Publications & Presentations
Garvey, J. C., Squire, D. D., Stachler, B.*, & Rankin, S. R. (2018). The impact of campus climate on queer-spectrum student academic success. Journal of LGBT Youth, 15(2), 89-105.
Squire, D., Jourian, T. J., Kelly, B. T., Byrd, A., Manzano, L., & Bumbry, M. (2018). A critical race feminist analysis of men of color matriculating into a higher education doctoral program.Journal of Diversity in Higher Education, 11(1), 16-33.
Squire, D. (Accepted). The neoliberal and neoracist tendencies of international doctoral student of color admissions in graduate education programs. Philosophy and Theory in Higher Education.
Squire, D., Williams, B, & Tuitt, F. (2018). Plantation politics and neoliberal racism in higher education: A framework for reconstructing anti-racist institutions. Teachers College Record, 120(14), p -.
Squire, D., Nicolazzo, Z, & Perez, R. (Accepted). Institutional response as non-performative: What university communications (don’t) say about movements toward justice. Review of Higher Education.
Squire, D. & McCann, K. (2018). Women of color with critical epistemologies constructing spaces of resistance in doctoral education programs. Journal of College Student Development, 59(4), 404-420.
Jones, V. & Squire, D. (2018). Disengaging whiteness and examining power in campus activism: Reuniting communities of color through a critical race analysis of tempered radicalism. Journal Committed to Social Change on Race and Ethnicity, 4(1), 37-65.
Squire, D. (2017). The vacuous rhetoric of diversity: How institutional responses to national racial incidences affect faculty of color perceptions of university commitment to diversity.International Journal of Qualitative Studies in Education, 30(8), 728-745.
Squire, D. (Under review). “It’s essential”: A critical race counter narrative of faculty of color understandings of diversity and equity in doctoral admissions. Manuscript under review for publication consideration.
Squire, D., Booth, A, & Arnold, B. (In press). Resituating neoliberalism’s construction of the individualistic white campus classroom toward collective and diverse intersectional success. In B. Ahad, & O. Poon (Eds.) Difficult subjects: Insights and strategies for teaching about race, sexuality, and gender. Sterling, VA: Stylus.