Andrews, D. (2009). The hardest thing to turn from: The effects of service learning on preparing urban educators. Equity & Excellence in Education, 42, 272-293.
 Arminio, J. L., Carter, S., Jones, S. E., Kruger, K., Lucas, N., Washington, J., Young, N., & Scott, A. (2000). Leadership experiences of students of color. NASPA Journal, 37, 496-510.
 Ball, W. J. (2005). From community engagement to political engagement. Political Science and Politics, 38, 287-291.
 Bryant J., & West, M. (2004). Mutual benefits that can accrue to universities and communities from the interactions with each other. New Directions in Civic Engagement: University Avenue Meets Main Street, Pew Partnership for Civic Change, 1, 80-89.
 Burbank, M. D. (2011). Reform begins at home: A 21st century response to teacher education. In M. Issa Saleh, & K. S. Myint (Eds.), Teaching teachers: Approaches in improving quality of education (pp. 99-116). New York: Nova Publishers.
 Burbank, M. D., & Hunter, R. (2010). Families, Intercollegiate Collaboration, and Routes to Studying Teaching. In R. David, & Slater, J. (Eds.), Collaboration in education (pp. 183-190). New York: Routledge.
 Burbank, M. D., Bates, A., & Schrum, L. (2009). Expanding teacher preparation pathways for paraprofessionals: A recruiting seminar series. Teacher Education Quarterly, Spring, 36, 201-216.
 Buys, N., & Bursnall, S. (2007). Establishing university-community partnerships: Processes and benefits. Journal of Higher Education Policy and Management, 29, 73-86.
 Campbell, J. R. (1999). Reclaiming lost heritage: Land grant and other education initiatives for the twenty-first century. Boston, MA: Iowa State University Press.
 Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press.
 Crisp, G., Nora, A., & Taggart, A. (2009). Student characteristics, pre-college, college, and environmental factors as predictors of majoring in and earning STEM degree: An analysis of students attending a Hispanic serving institution. American Educational Research Journal, 46, 924-942. doi:10.3102/0002831209349460
 Delgado Bernal, D., Aleman, E., & Garavito, A. (2009). Latina/o undergraduate students mentoring Latina/o elementary students: A borderlands analysis of shifting identities and first-year experiences. Harvard Educational Review, 79, 560-585.
 Denzin, N. K. (1989). The research act (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
 Donaldson, M. (2009). Into-and out of-city schools: The retention of teachers prepared for urban settings. Equity & Excellence in Education, 43, 347-370. doi:10.1080/10665680903034753
 Excelencia in education (2009). URL (last checked 16 February 2009). www.edexcelencia.org
 Flores, B. B., Clark, E. R., Claeys, L., & Villarreal, A. (2007). Academy for teacher excellence: Recruiting, preparing, and retaining latino teachers through learning communities. Teacher Education Quarterly, 34, 53-69.
 Frankenberg, E. (2009). The demographic context of urban schools and districts. Equity & Excellence in Education, 42, 255-271.
 Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity in teacher. Journal of Teacher Education, 6, 143-152.
 Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
 Gay, G., Dingus, J., & Jackson, C. (2003). The presence and performance of teachers of color in the profession (a monograph). Washington, DC: Community Teachers Institute.
 Genzuk, M., & Baca, R. (1998). The paraeducator-to-teacher pipeline: A five year retrospective on an innovative teacher preparation program for Latina(os). Education and Urban Society, 31, 73-88.
 Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine.
 Guarino, C. M., Sanatiba?ez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 72, 173-208.
 Hunter, R., Munro, S., Dunn, L., & Olsen, K. (2009). Bridging university and community: The power of collaborative partnerships for social change. In K. Mohrman, J. Shi, S. E. Feinblatt, & K. W. Chow (Eds.), Public universities and regional development (pp. 289-311). Sichuan, Sichuan University Press.
 Hodgkinson, H. (2002). Demographics and teacher education. Journal of Teacher Education, 53, 102-105.
 Kane, P., & Orsini, A. (2005). The colors of excellence: Hiring and keeping teachers of color in independent schools. New York: Teachers College Press.
 Kemmis, D. (1995). The good city and the good life: Renewing a sense of community. New York: Houghton Mifflin Company.
 Komives, S. R., & Wagner, W. (2009). Leadership for a better world: Understanding the social change model of leadership development. San Francisco, CA: Jossey-Bass.
 Kugler, G., & Acosta Price, O. (2009). Go beyond the classroom to help immigrant and refugee students succeed. Phi Delta Kappan, 41, 48-52.
 Perlich, P. (2011). Census 2010: A first look at State Name results. State Economic business review, 71, 2-15.
 Perlich, P. (2002). State name minorities: The story told by 150 years of census data. Salt Lake City, UT: The University of Utah.
 Maurrassee, D. (2001). Beyond the campus: How colleges and universities form partnerships with their communities. New York: Routledge.
 Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
 McIntyre, D. J., Byrd, D. M., & Foxx, S. M. (1996). Field and laboratory experiences. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 171-193). New York: Macmillan.
 National Center for Education Statistics. (2003). The condition of education. Washington DC: Department of Education.
 Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education, (5th ed.). New York: Pearson.
 Recruiting New Teachers, Inc. (2003). Paraeducators programs. URL (last checked 4 April 2012).
 Rivas, M., Perez, J., Alvarez, C., & Solarzano, D. (2007). UCLA Chicano Studies Research Report (2007). Latina/o transfer students: Understanding the critical role of the transfer process in California’s postsecondary institutions. Los Angeles, CA: UCLA Latino Research Program.
 Sleeter, C. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52, 94-106.
 Stanford, B. (1999). Tapping the wisdom of positive, persevering teachers: The South Central L. A. study. Paper presented at the annual meeting of the American Educational Research Association. Montreal.
 Strand, K., Marullo, S., Cutforth, N., Stoecker, R., & Donohue, P. (2003). Community-based research and higher education. San Francisco, CA: Jossey-Bass.
 Stratton, T., Ooka Pang, V., Madueňo, M., Park, C., Atlas, M., Page, C., & Oliger, J. (2009). Immigrant students and the obstacles to achievement. Phi Delta Kappan, 41, 44-47.
 Suarez-Balcazar, Y., Davis, I., Ferrari, J., Nyden, P., Olsen, B., Alvarez, J., Molloy, P., & Toro, P. (2004). University-Community Partnerships: A framework and an exemplar. In L. Jason, C. Keys, Y. Suarez-Balcazar, R. Taylor, & M. Davis. (Eds.), Participatory Community Rsearch: Theories and methods in action (pp.105-120). Washington DC: American Psychological Association.
 Swartz, E. (2003). Teaching white preservice teachers: Pedagogy for change. Urban Education, 38, 255-278.
 Torres, J., Santos, J., Peck, N., & Cortes, L. (2004). Minority Teacher Recruitment, Development, and Retention. Providence, RI: The Education Alliance at Brown University.
 United States Census Bureau (2008). URL (last checked 23 October 2012). http://www.census.gov/acs/www/data_documentation/2008_release/
 Villegas, A., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: SUNY Press.