Shyla Gonzalez-Dogan

Soyer, M., Yigit, M. F., González-Doğan S., Ovando-Montejo, G. A., Ahmad, S., & Chapoose, T. (2024). Building bridges: Catalyzing institutional change at Utah State University via experiential learning with Ute and Navajo students. Journal of Culture and Values in Education. 7(3) 112-129. https://doi.org/10.46303/jcve.2024.31

Soyer, M., & González-Doğan S. (Under Review). It is normal…period!: Raising awareness through a student-led menstrual equity project on campus. [Manuscript submitted for publication].

González-Doğan, S., Soyer, G., Bayhan, S., Yazici, M., Akçay, M., Harb, J., Mekkawi, Ramadan, A.,  & Turan A. (2024). “Home is the mouth of a shark”: Trauma and the needs of students from refugee backgrounds from the perspective of boundary spanning refugee resettlement workers. Education Sciences. 14(9) 970. https://doi.org/10.3390/educsci14090970.

González-Doğan, S., & Palandjian, G. (2024). When the state becomes a monster: Post-coup education in Turkish cultural centers and new definitions of home. Diaspora, Indigenous, and Minority Education, 1–17. https://doi.org/10.1080/15595692.2024.2398540

Foulger, T. S., King, A. & González-Doğan, S. (In Press). Appreciative tuning protocol: The effect of a faculty collaboration tool on refining character integration. International Journal for the Scholarship of Teaching and Learning. 

González-Doğan, S., Turan, A., Hovsepian, S., & Anayatova, D. (2024). Credentials, perpetual “foreignness”, and feeling out of place: Three stories of resilience from teachers of refugee background. Social Sciences, 13(7) 363. https://doi.org/10.3390/socsci13070363

González-Doğan, S., Foulger, T. S., & King, A. M. (2024). Integrating principled innovation as a character development framework in education coursework. Journal of Moral Education, 1–22. https://doi.org/10.1080/03057240.2024.2361055

González-Doğan S. (2023). Experiences of anti-Blackness in Islamic educational spaces: Implications for Islamic teacher education. Education Sciences,13(11). https://doi.org/10.3390/educsci13111160

Gonzalez-Doğan, S. (2022). Linguistic othering and “knowledge deserts”: Perspectives on Arabic use in linguistically diverse Islamic institutions. Linguistics and Education, 71. https://doi.org/10.1016/j.linged.2022.101076.

Gonzalez-Doğan, S. (2022). “You're Black. You're from Africa. You can't be the principal": Limited leadership in Islamic institutions. Journal of Muslim Minority Affairs, 44(4). https://doi.org/10.1080/13602004.2022.2032903

Gonzalez-Doğan, S. & Doğan, B. (2020). Together in education, apart from brick and mortar: Rapid professional development for online distance learning. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 211-217). Association for the Advancement of Computing in Education (AACE). 

Koyama, J. & Gonzalez-Doğan, S. (2019). Displacement, replacement, and fragmentation in ordermaking: Enacting sovereignty in a US-Mexican border state. Ethnography. https://doi.org/10.1177/1466138119845395

Doğan, S. (2015). The lived environments of the Middle East. In Teaching the Middle East: A resource guide for American educators, Washington, DC: Middle East Policy Council.