Nichols, H. M., Swanson, T. C., Roberts, J., Tchocoksi, RK., Turnipseed, M., Anderson, C. & Russo-Tait, T. (2026). “Let's Be Black Excellence”: How Black Students Navigate Exclusionary and Affirming Racialized Peer Interactions in Active Learning College Science Classrooms. (preprint) BioRxiv, 2026-06. doi: https://doi.org/10.64898/2026.06.21.733226

Pearson, M.I., Rodgers, A.J., & Russo-Tait, T. Toward a Theory of STEM Academic Departments as Racialized Organizations. (preprint) SocARxiv, 2026-05.

Golson, A., & Russo-Tait, T. (2026). Exploring Agricultural Faculty Perspectives on Culturally Responsive Pedagogy at 1862 and 1890 Land Grant Universities. Journal of Agricultural Education, 67(3), 4-4.

Russo-Tait, T., & Rodgers, A. J. (2026). Liberal Ideologies in Academic STEM: How Faculty Can (Re)produce Racial Inequities. In Equity-Oriented, Discipline-Based STEM Education Research (pp. 9-36). Springer, Singapore.Golson, A.G. & Russo-Tait, T. (2026).

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.,  (2026). Science educators and researchers must uphold the human rights of trans, nonbinary, and intersex persons. Science Education.

Blanco, S G., Ortega, J. & Russo-Tait, T. (2026). “I don’t have white privilege, but I definitely do have Latino privilege”: How Latinas Negotiate Racial Identity and Navigate Hegemonic Ideologies in Engineering. Journal of Engineering Education.

Science Educators for Palestine (2026). 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 (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