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Vieira, P. Membere, A ., & Almeida, D. J. (in press). Culturally-informed strengths-based coaching: A novel approach to support the success of underrepresented minority faculty. Applied Dispute Resolution Journal
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Ramrakhiani, S., Byrne, A. M., Almeida, D. J., Bhavsar, V. M., & Sanchez, R. J. (2023). The Value of Culturally-Informed and Strengths-Based Faculty Peer Coaching. In K. Rainville, D. Title & C. Desrochers (Eds.) Faculty Peer Coaching in Higher Education: Opportunities, Explorations, and Research from the Field. Charlotte, NC: Information Age Publishing
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Roberts, M. & Almeida, D. J. (2023). Rarely-discussed and often ignored: Classroom-based factors affecting Black students' experiences in developmental mathematics. Journal for Research in Mathematics Education. 54(3), 183-201 DOI: https://doi.org/10.5951/jresematheduc-2020-0257
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Epps, M.*, Bettencourt, J.*, Almeida, D. J., Oliver, J.Y., Thompson, L. Hoellwarth, C. & Lehr, J.L. (2021). ENGAGE: Co-curricular Profile for Engineering Students at Cal Poly. Conference
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Proceedings of the American Society for Engineering Education National Conference. https://strategy.asee.org/37033
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Oliver, J., Almeida, D. J., *Epps, M., *Bettencourt, J., Thompson, L. Hoellwarth, C. (2021). ENGAGE: Co-curricular Profile for Engineering Students at Cal Poly. Conference Proceedings of the American Society of Engineering Education Pacific Southwest- Pushing Past Pandemic Pedagogy: Learning from Disruption. https://peer.asee.org/38242
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Lehr, J. L., Almeida, D. J., Dal Bello, D., Jones, J., Thompson, L. Schiorring, E., DePiero, F., & Sholars Ortiz, C.* (2021). Mentoring and Advising Students in an S-STEM Project: Strengths Training from a Social Justice Perspective in Engineering & Computer Science as Context – Initial Implementation. Conference Proceedings of the American Society for Engineering Education National Conference. https://peer.asee.org/37499
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Almeida, D. J., Byrne, A. M., *Smith, R. M., & *Ruiz, S. (2019). How relevant is grit? The importance of social capital in first-generation college students’ academic success. doi: 10.1177/1521025119854688. Journal of College Student Retention: Research, Theory, & Practice
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Almeida, D. J. (2017). An overview of paradigms and the introduction of methodological grit: Using qualitative methods to inform higher education policy and practice. In V. Lechuga & P. Pasque (Eds.) Qualitative inquiry in higher education organization and policy research. Core concepts in higher education series. New York, NY: Routledge Press
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Almeida, D. J. (2016). Understanding grit in the context of higher education. In Higher Education: Handbook of Theory and Research (pp. 559-609). Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-26829-3_11
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Almeida, D. J. (2015). Low-income Latino students and California’s Early Assessment Program: The role of sensemaking in the use of college readiness information. Journal of Hispanic Higher Education, 15, 310-339. doi:10.1177/1538192715612549
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Almeida, D. J. (2015). The roots of college readiness. In W. G. Tierney & J. C.
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Duncheon (Eds.). The problem of college readiness. Albany, NY: SUNY Press.
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Almeida, D. J. (2015). College readiness and low-income youth: The role of social capital in acquiring college knowledge. In W. G. Tierney & J. C. Duncheon (Eds.). The problem of college readiness. Albany, NY: SUNY Press.
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Tierney, W. G. & Almeida, D. J. (2015). Academic responsibility: Toward a cultural politics of integrity. Discourse: Studies in the Cultural Politics of Education, 1-12. doi: 0.1080/01596306.2015.1104855
