Selected Publications
Dache, A., Quaye, S. J., Linder, C., & McGuire, K. M. (Eds.). (2019, in press). Rise Up!: Activism as education. East Lansing, MI: Michigan State University Press.
Dache, A. (2019). Ferguson’s Black radical imagination and the scyborgs of community–student resistance. Review of Higher Education. Special Issue: Activism in the ‘Woke’ Academy: Historical and Contemporary Perspectives.
Dache, A. (Accepted). Teaching a transnational ethic of Black Lives Matter: An AfroCubana Americana’s theory of Calle. International Journal of Qualitative Studies in Education (QSE). Special Issue: Resistance, Black liberation and the struggle for racial justice: Exploring the implications of #BlackLivesMatter on Postsecondary Research, Policy and Praxis.
White, J., & Dache, A. (in press). “All the inner-city kids”: Color-blind racism and financial-aid processes at an urban community college. Community College Journal of Research and Practice.
Dache, A., Haywood, J., & Mislan, C. (in press). A badge of honor not shame: An AfroLatina theory of Black-imiento for education research. Journal of Negro Education.
Reyes, M., Dache-Gerbino, A., Rios-Aguillar, C., Diel-Amen, R., & González Canché, M. (2019). The ‘geography of opportunity’ in community colleges: The role of the local labor market in students’ decisions to persist and succeed. Community College Review.
Dache-Gerbino, A., Kiyama, J. M., & Sapp, V. T. (2018). The dangling carrot: Proprietary institutions and lack of college choice for Latina students. Review of Higher Education, 42(1), 20–60.
Mislan, C., & Dache-Gerbino, A. (2018). The struggle for ‘our streets’: The digital and physical spatial politics of the Ferguson Movement. Social Movement Studies, 17(6), 676–696.
Mislan, C., & Dache-Gerbino, A. (2018). Not a Twitter revolution: Anti-neoliberal and antiracist resistance in the Ferguson Movement. International Journal of Communication, 12, 2622–2640.
Dache-Gerbino, A., Aguayo D., Griffin, M., Hairston, S. L., Hamilton, C., Krause, C., Lane-Bonds, D., & Sweeney, H. (2018). (Re)Imagined geographies: A critical geography and urban higher education class explores postcolonial spaces post-Ferguson. Research in Education, 104(1), 3–23.
Dache-Gerbino, A. (2017). Mapping the postcolonial across urban and suburban college access geographies. Equity and Excellence in Education, 50(4), 368–386.
Dache-Gerbino, A. (2016). College desert and oasis: A critical geographic college access analysis of urban decline. Journal of Diversity in Higher Education.
Dache-Gerbino, A., & White, J. (2016). College students or criminals? A postcolonial geographic analysis of the social field of whiteness at an urban community college branch campus and suburban main campus. Community College Review, 44(1), 49–69.
Kiyama, J. M., Harris, D. M., & Dache-Gerbino, A. (2016). Fighting for Respeto: Latina stories of resistance shaping educational opportunities. Teachers College Record, 118(12), 1–50.
Sapp, V. T., Kiyama, J. M., & Dache-Gerbino, A. (2016). Against all odds: Latinas activate agency to secure access to college. NASPA Journal of Women in Higher Education, 9(1), 39–55.