| How Asian American female teachers experience racial microaggressions from pre-service preparation to their professional careers R Endo The Urban Review 47, 601-625, 2015 | 138 | 2015 |
| Retaining and supporting faculty who are Black, Indigenous, and People of Color: The promise of a multi-leveled mentoring-partnership model R Endo Multicultural Perspectives 22 (4), 169-177, 2020 | 49 | 2020 |
| Linking practice with theory to model cultural responsiveness: Lessons learned from a collaborative service-learning project in an urban elementary classroom. R Endo Multicultural Education 23 (1), 23-31, 2015 | 41 | 2015 |
| From unconscious deficit views to affirmation of linguistic varieties in the classroom: White preservice teachers on building critical self-awareness about linguicism's causes … R Endo Multicultural Perspectives 17 (4), 207-214, 2015 | 31 | 2015 |
| The challenges of differentiating instruction for ELLs CL Brown, R Endo Teacher Education and Practice 30 (3), 372-385, 2017 | 29 | 2017 |
| Asian/American women scholars, gendered orientalism, and racialized violence: before, during, and after the 2021 Atlanta massacre R Endo Cultural Studies↔ Critical Methodologies 21 (4), 344-350, 2021 | 20 | 2021 |
| On holding various truths to (not) be self-evident: Leading during the dual pandemics of 2020 as a racialized body R Endo Cultural Studies↔ Critical Methodologies 21 (1), 116-121, 2021 | 19 | 2021 |
| Developing and supporting critically reflective teachers F Hernandez, R Endo Developing and supporting critically reflective teachers, 1-16, 2017 | 19 | 2017 |
| The Narrative Experiences of Hmong American Adolescent Males Labeled Educationally “At Risk” R Endo Education and Urban Society 49 (6), 593-615, 2017 | 18 | 2017 |
| Counternarrating racialized expectations at school: The diverse enactments of “non-dominant” identities among 1.5-generation Japanese immigrant youth R Endo Journal of Language, Identity & Education 15 (4), 201-215, 2016 | 18 | 2016 |
| Experiences of racialization in predominantly White institutions: Critical reflections on inclusion in US colleges and schools of education R Endo Routledge, 2020 | 15 | 2020 |
| Realities, rewards, and risks of heritage-language education: Perspectives from Japanese immigrant parents in a Midwestern community R Endo Bilingual Research Journal 36 (3), 278-294, 2013 | 14 | 2013 |
| Complicating Culture and Difference: Situating Asian American Youth Identities in Lisa Yee’s Millicent Min, Girl Genius and Stanford Wong Flunks Big-Time R Endo Children's Literature in Education 40, 235-249, 2009 | 14 | 2009 |
| Diversity, equity, and inclusion for some but not all: LGBQ Asian American youth experiences at an urban public high school R Endo Multicultural Education Review 13 (1), 25-42, 2021 | 13 | 2021 |
| Mis/representations of Asian/Americans in the curricula: Perspectives from second-generation Japanese American youth R Endo International Journal of Multicultural Education 14 (1), 2012 | 13 | 2012 |
| Male of color refugee teachers on being un/desirable bodies of difference in education R Endo Equity & Excellence in Education 52 (4), 448-464, 2019 | 12 | 2019 |
| Beyond “good-faith” efforts: Diversifying the faculty ranks in teacher education through equity-conscious recruitment practices R Endo Action in Teacher Education 44 (3), 181-195, 2022 | 8 | 2022 |
| Reading Civil Disobedience, Disaffection, and Racialized Trauma in John Okada’s No-No Boy: Lessons Learned 75 Years After Executive Order 9066 R Endo Children's Literature in Education 49 (4), 413-429, 2018 | 8 | 2018 |
| The Educational Aspirations and Expectations of Japanese Immigrant Mothers: Narratives of Raising Bicultural Nikkei Children in the Post-1965 Diaspora R Endo Diaspora, Indigenous, and Minority Education 10 (3), 156-168, 2016 | 8 | 2016 |
| The incarceration of Japanese Americans in the 1940s: Literature for the high school classroom R Endo National Council of Teachers of English, 2018 | 4 | 2018 |
