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by Dalal Katsiaficas, Edwin Hernandez, Cynthia M. Alcantar, Erick Samayoa, Maria Nava Gutierrez & Zyshia WilliamsThrough mixed methods, this paper examines the family and community responsibilities of a sample of Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives. post a comment by KerryAnn O’Meara, Lindsey Templeton & Gudrun NyuntThis study analyzes how women, underrepresented minority, and non-tenure-track faculty understand and describe professional legitimacy. It also explores the challenges these groups experience in trying to obtain legitimacy from colleagues that they attribute to their gender, race, or appointment type. The authors provide recommendations to create inclusive academic work environments for all three groups. post a comment
 by Melinda Mangin & Gavin Grimm
reviewed by Katherine Lewis
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|  by Carolyn J. Heinrich, Jennifer Darling-Aduana, and Annalee G. Good
reviewed by Grace Cole & Cassidy Puckett
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|  by Andrea L. Tyler, Stephen Hancock & Sonyia C. Richardson
reviewed by Stefanie L. Marshall
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|  by Amy J. Heineke & Kristin J. Davin
reviewed by Xenia Hadjioannou & Nancy Rankie Shelton
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On Thursday, February 25th, 2021, Teachers College Record hosted an important behind-the-scenes virtual talk about navigating the publication process. Members of the TCR Editorial team joined as panelists and answered questions from graduate students and emerging scholars. This is part two of our two-part All Access: Unwritten Rules of Academic Publishing series. Watch and discuss this episode on Vialogues.
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To submit work to the Teachers College Record, please use our online submission system. To access the system, use the link " Submit My Work," found in the Member Center. The submission system will explain our publishing guidelines, and will allow you to upload your manuscript. Please consult the following Editorials for additional information.
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by Michelle G. Knight-ManuelLeveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.
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