year: What a professor learned by becoming a student. New York: Penguin.

National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont report: Ethical principles and guidelines for the protection of human subjects of research (DHEW Publication No. OS 78–0012). Washington DC: Government Printing Office.

Nicholls, R. (2009). Research and indigenous participation: Critical reflexive methods. International Journal of Social Research Methodology, 12, 117–126.

Noblit, G., Flores, S., & Murillo, Ed. (Eds.). (2004). Postcritical ethnography: An introduction. Cresskill, NJ: Hampton.

Noguera, P. A. (2008). The trouble with black boys … and other reflections on race, equity, and the future of public education. San Francisco: Jossey-Bass.

Norris, N. (1990). Understanding educational evaluation. London: Kogan Page.

Ntseane, P. G. (2009). The ethics of the researcher-subject relationship: Experiences from the field. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 295–307). Thousand Oaks, CA: Sage.

Office of Strategic Services Assessment Staff. (1948). Assessment of men: Selection of personnel for the Office of Strategic Services. New York: Rinehart.

Oliva, M. (2000). Shifting landscapes/shifting langue: Qualitative research from the in-between. Qualitative Inquiry, 6, 33–58.

Ongtooguk, P. (2000). Aspects of traditional Iñupiat education. Sharing Our Pathways, 5(4), 8–12. www.ankn.uaf.edu/sop/sopv5i4.html#ongtoogook.

Osborne, R., & McPhee, R. (2000, December). Indigenous terms of reference (ITR). Paper presented at the 6th UNESCO-ACEID International Conference on Education, Bangkok.

Parker, A. C. (1916). The social elements of the Indian problem. American Journal of Sociology, 22, 252–267.

Pascoe, C. J. (2007). Dude, you're a fag: Masculinity and sexuality in high school. Berkeley: University of California Press.

Patton, M. Q. (1987). How to use qualitative methods in evaluation. Thousand Oaks, CA: Sage.

Patton, M. Q. (1997). Utilization-focused evaluation: The new century text (3rd ed.). Thousand Oaks, CA: Sage.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.

Paulson, S., & Willig, C. (2008). Older women and everyday talk about the ageing body. Journal of Health Psychology, 13, 106–120.

Pelias, R. J. (2000). The critical life. Communication Education, 49, 220–228.

Pelias, R. J. (2007). Jarheads, girly men, and the pleasures of violence. Qualitative Inquiry, 13, 945–959.

Penn Towns, D., & Serpell, Z. (2004). Successes and challenges in triangulating methodologies in evaluations of exemplary urban schools. New Directions for Evaluation, 101, 49–62.

Perkins, L. (1987). Fanny Jackson Coppin and the Institute for Colored Youth, 1837–1902. New York: Garland.

Perlmann, J. (1988). Ethnic differences: Schooling and social structure among the Irish, Italians, Jews and blacks in an American city, 1880–1935. Cambridge, MA: Cambridge University Press.

Petryn, A. (2002). Life exposed: Biological citizens after Chernobyl. Princeton, NJ: Princeton University Press.

Phellas, C. N. (2005). Cypriot gay men's accounts of negotiating cultural and sexual identity: A qualitative study. Qualitative Sociology Review, 1(2), 65–83.

Pillow, W. (2004). Unfit subjects: Educational policy and the teen mother. New York: Routledge.

Pinnegar, S., & Dayne, J. G. (2007). Locating narrative inquiry historically: Thematics in the turn to narrative. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 3–34). Thousand Oaks, CA: Sage.

Plummer, K. (2001). The call of life stories in ethnographic research. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 395–406). Thousand Oaks, CA: Sage.

Polkinghorne, D. (1988). Narrative knowing and the human sciences. Albany: State University of New York Press.

Press, A. L., & Cole, E. R. (1999). Speaking of abortion: Television and authority in the lives of women. Chicago: University of Chicago Press.

QSR International. (2010). NVivo 9. Doncaster, Victoria, Australia: Author. www.qsrinternational.com/products_nvivo.aspx.

Radcliffe-Brown, A. R. (1952). Letters to the editor. American Anthropologist, 54, 275–277.

Radda, K. E., Schensul, J. J., Disch, W. B., Levy, J. A., & Reyes, C. Y. (2003). Assessing human immunodeficiency virus (HIV) risk among older urban adults: A model for community-based research partnership. Family & Community Health, 26, 203–213.

Radway, J. A. (1984). Reading the romance: Women, patriarchy, and popular literature. Chapel Hill: University of North Carolina Press.

Ramirez-Valles, J., Heckathorn, D., Vázquez, R., Diaz, R., & Campbell, R. (2005). From networks to populations: The development and application of respondent-driven sampling among IDUs and Latino gay men. AIDS and Behavior, 9, 387–402.

Rapp, R. (2000). Testing women, testing the fetus: The social impact of amniocentesis in America. New York: Routledge.

Ravitch, D., & Vinovskis, M. A. (Eds.). (1995). Learning from the past: What history teaches us about school reform. Baltimore: Johns Hopkins University Press.

Reinharz, S. (1997). Who am I? The need for a variety of selves in the field. In R. Hertz (Ed.), Reflexivity and voice (pp. 3–20). Thousand Oaks, CA: Sage.

Rice, B. (2005). Seeing the world with Aboriginal eyes: A four dimensional perspective on human and non-human values, cultures and relationships on Turtle Island. Winnipeg, Manitoba, Canada: Aboriginal Issues Press.

Richardson, L. (1997). Fields of play: Constructing an academic life. New Brunswick, NJ: Rutgers University Press.

Richardson, L., & Lockridge, E. (1991). The sea monster: An ethnographic drama. Symbolic Interaction, 14, 335–340.

Richardson, M. (1975). Anthropologist—the myth teller. American Ethnologist, 2, 517–533.

Riemer, F. J. (2001). Working at the margins: Moving off welfare in America. Albany: State University of New York Press.

Riemer, F. J. (2008). Becoming literate, being human: Adult literacy and moral reconstruction in Botswana. Anthropology & Education Quarterly, 39, 444–464.

Riemer, F. J. (2009). Ethnography research. In S. D. Lapan & M. T. Quartaroli (Eds.), Research essentials: An introduction to designs and practices (pp. 203–222). San Francisco: Jossey-Bass.

Riessman, C. K. (1993). Narrative analysis (Qualitative Research Methods Series 30). Thousand Oaks, CA: Sage.

Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage.

Riessman, C. K., & Speedy, J. (2007). Narrative inquiry in the psychotherapy professions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry (pp. 426–456). London: Sage.

Robison, J., Schensul, J. J., Coman, E., Diefenbach, G. J., Radda, K. E., Gaztambide, S., et al. (2009). Mental health in senior housing: Racial/ethnic patterns and correlates of major depressive disorder. Aging & Mental Health, 13, 659–673.

Rogers, K. L. (2004). Lynching stories: Family and community memory in the Mississippi Delta. In K. L. Rogers, S. Leydesdorff, & G. Dawson (Eds.), Trauma: Life stories of survivors (pp. 113–130). New Brunswick, NJ: Transaction.

Rogge, W. M. (1967). The teacher is his own best change agent. Accent on Talent, 1(4), 1, 4.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

Roman, L., & Apple, M. (1990). Is naturalism a move away from positivism? Materialist feminist approaches to subjectivity in ethnographic research. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 38–74). New York: Teachers College Press.

Rorty, R. (1982). Consequences of pragmatism (essays 1972–1980). Minneapolis: University of Minnesota Press.

Rorty, R. (1989). Contingency, irony, and solidarity. Cambridge, England: Cambridge University Press.

Rosaldo, R. (1989). Culture and truth: The remaking of social analysis. Boston: Beacon.

Rosiek, J., & Atkinson, B. (2007). The inevitability and importance of genres in narrative research on teaching practice. Qualitative Inquiry, 13, 499–521.

Rouse, J. (1978). The completed gesture: Myth, character, and education. New York: Skyline.

Rumsey, A. (2000). Orality. Journal of Linguistic Anthropology, 9, 170–172.

Ryan, K. A., & DeStefano, L. (Eds.). (2000). Evaluation as a democratic process: Promoting inclusion, dialogue, and deliberation (New Directions for Evaluation, no. 85). San Francisco: Jossey-Bass.

Saberwal, S. (1969). Rapport and resistance among the Embu of central Kenya (1963–1964). In F. Henry & S. Saberwal (Eds.), Stress and response in fieldwork (pp. 47–62). New York: Holt, Rinehart and Winston.

Said, E. W. (1979). Orientalism. New York: Vintage.

Saldaña, J. (2008). Second chair: An autoethnodrama. Research Studies in Music Education, 30, 177–191.

Salemink, O. (2000). Colonial subjects: Essays on the practical history of anthropology. Ann Arbor: University of Michigan Press.

Salganik, M. J., & Heckathorn, D. D. (2004). Sampling and estimation in hidden populations using respondent-driven sampling. Sociological Methodology, 34, 193–240.

Sanjek, R. (1990). On ethnographic validity. In R. Sanjek (Ed.), Fieldnotes: The making of anthropology (pp. 385–418). Ithaca, NY: Cornell University Press.

Sarbin, T. R. (1986). The narrative as a root metaphor for psychology. In T. R. Sarbin (Ed.), Narrative psychology: The storied nature of human conduct (pp. 2–21). New York: Praeger.

Sarsby, J. (1984). The fieldwork experience. In R. F. Ellen (Ed.), Ethnographic research: A guide to general conduct (pp. 87–132). San Diego, CA: Academic Press.

Sayman, D. (2009). Man enough to care: A qualitative study of male nurses. Unpublished doctoral dissertation, Oklahoma State University, Stillwater.

Schafer, R. (1981). Narration in the psychoanalytic dialogue. In W. J. Mitchell (Ed.), On narrative (pp. 25–29). Chicago: University of Chicago Press.

Schensul, J. J. (2008). Method. In L. M. Givens (Ed.), The Sage encyclopedia of qualitative research methods (p. 522). Thousand Oaks, CA: Sage.

Schensul, J. J., Chandran, D., Singh, S. K., Berg, M., Singh, S., & Gupta, K. (2010). The use of qualitative comparative analysis for critical event research in alcohol and HIV in Mumbai, India. Aids and Behavior, 14, 113–125.

Schensul, J. J., Diamond, S., Disch, W., Bermudez, R., & Eiserman, J. (2005). The diffusion of Ecstasy through urban youth networks. Journal of Ethnicity in Substance Abuse, 4(2), 39–73.

Schensul J. J., & LeCompte, M. D. (1999). The ethnographers' toolkit (Vols. 1–7). Lanham, MD: Rowman & Littlefield.

Schensul, J. J., Levy, J. A., & Disch, W. B. (2003). Individual, contextual, and social network factors affecting exposure to HIV/AIDS risk among older residents living in low-income senior housing complexes. JAIDS Journal of Acquired Immune Deficiency Syndromes, 33(Suppl. 2), S138–S152.

Schensul, S. L., Oodit, G., Schensul, J. J., Ragobur, S., & Bhowon, U. (1994). Young women, work, and AIDS-related risk behavior in Mauritius (Phase I Research Report Series, no. 2). Washington DC: International Center for Research on Women.

Schensul, J. J., Robison, J., Reyes, C. Y., Radda, K., Gaztambide, S., & Disch, W. B. (2006). Building interdisciplinary/intersectoral research partnerships for community-based mental health research with older minority adults. American Journal of Community Psychology, 38, 79–93.

Schensul, S. L., Schensul, J. J., & LeCompte, M. D. (1999). Essential ethnographic methods: Observations, interviews, and questionnaires. Walnut Creek, CA: AltaMira.

Scheper-Hughes, N. (2001). The global traffic in human organs: A report presented to the House Subcommittee on International Operations and Human Rights, United States Congress on June 27, 2001. www.publicanthropology.org/TimesPast/Scheper-Hughes.htm.

Schiebinger, L. (1993). Nature's body: Gender in the making of modern science. Boston: Beacon.

Schmitt, F. E., & Martin, P. Y. (1999). Unobtrusive mobilization by an institutionalized rape crisis center: “All we do comes from victims.” Gender & Society, 13, 364–384.

Schön, D. C. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Schultz, W. T. (2007). Handbook of psychobiography. New York: Oxford University Press.

Schwandt, T. (1989). Solutions to the paradigm conflict. Journal of Contemporary Ethnography, 17, 379–407.

Scientific Software. (2010). ATLAS.ti 6.0. Berlin, Germany: ATLAS.ti Scientific Software Development GmbH. www.atlasti.com/fileadmin/atlasti/downloads/atlas.ti6_brochure_2009_en.pdf.

Scriven, M. S. (1991). Evaluation thesaurus (4th ed.). Thousand Oaks, CA: Sage.

Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed.). New York: Teachers College Press.

Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). New York: Teachers College Press.

Shadish, W. R. (1995). The logic of generalization: Five principles common to experiments and ethnographies. American Journal of Community Psychology, 23, 419–428.

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.

Shaffir, W., & Stebbins, R. (1991). Experiencing fieldwork. Thousand Oaks, CA: Sage.

Shaffir, W., Stebbins, R., & Turowetz, A. (1980). Fieldwork experience. New York: St. Martin's Press.

Shavelson, R. J., & Stern, P. (1981). Research on teachers' pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51, 455–498.

Silverman, D. (2001). Interpreting qualitative data: Methods for analyzing talk, text and interaction (2nd ed.). London: Sage.

Simons, H. (1987). Getting to know schools in a democracy. London: Falmer.

Simons, H. (1977). Case-studies of innovation. In D. Hamilton, B. MacDonald, C. King, D. Jenkins, & M. Parlett (Eds.), Beyond the numbers game: A reader in educational evaluation (pp. 178–180). Berkeley, CA: McCutchan.

Sinclair, M. (2007). A guide to understanding theoretical and conceptual frameworks. Evidence-Based Midwifery, 5, 39.

Singer, E. O., & Schensul, J. J. (in press). Negotiating Ecstasy risk, reward and control: A qualitative analysis of drug management patterns among Ecstasy-using inner city youth. Drug Use and Misuse, 47.

Singer, J. A. (2004). Narrative identity and meaning-making across the adult lifespan: An introduction. Journal of Personality, 72, 437–459.

Singer, J. A. (2005). Personality and psychotherapy: Treating the whole person. New York: Guilford Press.

Singer, J. A., & Moffitt, K. H. (1991). An experimental investigation of specificity and generality in memory narratives. Imagination, Cognition, and Personality, 11, 233–257.

Singer, J. A., & Salovey, P. (1993). The remembered self: Emotion and memory in personality. New York: Free Press.

Smith, B. H. (1981). Narrative versions, narrative theories. In I. Konigsberg (Ed.), American criticism in the poststructuralist age (pp. 62–186). Ann Arbor: University of Michigan Press.

Smith, C. P. (1992). Motivation and personality: Handbook of thematic content analysis. New York: Cambridge University Press.

Smith, G. H. (2000). Protecting and respecting indigenous knowledge. In M. Battiste (Ed.), Reclaiming indigenous voice and vision (pp. 209–224). Vancouver: University of British Columbia Press.

Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books.

Smith, L. T. T. R. (2000). Kaupapa Maori research. In M. Battiste (Ed.), Reclaiming indigenous voice and vision (pp. 225–247). Vancouver: University of British Columbia Press.

Smith, M. M. (1998). Debating slavery: Economy and society in the antebellum American South. Cambridge, MA: Cambridge University Press.

Snow, C. P. (1993). The two cultures. Cambridge, England: Cambridge University Press. (Original work published 1959)

Spence, D. P. (1982). Narrative truth and historical truth: Meaning and interpretation in psychoanalysis. New York: Norton.

Spivak, G. (1987). In other worlds: Essays in cultural politics. New York: Routledge.

Spradley, J. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston.

Springgay, S. (2008). Body knowledge and curriculum: Pedagogies of touch in youth and visual culture. New York: Peter Lang.

Stacey, J. (1991). Can there be a feminist ethnography? In S. B. Gluck & D. Patai (Eds.), Women's words: The feminist practice of oral history (pp. 111–119). New York: Routledge.

Stake, R. E. (1967). The countenance of educational evaluation. Teachers College Record, 68, 523–540.

Stake, R. E. (1983). Program evaluation, particularly responsive evaluation. In G. F. Madaus, M. S. Scriven, & D. L. Stufflebeam (Eds.), Evaluation models: Viewpoints on educational and human services evaluation (pp. 287–310). Boston: Kluwer-Nijhoff. (Reprinted from keynote address presented at conference on New Trends in Evaluation, Göteborg, Sweden, October 1973)

Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.

Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443–466). Thousand Oaks, CA: Sage.

Stake, R. E. (2006). Multiple case study analysis. New York: Guilford Press.

St. Denis, V. (1992). Community-based participatory research: Aspects of the concept relevant for practice. Native Studies Review, 8(2), 51–74.

Stern, P. N. (2007). On solid ground: Essential properties for growing grounded theory. In A. Bryant & K. Charmaz (Eds.), The Sage handbook of grounded theory (pp. 114–126). Thousand Oaks, CA: Sage.

Stewart, A. J. (1994). Toward a feminist strategy for studying women's lives. In C. Franz & A. J. Stewart (Eds.), Women creating lives: Identities, resilience and resistance (pp. 11–35). Boulder, CO: Westview Press.

Stewart, A. J., Franz, C., & Layton, L. (1988). The changing self: Using personal documents to study lives. Journal of Personality, 56, 41–74.

Stewart, K. (1996). A space on the side of the road. Princeton, NJ: Princeton University Press.

Stone, C. N., Henig, J. R., Jones, B. D., & Pierannunzi, C. (2001). Building civic capacity: The politics of reforming urban schools. Lawrence: University Press of Kansas.

St. Pierre, E. A. (2000). Nomadic inquiry in the smooth spaces of the field: A preface. In E. A. St. Pierre & W. S. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp. 258–283). New York: Routledge.

St. Pierre, E., & Pillow, W. S. (2000). Working the ruins: Feminist poststructural methods in education. New York: Routledge.

Strathern, M. (2005). Kinship, law and the unexpected: Relatives are always a surprise. New York: Cambridge University Press.

Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge, England: Cambridge University Press.

Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded Theory Procedures and Techniques. Thousand Oaks, CA: Sage.

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage

Stufflebeam, D. L. (2001). Evaluation models. New Directions for Evaluation, 89, 7–98.

Stufflebeam, D. L. (2003). The CIPP Model for evaluation. In D. L. Stufflebeam & T. Kellaghan (Eds.), The international handbook of educational evaluation (pp. 31–62). Boston: Kluwer Academic.

Stufflebeam, D. L., Gullickson, A., & Wingate, L. (2002). The spirit of Consuelo: An evaluation of Ke Aka Ho‘ona. Kalamazoo: Evaluation Center of Western Michigan University. http://rszarf.ips.uw.edu.pl/ewalps/teksty/consuelo_eval.pdf.

Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation theory, models and applications. San Francisco: Jossey-Bass.

Sullivan, M. (2009). Philosophy, ethics and the disability community. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 69–84). Thousand Oaks, CA: Sage.

Symonette, H. (2004). Walking pathways toward becoming a culturally competent evaluator: Boundaries, borderlands, and border crossings. In M. Thompson-Robinson, R. Hopson, & S. SenGupta (Eds.), In search of cultural competence in evaluation: Toward principles and practices (New Directions for Evaluation, no. 102, pp. 95–110). San Francisco: Jossey-Bass.

Symonette, H. (2009). Cultivating the self as responsive instrument: Working the boundaries and borderlands for ethical border-crossings. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 279–294). Thousand Oaks, CA: Sage.

Szala-Meneok, K. (2009). Ethical research with older adults. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 507–518). Thousand Oaks, CA: Sage.

Taussig, M. (1991). Shamanism, colonialism, and the wild man: A study in terror and healing. Chicago: University of Chicago Press.

Taussig, M. (1997). Magic of the state. New York: Routledge.

Taussig, M. (2005). Law in a lawless land: Diary of a Limpieza in Colombia. Chicago: University of Chicago Press.

Taylor-Powell, E., & Henert, E. (2008). Developing a logic model: Teaching and training guide. www.uwex.edu/ces/pdande/evaluation/pdf/lmguidecomplete.pdf.

Tedla, E. (1996). Sankofa: African thought and education. New York: Peter Lang.

Tedlock, B. (1991). From participant observation to the observation of participation: The emergence of narrative ethnography. Journal of Anthropological Research, 47, 69–94.

Terry, R. L. (2008). Race self complexity within multiracial college students: Negotiating the suppression of multiracial integration. Unpublished manuscript, Howard University, Washington DC.

Thomas, J. (1993). Doing critical ethnography. Thousand Oaks, CA: Sage.

Thomas, V. G. (2004). Building a contextually responsive evaluation framework: Lessons from working with urban school interventions. New Directions for Evaluation, 101, 3–23.

Thompson, E. P. (1977). William Morris: Romantic to revolutionary. London: Merlin.

Thornberg, R. (2007). Inconsistencies in everyday patterns of school rules. Ethnography & Education, 2, 401–416.

Thornberg, R. (2008a). A categorisation of school rules. Educational Studies, 34, 25–33.

Thornberg, R. (2008b). School children's reasoning about school rules. Research Papers in Education, 23, 37–52.

Thornberg, R. (2009). The moral construction of the good pupil embedded in school rules. Education, Citizenship and Social Justice, 4, 245–261.

Thornberg, R. (2010a). Schoolchildren's social representations on bullying causes. Psychology in the Schools, 47, 331–327.

Thornberg, R. (2010b). A student in distress: Moral frames and bystander behavior in school. Elementary School Journal, 110, 585–608.

Thornberg, R. (2011). Consultation barriers between teachers and non-school consultants. Unpublished manuscript, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.

Thornberg, R. (in press). Informed grounded theory. Scandinavian Journal of Educational Research.

Thornberg, R., Halldin, K., Petersson, A., & Bolmsjö, N. (2011). Victimizing of school bullying: A grounded theory. Unpublished manuscript, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.

Tickle, N. (2003). You can read a face like a book: How reading faces helps you succeed in business and relationships. Mountain View, CA: Daniels.

Tillmann, L. M. (2008). Father's blessing: Ethnographic drama, poetry, and prose. Symbolic Interaction, 31, 376–399.

Tillmann, L. M. (2009). Body and bulimia revisited: Reflections on “A Secret Life.” Journal of Applied Communication Research, 37, 98–112.

Tillmann-Healy, L. M. (2003). Friendship as method. Qualitative Inquiry, 9, 729–749.

Tololyan, K. (1987). Cultural narrative and the motivation of the terrorist. Journal of Strategic Studies, 10, 217–233.

Tomkins, S. S. (1979). Script theory. In H. E. Howe Jr. & R. A. Dienstbier (Eds.), Nebraska symposium on motivation (Vol. 26, pp. 201–236). Lincoln: University of Nebraska Press.

Toyosaki, S., Pensoneau-Conway, S. L., Wendt, N. A., & Leathers, K. (2009). Community autoethnography: Compiling the personal and resituating whiteness. Cultural Studies <=> Critical Methodologies, 9, 56–83.

Traustadottir, R. (2001). Research with others: Reflections on representation, difference, and othering. Scandinavian Journal of Disability Research, 3, 9–28.

Trimble, J., & Fisher, C. (Eds.). (2006). The handbook of ethical research with ethnocultural populations and communities. Thousand Oaks, CA: Sage.

Tripathi, B., Sharma, H., Pelto, P., & Tripathi, S. (2010). Ethnographic mapping of alcohol use and risk behaviors in Delhi. AIDS and Behavior, 14, 94–103.

Tsing, A. L. (2004). Friction: An ethnography of global connection. Princeton, NJ: Princeton University Press.

Tuana, N. (1993). The less noble sex: Scientific, religious, and philosophical conceptions of woman's nature. Bloomington: Indiana University Press.

Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79, 409–427.

Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.

U.S. Department of Health and Human Services. (2003). Privacy protection for research subjects: “Certificates of Confidentiality.” Washington DC: Author. www.hhs.gov/ohrp/humansubjects/guidance/certconpriv.htm.

U.S. Department of Health & Human Services, National Institutes of Health. (2011). Certificates of confidentiality. Washington DC: Author. www.grants.nih.gov/grants/policy/coc.

Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.

Van Maanen, J. (1988). Tales of the field: On writing ethnography. Chicago: University of Chicago Press.

Vargas, L. A., & Montoya, M. E. (2009). Involving youth in research within complex cultural settings: Ethics and law. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 489–506). Thousand Oaks, CA: Sage.

Vidich, A., & Bensman, J. (1958). Small town in mass society. Princeton, NJ: Princeton University Press.

Visweswaran, K. (1994). Fictions of feminist ethnography. Minneapolis: University of Minnesota Press.

Weber-Pillwax, C. (2001). What is indigenous research? Canadian Journal of Native Education, 25(2), 166–174.

Webster, C. (2006). Change the nation. On Change the nation [CD]. Oakland, CA: Youth Movement Records.

Webster, L., & Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. London: Routledge.

Weis, L. (1985). Between two worlds: Black students in an urban community college. Boston: Routledge & Kegan Paul.

Weis, L., & Fine, M. (2000). Speed bumps: A student-friendly guide to qualitative research. New York: Teachers College Press.

White, R. W. (1938). The case of Earnst. In H. A. Murray (Ed.), Explorations in personality (pp. 615–627). New York: Oxford University Press.

Wholey, J. S., Hatry, H. P., & Newcomer, K. E. (Eds.). (1994). Handbook of practical program evaluation. San Francisco: Jossey-Bass.

Whyte, W. F. (1943). Street corner society. Chicago: University of Chicago Press.

Williams, R. (1997). Vampires anonymous and critical race analysis. University of Michigan Law Review, 95, 741–765.

Willis, P. (1997). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.

Wilson, A. (2004). The intimate economies of Bangkok: Tomboys, tycoons, and Avon ladies in the global city. Berkeley: University of California Press.

Wilson, A. (2005). The effectiveness of international development assistance from American organizations to deaf communities in Jamaica. American Annals of the Deaf, 150, 292–304.

Wilson, S. (2001a). Self-as-relationship in indigenous research. Canadian Journal of Native Education, 25(2), 91–92.

Wilson, S. (2001b). What is an indigenous research methodology? Canadian Journal of Native Education, 25(2), 175–179.

Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax, Nova Scotia: Fernwood.

Wilson, W. J. (1987). The truly disadvantaged: The inner city, the underclass, and public policy. Chicago: University of Chicago Press.

Wilson, W. J., & Chaddha, A. (2009). The role of theory in ethnographic research. Ethnography, 10, 549–564.

Winfield, A. G. (2007). Eugenics and education in America: Institutionalized racism and the implications of history, ideology, and memory. New York: Peter Lang.

Winston, C. E., Philip, C. L., & Lloyd, D. L. (2007). The Identity and Success Life Story Method: A new paradigm for digital inclusion. Journal of Negro Education, 76, 31–42.

Winston, C. E., & Winston, M. R. (in press). Cultural psychology and racial ideology: An analytic approach to understanding racialized societies and their psychological effects on lives. In J. Valsiner (Ed.), Oxford handbook of culture and psychology. New York: Oxford University Press.

Winter, D. G. (1973). The power motive. New York: Free Press.

Winter, D. G. (1987). Leader appeal, leader performance, and the motive profiles of leaders and followers: A study of American presidents and elections. Journal of Personality and Social Psychology, 52, 196–202.

Winter, D. G. (1996). Personality: Analysis and interpretation of lives. New York: McGraw-Hill.

Wisler, C. (1991). Designing evaluations. Washington DC: U. S. General Accounting Office, Program Evaluation and Methodology Division. http://archive.gao.gov/t2pbat7/144040.pdf.

W. K. Kellogg Foundation. (2004). Logic model development guide. Battle Creek, MI: Author. www.wkkf.org/knowledge-center/resources/2010/Logic-Model-Development-Guide.aspx.

Wolcott, H. F. (1990). Writing up qualitative research. London: Sage.

Wolcott, H. F. (1999). Ethnography: A way of seeing. Walnut Creek, CA: AltaMira.

Worthen, B. R., Sanders, J. R., & Fitzpatrick, J. L. (1997). Program evaluation: Alternative approaches and practical guidelines (2nd ed.). New York: Longman.

Wyatt Knowlton, L., & Phillips, C. C. (2009). The logic model guidebook: Better strategies for great results. Thousand Oaks, CA: Sage.

Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.

Yin, R. K. (2004). The case study anthology. Thousand Oaks, CA: Sage.

Yoshino, K. (2006). Covering: The hidden assault on our civil rights. New York: Random House.

Znaniecki, F. (1934). The method of sociology. New York: Farrar & Rinehart.