2022

Fredette, J., Welty, D., Aghazadeh, B., Kayumova, S., Achilov, S., Harper, A., & Samsamkhayani, H. (2022). Improving participation of underrepresented minorities in STEM through fluid mechanics research. Bulletin of the American Physical Society.

Harper, A., & Kayumova, S. (2022). Invisible multilingual Black and Brown girls: Raciolinguistic narratives of identity in science education. Journal of Research in Science Teaching.

Kayumova, S., & Dou, R. (2022). Equity and justice in science education: Toward a pluriverse of multiple identities and onto-epistemologies. Science Education, 106(5), 1097-1117.

Takeuchi, M. A., Kayumova, S., de Araujo, Z., & Madkins, T. C. (2022). Going beyond# RetireELL: A call for anti-colonial approaches to languages in STEM education. Journal of Research in Science Teaching, 59(5), 876-879.

Kayumova, S., & Sengupta, P. (2022). Beyond representationalism: Heterogeneity as an ethical turn in STEM and computing education. In The learning sciences in conversation (pp. 218-234). Routledge.

Waight, N., Kayumova, S., Tripp, J., & Achilova, F. (2022). Towards Equitable, Social Justice Criticality: Re-Constructing the “Black” Box and Making it Transparent for the Future of Science and Technology in Science Education. Science & Education, 1-23.

Kayumova, S., Arrigo, A. F., Harper, A., Richard, E., & Welty, H. (2022). Supporting STEM Identity Development through Asset-Based Positioning.

2021

Kayumova, S., & Buxton, C. (2021). Teacher subjectivities and multiplicities of enactment: Agential realism and the case of science teacher learning and practice with multilingual Latinx students. Professional Development in Education, 47(2-3), 463-477.

Kayumova, S., & Tippins, D. J. (2021). The quest for sustainable futures: designing transformative learning spaces with multilingual Black, Brown, and Latinx young people through critical response-ability. Cultural Studies of Science Education, 16(3), 821-839.

2020

Godwin, A., Cribbs, J., & Kayumova, S. (2020). Perspectives of Identity as an Analytic Framework in STEM Education. In Handbook of research on STEM education (pp. 267-277). Routledge.

Kayumova, S., & Harper, A. (2020). Towards onto-epistemic justice: Making identities and agencies of bilingual/multilingual learners visible in science education.

2019

Kayumova, S., McGuire, C. J., & Cardello, S. (2019). From empowerment to response-ability: Rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education. Cultural Studies of Science Education, 14(1), 205-229.

Jeong, S., Tippins, D. J., Haverkos, K., Kutner, M., Kayumova, S., & Britton, S. (2019). STEM Education and the Theft of Futures of Our Youth: Some Questions and Challenges for Educators. In Converting STEM into STEAM Programs (pp. 285-305). Springer, Cham.

Kayumova, S. (2019). Engaging with Complexities and Imaging possibilities across the boundaries of STEM. In Critical, Transdisciplinary and Embodied Approaches in STEM Education (pp. 351-357). Springer, Cham.

2018

Kayumova, S., Zhang, W., & Scantlebury, K. (2018). Displacing and disrupting colonizing knowledge-making-practices in science education: Power of graphic-textual illustrations. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 257-270.

Kayumova, S., Avraamidou, L., & Adams, J. (2018) Science education now:Diversity, equity, and the big picture. In Bryan, L., & Tobin, K. (Eds.). Critical Issues and Bold Visions for Science Education: The Road Ahead. Rotterdam, The Netherlands: Sense.

Kayumova, S. (2018). Analyzing the Nexus between Advantaged Social Positioning and Science Identity Development among Emergent Bilingual/Multilingual Students. Poster presented at 13th International Conference of Learning Sciences. London. UK.

Kayumova, S. & Cardello (2018). “I Have an Opinion about Science I Think Part is True and Part is Not”: Emergent Bilingual/Multilingual Adolescents “Figuring” Science Learning Through Virtual Labs. Proceedings of the 13th International Conference of Learning Sciences. London. UK.

Kayumova, S., Zhang, W., & Scantlebury, K. (2018). Displacing and Disrupting Colonizing Knowledge-Making-Practices in Science Education: Power of Graphic-Textual Illustrations. Canadian Journal of Science, Mathematics and Technology Education, 1-14.

Kayumova, S., McGuire, C., Cardello, S. (2018). From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education. Cultural Studies of Science Education. DOI: 10.1007/s11422-018-9861-5.

Kayumova, S., Tippins, D. (2018). Obsessed with Accountability? Science Teachers Under the Microscope. In Lynn Bryan & Kenneth Tobin (Eds). Thirteen Questions in Science Education. Peter Lang: New York, NY.

Bazzul J., Kayumova, S. (2018). The Ethical Subject of Science Education: Toward different ethico-politico frontiers for twenty-first century science education. In Reis G., Mueller M., Gisewhite R., Siveres L., Brito R. (eds)Sociocultural Perspectives on Youth Ethical Consumerism. Cultural Studies of Science Education: (pp. 101-114). Springer: Dorecht, Netherlands.https://doi.org/10.1007/978-3-319-65608-3_7

Before 2018

Buxton, C., Allexsaht-Snider, M., Suriel, R., Kayumova, S., Karsli, E., & Aghasaleh, R. (2017). Reassembling science teacher educator professional learning in the LISELL-B project. In C. Buxton & M. Allexsaht-Snider (Eds.),Supporting K-12 English Language Learners in Science: Putting Research into Teaching Practice (pp. 69-92). New York: Routledge.

Kayumova, S., & Tippins, D. (2016). Toward re-thinking science education in terms of affective practices: reflections from the field. Cultural Studies of Science Education, 11(3), 567-575. DOI :10.1007/s11422-015-9695-3.

Kayumova, S., Karsli, E., Allexsaht-Snider, M., & Buxton, C. (2015). Latina mothers and daughters: Ways of knowing, being, and becoming in the context of bilingual family science workshops. Anthropology & Education Quarterly,46(3), 260-276.

Buxton, C., Allexsaht-Snider, M., Aghasaleh, R., Kayumova, S., Kim, S. H., Choi, Y. J., & Cohen, A. (2014). Potential Benefits of Bilingual Constructed Response Science Assessments for Understanding Bilingual Learners’ Emergent Use of Language of Scientific Investigation Practices. Double Helix.

Buxton, C., Kayumova, S., & Allexsaht-Snider, M. (2013). Teacher, researcher and accountability: Discourses shaping democratic practices for science teaching in middle schools. Democracy & Education, 21(2).

Buxton, C., Allexsaht-Snider, M., Suriel, R., Kayumova, S., Choi, Y., Bouton, B. & Land, M. (2013). Using Educative Assessments to Support Science Teaching for Middle School English Language Learners. Journal of Science Teacher Education, 24(2), 347-366.