Blanco, S G., Ortega, J. & Russo-Tait, T. (accepted). “I don’t have white privilege, but I definitely do have a Latino privilege”: How Latinas Negotiate Racial Identity and Navigate Hegemonic Ideologies in Engineering. Journal of Engineering Education.

Sedlacek, Q., Adams, J., Anderson, A.,Avraamidou, L.,Casper, A., Doeer, K.T., Eden, A., Eddy, S., Kirchgasler, K., Friend, M., Krishnamoorthy, R., Long, S., Maloy, J., Marosi, N., Meija, J., Meyer, E., Muro Villa, A., Ovid, D., Reggiani, M., Render, R., Ribay, K., Rice, M., Russo-Tait, T., Tolbert, S. Tripp, B. Tumber-Dávila, S.J.,  (Accepted). Science educators and researchers must uphold the human rights of trans, nonbinary, and intersex persons. Science Education.

Science Educators for Palestine (Accepted). Science Educators Cannot Remain Silent: A Call for Palestinian Solidarity. Cultural Studies of Science Education.

Russo-Tait., T.,Blanco, S.G, Bonilla-Silva, E. (2026). Political action is now essential for US scientists. Nature Human Behavior.

Nguyen, U., Riegle-Crumb, C., Russo-Tait, T., & Lyra, F. (2025). Gender essentialist beliefs among women engineers in college: Examining variation and implications for inequality. Sex Roles.

Günter, K. P. , Malm, R. H. , El Halwany, S. , Vasiliou, E. , Raveendran, A. , Russo‐Tait, T., & Tolbert, S. ^ (2025). A Manifesto for Critical‐Feminist Science Education. Science Education.

Russo-Tait, T., Blanco, S., & Bonilla-Silva, E. (2025). US should reject color-blind racist ideology. Science 389 (6757) 242-243.

Pangilinan, E. G,Tanner, K.D., Russo-Tait, T. (2025). Investigating how biology Faculty of Color integrate their race and other social identities into their classroom teaching and research mentorship. CBE: Life Sciences Education.

Russo-Tait, T. & Rodgers, A.(in press). Liberal ideologies in academic STEM: How faculty can inadvertently perpetuate racial inequities. In Eds. Cochran G. & Adams, J.D. Critical Studies of Education. Springer.

Russo-Tait, T (2025). Using composite narratives to reflect on conceptions of equity. CourseSource.

Barsoum, M. J., Braun, D. C., Brownell, S. E., Morton, T. R., Russo-Tait, T., Sharp, S. M., Schinske, J. & Tanner, K. (2025). Advancing Equity, Inclusion, Access, and Justice in Biology Education Research—An Editorial Introduction to the Special Issue. CBE—Life Sciences Education, 23(4), ed1.

Sherard, M.K.& Russo-Tait, T (2025). Exploring the Unstated: Using Critical Discourse Analysis to Examine Faculty Diversity Statements. Research in Higher Education.

Coffman, C.R., Price, R.M., Russo-Tait, T., & Frantz, K. (2024).Annotations of LSE Research: Enhancing Accessibility and Promoting High Quality Biology Education  Research. CBE: Life Sciences Education.

Morton, T. R., Agee, W., Ashad-Bishop, K. C., Banks, L. D., Barnett, Z. C., Bramlett, I. D., ... Russo-Tait, T. & Woodson, A. N. (2023). Re-Envisioning the Culture of Undergraduate Biology Education to Foster Black Student Success: A Clarion Call. CBE—Life Sciences Education, 22(4), es5

King, G.P., Russo-Tait., T. & Andrews, T. (2023). Evading Race: STEM faculty struggle to acknowledge racialized classroom events. CBE: Life Sciences Education. https://doi.org/10.1187/cbe.22-06-0104

Russo-Tait, T. (2023). Science faculty conceptions of equity and their association to teaching practices. Science Education, 107(2), 427-458.

Russo-Tait, T. (2022). Color-blind or racially conscious?Science faculty’s sense making of racial/ethnic underrepresentation in STEM. Journal of Research in Science Teaching 59(10), 1822-1852. https://doi.org/10.1002/tea.21775

Nguyen, U., Russo-Tait, T., Riegle-Crumb, C., & Doerr, K.T (2022). Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations. Science Education 106(6), 1442-1468. https://doi.org/10.1002/sce.21748

Riegle-Crumb, C., Russo-Tait, T., Doerr, K.T., & Nguyen, U (2022). Critical consciousness of gender inequality in STEM: Considering the viewpoints of racially diverse high school girls with engineering aspirations. Sociological Perspectives. https://doi.org/10.1177/07311214221112448

Doerr, K., Riegle-Crumb, C., Russo-Tait, T., Takasaki, K., Sassler, S., Levitte, Y. (2020). Making merit work at the entrance to the engineering workforce: Examining women’s experiences and variations by race/ethnicity. Sex Roles, 85,  422–439. https://doi.org/10.1007/s11199-021-01233-6

Harrison, C.D. […] T. Russo-Tait […] Domingo, C.R., & Tanner, K.D. (2019). Investigatinginstructor talk in novel contexts: Widespread use, unexpected categories, and emergent sampling strategies. CBE: Life Sciences Education 18(3): ar30-mr3. https://doi.org/10.1187/cbe.18-10-0215

Riegle-Crumb, C., Peng, M., & Russo-Tait, T. (2019). Committed to STEM? Examining factors that predict occupational commitment among Asian and White female students completing STEM U.S. postsecondary programs. Sex Roles 82 (1-2), 102–116. https://doi.org/10.1007/s11199-019-01038-8

Owens, M.T., Trujillo, G., Seidel, S.B., Harrison, C.D. […] T. Russo-Tait […] Domingo, C.R., & Tanner, K.D. (2018). Collectively improving our teaching: Attempting biology department-wide professional development in scientific teaching. CBE: Life Sciences Education 17(1): ar2. https://doi.org/10.1187/cbe.17-06-0106

Owens, M.T., Seidel, S.B., Wong, M.[…] Russo-Tait, T […] Domingo, C.D., Schinske, & J.N., Tanner, K.D. (2017). Classroom sound can be used to classify teaching practices in college science courses. Proceedings of the National Academy of Sciences, 114(12), 3085-3090. https://doi.org/10.1073/pnas.161869311