*Mawhinney, L. & Rinke, C. (2018). I just feel so guilty: The role of emotions in former urban teachers’ career paths. Urban Education. 53(9), 1079-1101.
*Dell'Angelo, T. & Mawhinney, L. (2017). A call to arms for a paradigm shift in urban education: A movement. The Educational Forum. 81(4), 357-359.
*Rinke, C. & Mawhinney, L. (2017). Insights from teacher leavers: Push and pull in career development. Teaching Education. 28(4), 360-378.
*Mawhinney, L. & Rinke, C. (2018). The balance and imbalance of sampling former teachers hidden-by-choice: a snowball in summer, International Journal of Research & Method in Education
Additional Research Articles
*Mawhinney, L., Irby, D.J., & Roberts, E. (2016). Passed along: Black women reflect on the long-term effects of social promotion and retention in schools. International Journal of Educational Reform. 25(2), 154-169. Article Access
*Park, G., Rinke, C., & Mawhinney, L. (2016). Exploring the interplay of cultural capital, habitus, and field in the life histories of two West African teacher candidates. Teacher Development, 20(5), 1-19.
*Petchauer, E., Baker-Doyle, K., & Mawhinney, L. (2015). “Since feeling is first: Exploring the affective dimension of teacher licensure exams.” Multidisciplinary Journal of Educational Research. 5(2), 167-195. Article Access
*Rinke, C., Mawhinney, L., & Park, G. (2014). The apprenticeship of observation in career contexts: A typology for the role of modeling in teacher career development. Teachers and Teaching: Theory and Practice. 20(1), 92-107. Article Access
*Irby, D. & Mawhinney, L. (2014). Strategies for dropout prevention: Partnering with formerly incarcerated adult non-completers. Preventing School Failure. 58(2), 110-119. Article Access
*Rinke C. & Mawhinney, L. (2014). Reconsidering rapport with urban teachers: Negotiating shifting boundaries and legitimizing support. International Journal of Research & Method in Education. 37(1), 3-16. Article Access
*Mawhinney, L. & Petchauer, E. (2013). Coping with the crickets: A fusion autoethnography of silence, schooling, and the continuum of biracial identity development. International Journal of Qualitative Studies in Education. 26(10), 1309-1329. Article Access
*Irby, D., Mawhinney, L. & Thomas, K. (2013). Using participatory research principles to re-think dropout prevention planning in urban communities. Educational Action Research, 21(2), 266-283. Article Access
*Mawhinney, L., Rinke, C. & Park, G. (2012). Being and becoming a teacher: A road to student advocacy between African-American and White pre-service teachers. The New Educator. 8(4), 321-344. Article Access
*Mawhinney, L., Mulero, L. & Pérez, C. (2012). African-American pre-service teachers’ perspectives on urban education: An exploration at an HBCU. The Urban Review. 44(5), 612-627. Article Access
*Mawhinney, L. (2012). The creation of restorative places for teachers in an urban school. Journal of Contemporary Ethnography. 41(5), 554-580. Article Access
*Mawhinney, L. (2011/2012). Othermothering: A personal narrative exploring relationships between Black female faculty and students. Negro Educational Review. [Special issue]. 62 & 63 (1-4), 213-232. Article Access
*Mawhinney, L. (2010). Let's lunch and learn: Professional knowledge sharing in the teachers' lounge and other congregational spaces. Teaching and Teacher Education. 26(4), 972-978. Article Access
*Mawhinney, L. (2008). Laugh so you don’t cry: Teachers combating isolation in schools through humour and social support. Ethnography and Education, 3(2), 195-209. Article Access
*Mawhinney, L. (2008). Coping with stress through validation: A tool of the teaching trade. Journal of Ethnography and Qualitative Research, 2(4), 246-254. Article Access
*Mawhinney-Rhoads, L. & Stahler, G. (2006). Educational policy and reform for homeless students: An overview. Education and Urban Society, 38(3), 288-306. Article Access