RESEARCH

Dr. Suárez's research interests include queer and trans studies in education, STEM persistence, demography of sexuality and gender, and quantitative research methods. I center the experiences of lesbian, gay, bisexual, trans*, and intersex individuals in educational contexts through a primarily quantitative lens.

Books

  1. Suárez, M. I., & Mangin, M. M. (Eds.), Transgender studies in K-12 education: Mapping an agenda for research and practice (tentative title). Harvard Education Press. (Anticipated release early 2022)


Journal Articles

  1. Tofel-Grehl, C., Searle, K., Hawkman, A.M., MacDonald, B., & Suárez, M. I. (2021). Rural teachers’ cultural and epistemic shifts in STEM teaching and learning. Theory and Practice in Rural Education, 11(1), 45-66. https://doi.org/10.3776/tpre.2021.v11n2p45-66

  2. Kwok, A., Rios, A., Keese, J., Suárez, M., Worley, C., Patterson, M., & Mitchell, D. (2021). Match games: Exploring the match between novice teachers and induction coaches. Teachers and Teaching, 27(1-4), 246-268. https://doi.org/10.1080/13540602.2021.1939003 (Scopus CiteScore: 4.7; SJR: 1.450; SNIP: 2.005)

  3. Suárez, M. I., Asadi, L., Scaramuzzo, P., Slattery, P., & Mandala, C. R. (2021). Using photovoice as an arts-based method for grieving: LGBTQ+ students and the Pulse nightclub shooting. International Journal of Qualitative Studies in Education, 34(5), 412-428. https://doi.org/10.1080/09518398.2020.1762255 (Scopus CiteScore: 2.4; SJR: 0.900; SNIP: 1.411)

  4. Kwok, A., Keese, J., Suárez, M., Mitchell, D., Huston, D. (2021). Novice teacher vertical professional development? Exploring teachers and their coaches’ beliefs throughout a two-year induction program. Learning Environments Research, Online First. https://doi.org/10.1007/s10984-021-09360-3 (Scopus CiteScore: 3.6; SJR: 1.219; SNIP: 1.889)

  5. Suárez, M. I., Dabney, A. R., Waxman, H. C., Scott, T. P., & Bentz, A. O. (2021). Exploring factors that predict STEM persistence at a large, public research university. International Journal of Higher Education, 10(4), 161-174. https://doi.org/10.5430/ijhe.v10n4p161 (Scopus CiteScore: 0.2; SJR: 0.120; SNIP: 0.215)

  6. Suárez, M. I., Marquez-Velarde, G., Glass, C., & Miller, G. H. (2020). Cis-normativity at work: Exploring discrimination against U.S. trans workers. Gender in Management, x(x), x-xx. https://doi.org/10.1108/GM-06-2020-0201 (Scopus CiteScore: 2.5; SJR: 0.358; SNIP: 1.148)

  7. Suárez, M. I. (2020). My autohistoria-teoría (trans)formational experience: An autoethnographical case study of a transgender BIPOC teacher’s experience with racial healing. International Journal of Transgender Health (formerly International Journal of Transgenderism). https://doi.org/10.1080/26895269.2020.1838395 (Scopus CiteScore: 5.1; SJR: 1.027; SNIP: 1.348)

  8. Keese, J., Suárez, M. I., & Waxman, H. (2020). Race against time: The effects of principal’s race and time use on teacher perceptions of schools and leadership. NASSP Bulletin, 104(3), 202-219. https://doi.org/10.1177/0192636520957745 (Scopus CiteScore: 0.5; SJR: 0.251; SNIP: 0.455)

  9. Suárez, M. I. (2020). “Bye girl, or bye boy, or whatever you are.”: A Latinx transgender man’s experience with Queer Battle Fatigue in Texas. GLQ: A Journal of Lesbian and Gay Studies, 26(2), 230-232. https://doi.org/10.1215/10642684-8141774 (Scopus CiteScore: 1.15; SJR: 0.358; SNIP: 2.626)

  10. Suárez, M. I., Meister, S. M., & Lindner, A. L. (2019). Envisioning queer curricula: A systematic review of LGBTIQ+ topics in practitioner literature. Journal of LGBT Youth. https://doi.org/10.1080/19361653.2019.1705223 (Scopus CiteScore: 1.75; SJR: 0.481; SNIP: 0.615)

  11. Suárez, M. I., & Wright, K. B. (2019). Investigating school climate and school leadership factors that impact secondary STEM teacher retention. Journal for STEM Education Research, 2(1), 55-74. https://doi.org/10.1007/s41979-019-00012-z

  12. Suárez, M. I., Lai Hing, E., & Slattery, P. (2018). A brief exercise in currere and bathroom bills. Journal of Curriculum and Pedagogy, 15(3), 278-283. https://doi.org/10.1080/15505170.2018.1525449 (Scopus CiteScore: 0.53; SJR: 0.198; SNIP: 0.537)

  13. Etchells, M. J., Deuermeyer, E., Liles, V. M., Meister, S., Suárez, M. I., & Chalklen, W. (2017). White male privilege: An intersectional deconstruction. Journal of Ethnic and Cultural Studies, 4(2), 13-27. http://dx.doi.org/10.29333/ejecs/78 (Scopus CiteScore: 0.9; SJR: 0.581; SNIP: 1.903)

  14. Hall, K. K., Suarez, M. I., Lee, S., & Slattery, P. (2017). Currere and prolepsis: A literary analysis. Currere Exchange Journal, 1(1), 101-110. https://www.currereexchange.com/uploads/9/5/8/7/9587563/15hallcejv1i1.pdf


Conference Proceedings

  1. MacDonald, B. L., Tofel-Grehl, C., Searle, K. A., Hawkman, A. M., & Suárez, M. I. (2020). Putting the “M” back in STEM: Considering how units coordination relates to computational thinking. In A. I. Sacristán, J. C. Cortés-Zavala & P. M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp.2336-2340). Cinvestav/AMIUTEM/PME-NA. https://doi.org/10.51272/pmena.42.2020

  2. Asadi, L., & Suárez, M. I. (2019). Queering terrorism: Disrupting the territorialization of gender through conversations about the borderlands of body and nation. In S. Ramirez, L. Mercado-Lopez, & S. Saldivar-Hull (Eds.), El mundo zurdo 7: Selected works from the 2018 meeting of the Society for the Study of Gloria Anzaldúa (pp.49-62). San Francisco, CA: Aunt Lute Books.

  3. Chu, S. L., Deuermeyer, E., Martin, R., Quek, F., Berman, A., Suarez, M., Zarei, N., Nam, B., & Banigan, C. (2017). Becoming makers: Examining ‘making’ literacy in the elementary school science classroom. IDC ’17: Proceedings of the 2017 Conference on Interaction Design and Children (IDC ’17), 316-321. https://doi.org/10.1145/3078072.3079745

  4. Chu, S., Angello, G., Suarez, M. & Quek, F. (2016). A systemic analysis of making in elementary schools: Understanding making for children through activity theory. 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), 478-482. https://doi.org/10.1109/ICALT.2016.11

Book Chapters

  1. Keenan, H. B., & Suárez, M. I. (under review). “Toward trans studies informed theories and methods” in Transgender studies in K-12 education: Mapping an agenda for research and practice, edited by Mario I. Suárez and Melinda Mangin. Harvard Education Press.

  2. Suárez, M. I., & Wright, K. B. (2020). A critical approach to teaching data management and analysis categories. In S. Wooley & L. Airton (Eds.), Teaching about gender diversity: Teacher-tested lesson plans for K-12 classrooms (pp. 139-148). Toronto, ON: Canadian Scholars Press.

  3. Waxman, H. C., Suárez, M. I., & Padrón, Y. N. (2020). Classroom and school factors that develop high-achieving Latino K-12 students. In Paik, Kula, Gonzalez, & Gonzalez (Eds.), High-achieving Latino students: Successful pathways toward college and beyond (pp. 217-230). Charlotte, NC: Information Age Publishing.

  4. Suárez, M. I. (2020). Experiencing queer spaces as a transgender man of color. In J. G. Smith & C. W. Han (Eds.), Home and community for queer men of color: The intersection of race and sexuality (pp. 173-182). Lanham, MD: Lexington Books.

  5. Suárez, M. I. (2019). Currere from the borderlands: An exercise in possibilities for Latinx transgender visibility. In T. R. Berry, C. A. Kalinec-Craig, & M. A. Rodríguez (Eds.), Latinx curriculum theorizing (pp. 135-149). Lanham, MD: Lexington Books.

White Papers in Technical Reports

  1. Arredondo, M. I., & Suárez, M. I. (2019). Ecological determinants of child welfare and juvenile justice involvement. In K. J. Conron & B. D. M. Wilson (Eds.), A research agenda to reduce system involvement and promote positive outcomes with LGBTQ youth of color impacted by child welfare and juvenile justice systems (pp. 21-26). Los Angeles, CA: The Williams Institute. Retrieved from https://williamsinstitute.law.ucla.edu/wp-content/uploads/LGBTQ-Youth-of-Color-July-2019-3.pdf

Encyclopedia Entries

  1. Suárez, M. I. (in press). “Trans teachers (K-12)” in Encyclopedia of Queer Studies in Education, edited by K. K. Strunk and S. A. Shelton. Brill | Sense Publishers.

  2. Suárez, M. I. (2021). “Latinx people” in A. Goldberg & G. Beemyn (Eds.), The SAGE Encyclopedia of Trans Studies (Vol. 1, pp.486-488). SAGE Publications, Inc. https://www.doi.org/10.4135/9781544393858.n167

  3. Suarez, M. I., & Marquez-Velarde, G. (in press, anticipated February 2022). “Medical Experimentation on Mexican Women” in The Chicana and Chicano Movement: From Aztlán to Zapatistas, edited by Adelaida Del Castillo and Norma Iglesias-Prieto. ABC-CLIO/Greenwood Praeger.

  4. Suarez, M. I. (in press, anticipated February 2022). “Zoot Suit Riots” in The Chicana and Chicano Movement: From Aztlán to Zapatistas, edited by Adelaida Del Castillo and Norma Iglesias-Prieto. ABC-CLIO/Greenwood Praeger.

Book Reviews

  1. Suarez, M. I. (2018). Review of Teaching, affirming, and recognizing trans and gender creative youth: A queer literacy edited by sj Miller. Journal of LGBT Youth, 15(4), 370-372. https://doi.org/10.1080/19361653.2018.1435329

Selected Research

Suarez et al (2020) - Cis-normativity at work.pdf
Suárez et al (2020) - Cisnormativity at work
LGBTQ-Youth-of-Color-July-2019-3.pdf
UCLA Williams Institute Report on LGBTQ Youth of Color
Suarez et al (2019) - Envisioning queer curricula A systematic review of LGBTIQ topics in teacher practitioner literature.pdf
Suárez et al (2019) - Envisioning Queer Curricula
Suarez et al (2021) - Exploring factors that predict STEM persistence.pdf
Suárez et al (2021) - STEM Persistence
Suarez & Wright (2019) - Investigating school climate and school leadership factors that impact secondary STEM teacher retention.pdf
Suárez & Wright (2019) - STEM Teacher Retention