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  • Seider, S, and Graves, D. (2020, March). Raise Their Voices. Educational Leadership, Vol.77(6),  36-40

  • Graves, D. (2017). “Written all over my face” – The toll of a Black Man teaching White students about racism. In R. Kohli and B. Picower (Eds.), Confronting racism in teacher education: Counternarratives of critical practice (pp. 60-67). New York, NY: Routledge

  • Seider, S. , Clark, S. and Graves, D. (2019). The Development of Critical Consciousness and its Relation to Academic Achievement in Adolescents of Color. Child Development doi:10.1111/cdev.13262

  • Seider, S., Clark, S., Graves, D., Kelly, L. L., Soutter, M., El-Amin, A., & Jennett, P. (2019). Black and Latinx adolescents’ developing beliefs about poverty and associations with their awareness of racism. Developmental Psychology, 55(3), 509-524.

  •  Seider, S., Kelly, L., Clark, S., Jennett, P., Graves, D., El-Amin, A., Soutter, M., Malhotra, S. & Cabral, M. (2018). Fostering the sociopolitical development of African American and Latinx adolescents to analyze and challenge racial and economic inequality. Youth & Society, 1-39. Online first at

  • Seider, S., Graves, D., El-Amin, A., Soutter, M., Tamerat, J., Jennett, P., Clark, S., Johannsen, J., & Malhotra, S. (2017). Developing sociopolitical consciousness of race and class inequality in adolescents attending progressive and no excuses urban charter high schools. Applied Developmental Science. Online First at

  • El-Amin, A., Seider, S., Graves, D., Tamerat, J., Clark, S., Soutter, M., Johannsen, J., & Malhotra, S. (2017 February). Critical consciousness: A key to student achievement. Phi Delta Kappan, 18-23.

  • Seider, S., Graves, D., El-Amin, A., Clark, S., Soutter, M., Tamerat, J., Jennett, P., Gramigna, K., Yung, J, Kenslea, M. & Sklarwitz, S. (2016). Preparing adolescents attending progressive and no excuses urban charter high schools to analyze, navigate, and challenge race and class inequality. Teachers College Record, 118(12), 1-54.

  • Graves, D. (2015). Black male achievement at Hilltop High School: Effectiveness requiring more intentionality. In R. Tung et al. (Eds), Promising practices and unfinished business: Fostering equity and excellence for Black and Latino males. Providence, RI: Annenberg Institute for School Reform.

  • Hawkins, I.W., Balsam, A., & Graves, D. (2015). A qualitative study of how registered dietitians made the connection between diet, climate change, and environmental degradation. Journal of Hunger and Environmental Nutrition, 10(1), 47-59.

  • Hawkins, I.W., Balsam, A., & Graves, D. (2015). A qualitative study of the skills that enabled the pro-environmental behaviors of registered dietitians. Journal of Hunger and Environmental Nutrition, 10(1), 60-71.

  • Hawkins, I.W., Balsam, A., & Graves, D. (2015). The factors associated with the enduring pro-environmental behaviors of registered dietitians and the relationship between personal and practice behaviors: A qualitative study. Journal of Hunger and Environmental Nutrition, 10(1), 72-91.

  • Graves, D. (2014). Black high school students’ critical racial awareness, school-based racial socialization, and academic resilience. Berkeley Review of Education, 5(1), 5-32. 

  • Truong, K.., Graves, D.; & Keene, A. (2014). Faculty of color teaching critical race theory at a PWI: An autoethnography. Journal of Critical Thought and Praxis, 3(2), 1-30.

  • Puri, A., Graves, D., Lowenstein, A., and Hsu, L. (2012). New faculty's perception of faculty development initiatives at small teaching institutions. ISRN Education, 2012, 1-9. doi: 726270.

  • Graves, D., Sweet, D.A., & McGowan, M. (2010). I feel like I can do it too: A paradigm shift in an urban library internship program. Urban Library Journal, 16(1), 1-18.

  • Graves, D., McGowan, M., & Sweet, D.A. (2010). Making a home: Critical pedagogy in a library internship program for high school students. In E. Drabinski, A. Kumbier, & M. Accardi (Eds.), Critical library instruction: Theories and methods (pp. 161-175). Los Angeles, CA: Library Juice Press

  • Graves, D. & Graves, S. (2008). Multicultural issues in the lives of developing children. In J. Asamen, M. Ellis, & G. Berry (Eds.), SAGE handbook of child development, multiculturalism, and media (pp. 83-100). Thousand Oaks, CA: Sage.

  • Graves, D. (2007). Qualitative research methods.  In J. Arnett (Ed.), Encyclopedia of Children, Adolescents, and the Media (pp. 729-730). Thousand Oaks, CA: Sage Press.

  • Graves, D. (2006). School culture, racial identity performance, and the academic achievement of black adolescents (Unpublished doctoral dissertation). Harvard Graduate School of Education, Cambridge, MA.

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