| “Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom DM Sparks, K Pole School Science and Mathematics 119 (7), 405-416, 2019 | 31 | 2019 |
| Navigating the intersectionality of race/ethnicity, culture, and gender identity as an aspiring Latina STEM student DM Sparks, SD Przymus, A Silveus, Y De La Fuente, C Cartmill Journal of Latinos and Education 22 (4), 1355-1371, 2021 | 29 | 2021 |
| Navigating STEM-worlds: Applying a lens of intersectionality to the career identity development of underrepresented female students of color DM Sparks Journal for Multicultural Education 11 (3), 162-175, 2017 | 25 | 2017 |
| The process of becoming: Identity development of African American female science and mathematics preservice teachers DM Sparks Journal of Science Teacher Education 29 (3), 243-261, 2018 | 24 | 2018 |
| Reducing stereotype threat in the science and mathematics classroom: An overview of research, best practices, and intervention strategies D Sparks CurrentsACADEMIC, 5, 2016 | 14 | 2016 |
| “We are shaped by our experiences” Intersectionality and the African international STEM student DM Sparks, V Nandakumar, JN Libii Research in the Schools 26 (2), 17-31, 2020 | 10 | 2020 |
| In My Feelings: Exploring Implicit Skin Tone Bias among Preservice Teachers J Crutchfield, D Sparks, M Williams, E Findley College teaching 70 (4), 469-481, 2022 | 8 | 2022 |
| An Exploration of the Connections Between Institution Type and Perceived Levels of Stereotype Threat in African American Engineering Students D Sparks Journal of African Males in Education 6 (1), 42-58, 2015 | 7 | 2015 |
| Analyzing the Intersectional and bicultural experiences of black immigrant women STEM students at a diverse urban university: a phenomenological study DM Sparks The Urban Review 55 (2), 269-292, 2023 | 5 | 2023 |
| Are you African or African-American? Exploring the identity experiences of female STEM students born in Africa now living in America DM Sparks International Journal of Gender, Science and Technology 10 (2), 329-337, 2018 | 5 | 2018 |
| “I’m representing all Black people” A case study of the intersectional experiences of STEM students transferring from an HBCU to a diverse urban university DM Sparks, K Pole, J DenHartog Intersectionality: Concepts, Perspectives, and Challenges, 1-26, 2020 | 3* | 2020 |
| An analysis of stereotype threat in African American engineering students at predominantly White, ethnically diverse, and historically Black colleges and universities DM Sparks Texas A&M University-Commerce, 2013 | 3 | 2013 |
| Enhancing awareness of colorism among pre-service teachers: a field placement approach J Crutchfield, D Sparks, M Williams, E Findley, S Kalu SN Social Sciences 2 (4), 35, 2022 | 2 | 2022 |
| From Imagined to In-Practice and Performed STEM Identities: Measuring the Impact of a Latina STEM Fellowship on the Educational Trajectories of Latina High School Students SD Przymus, D Sparks, S Garcia, A Silveus, C Cartmill Association of Mexican American Educators Journal 15 (1), 113-139, 2021 | 1 | 2021 |
| Incorporating project-Based Learning into the secondary mathematics and science classroom DM Sparks, D Jackson Preparing STEAM teachers: The UTeach Replication Model, 387-400, 2020 | 1 | 2020 |
| National Science Teaching Association's Position Statement on Gender Equity in Science Education S Kahn, DM Sparks, J Catlin, P J., R Carl https://www.nsta.org/about/positions/genderequity.aspx, 2019 | | 2019 |
| Race and Gender in the Academy: The Achievements and Limitations of Intersectional Thinking DM Sparks, S Melchior, S Chatterjee | | 2016 |
| Mission: New Earth. D Sparks Science Scope 20 (5), 13-15, 1997 | | 1997 |
