Taucia González

410 total citations
19 papers, 244 citations indexed

About

Taucia González is a scholar working on Education, Sociology and Political Science and Safety Research. According to data from OpenAlex, Taucia González has authored 19 papers receiving a total of 244 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 8 papers in Sociology and Political Science and 6 papers in Safety Research. Recurrent topics in Taucia González's work include Teacher Education and Leadership Studies (8 papers), Critical Race Theory in Education (4 papers) and Collaborative Teaching and Inclusion (4 papers). Taucia González is often cited by papers focused on Teacher Education and Leadership Studies (8 papers), Critical Race Theory in Education (4 papers) and Collaborative Teaching and Inclusion (4 papers). Taucia González collaborates with scholars based in United States. Taucia González's co-authors include Alfredo J. Artiles, David I. Hernández‐Saca, Wendy Cavendish, David J. Connor, Melanie Bertrand, Elizabeth B. Kozleski, Federico R. Waitoller, LaRon A. Scott, Joy Banks and Mariana Pacheco and has published in prestigious journals such as Exceptional Children, School Effectiveness and School Improvement and International Journal of Qualitative Studies in Education.

In The Last Decade

Taucia González

18 papers receiving 234 citations

Peers

Taucia González
David I. Hernández‐Saca United States
Angelika Paseka Germany
Valentina Migliarini United States
Srikala Naraian United States
Margaret R. Beneke United States
Anthony Pellegrino United States
Barbara L. Seidl United States
Lory Dance United States
Tonia Renee Durden United States
Tasha Riley Australia
David I. Hernández‐Saca United States
Taucia González
Citations per year, relative to Taucia González Taucia González (= 1×) peers David I. Hernández‐Saca

Countries citing papers authored by Taucia González

Since Specialization
Citations

This map shows the geographic impact of Taucia González's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Taucia González with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Taucia González more than expected).

Fields of papers citing papers by Taucia González

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Taucia González. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Taucia González. The network helps show where Taucia González may publish in the future.

Co-authorship network of co-authors of Taucia González

This figure shows the co-authorship network connecting the top 25 collaborators of Taucia González. A scholar is included among the top collaborators of Taucia González based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Taucia González. Taucia González is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

19 of 19 papers shown
1.
Pacheco, Mariana, et al.. (2025). Re-imagining Social Futures: Bi/Multilingual Youths’ Sociocritical Literacies. Journal of Literacy Research. 57(3). 342–365.
2.
González, Taucia, et al.. (2025). “We want to help our community”: fostering youth civic agency in a third space. International Journal of Qualitative Studies in Education. 38(3). 390–406. 2 indexed citations
3.
Banks, Joy, et al.. (2023). Reflexive Quality Criteria: Questions and Indicators for Purpose-Driven Special Education Qualitative Research. Exceptional Children. 89(4). 449–466. 17 indexed citations
4.
González, Taucia, et al.. (2021). Arizona and California Special Education Teachers on Their Readiness to Work With Dual Language Learners: Re-Centering Social Justice in Special Education. Digital Scholarship - UNLV (University of Nevada Reno). 20(2). 8. 3 indexed citations
5.
González, Taucia & Alfredo J. Artiles. (2020). Wrestling with the Paradoxes of Equity: A Cultural-Historical Reframing of Technical Assistance Interventions. Multiple Voices for Ethnically Diverse Exceptional Learners. 20(1). 5–15. 1 indexed citations
6.
González, Taucia, et al.. (2019). Pursuing Inclusive Schools: The Case of Youth Researchers of Color Expanding a New Vision. Multiple Voices for Ethnically Diverse Exceptional Learners. 19(1). 4–22. 2 indexed citations
7.
González, Taucia, et al.. (2019). Pursuing Inclusive Schools: The Case of Youth Researchers of Color Expanding a New Vision. Multiple Voices for Ethnically Diverse Exceptional Learners. 19(1). 4–22. 9 indexed citations
8.
Connor, David J., et al.. (2019). Is a bridge even possible over troubled waters? The field of special education negates the overrepresentation of minority students: a DisCrit analysis. Race Ethnicity and Education. 22(6). 723–745. 40 indexed citations
9.
Ruppar, Andrea L., et al.. (2018). Collaborative Research: A New Paradigm for Systemic Change in Inclusive Education for Students with Disabilities.. International Journal of Special Education (IJSE). 33(3). 778–795. 6 indexed citations
10.
Cavendish, Wendy, et al.. (2018). Troubling “The Problem” of racial overrepresentation in special education: a commentary and call to rethink research. Educational Review. 72(5). 567–582. 25 indexed citations
11.
González, Taucia, et al.. (2017). Challenges to policy as a tool for educational equity: The case of language and ability difference intersections. 205–226. 4 indexed citations
12.
Bertrand, Melanie, et al.. (2017). “We're Trying to Take Action”: Transformative Agency, Role Re-mediation, and the Complexities of Youth Participatory Action Research. Equity & Excellence in Education. 50(2). 142–154. 27 indexed citations
13.
González, Taucia, David I. Hernández‐Saca, & Alfredo J. Artiles. (2016). In search of voice: theory and methods in K-12 student voice research in the US, 1990–2010. Educational Review. 69(4). 451–473. 67 indexed citations
14.
Waitoller, Federico R., Elizabeth B. Kozleski, & Taucia González. (2016). Professional inquiry for inclusive education: learning amidst institutional and professional boundaries. School Effectiveness and School Improvement. 27(1). 62–79. 8 indexed citations
15.
González, Taucia & Alfredo J. Artiles. (2015). Reframing Venerable Standpoints about Language and Learning Differences: The Need for Research on the Literate Lives of Latina/o Language Minority Students. Fordham Research Commons (Fordham University). 6(1). 3. 9 indexed citations
16.
González, Taucia, et al.. (2014). Meeting the Needs of English Language Learners: Perspectives from Arizona's Latino/a Teachers.. Association of Mexican American Educators Journal. 8(1). 20–36. 4 indexed citations
17.
González, Taucia, et al.. (2014). The Intersections of Language Differences and Learning Disabilities. 2 indexed citations
18.
Kozleski, Elizabeth B., et al.. (2013). Teacher education in practice: reconciling practices and theories in the United States context. European Journal of Special Needs Education. 28(2). 156–172. 11 indexed citations
19.
Artiles, Alfredo J., Elizabeth B. Kozleski, & Taucia González. (2011). PARA ALÉM DA SEDUÇÃO DA EDUCAÇÃO INCLUSIVA NOS ESTADOS UNIDOS: confrontando o poder, construindo uma agenda histórico-cultural. 12(24). 24. 7 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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