Publications (Selected)
Welton, A.D., Mansfield, K.C., & Salisbury, J. (2022). The politics of student voice: The power and potential of students as policy actors. Educational Policy, 36(1), 3-18. https://journals.sagepub.com/doi/full/10.1177/08959048211059718
Mansfield, K.C. & Lambrinou, M. (2022). “This is not who we are”: Students leading for anti-racist policy changes in Alexandria City Public Schools, Virginia. Educational Policy, 36(1), 19-56. https://doi.org/10.1177/08959048211059214
Azmitia, M. & Mansfield, K.C. (2021). Intersectionality and identity development: How do we conceptualize and research identity intersectionalities in youth meaningfully? Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.625765
Price, D. & Mansfield, K.C. (2021). Leadership in the time of COVID: Connecting community resources to meet the needs of North Carolina students. Frontiers in Education. https://doi.org/10.3389/feduc.2020.615101
Welton, A.D. & Mansfield, K.C. (2020). More than just an academic exercise: Critical policy analysis and community-engaged research as an embodiment of political action. Educational Studies, 56(6), 619-635. https://doi.org/10.1080/00131946.2020.1837834
Cho, V., Mansfield, K.C., Claughton, J. (2020). The past and future technology in classroom management and school discipline: A systematic review. Teaching and Teacher Education, 90, 1-11. https://doi.org/10.1016/j.tate.2020.103037
Mansfield, K.C. (2019). Queer theory perspectives on schools as organizations. In: M. Connolly, D.H. Eddy-Spicer, C. James, S.D. Kruse (Eds). The SAGE handbook of school organization (pp. 340-357). SAGE. https://us.sagepub.com/en-us/nam/the-sage-handbook-of-school-organization/book256513#contents
Rainbolt, S., Fowler, E.S., & Mansfield, K.C. (2019). High school teachers’ perceptions of restorative discipline practices. NASSP Bulletin, 103(2), 158-182. https://doi.org/10.1177/0192636519853018
Mansfield, K.C., Rainbolt, S., & Fowler, E. (2018). Implementing restorative justice as a step toward racial equity in school discipline. Teachers College Record, 120(14), 1-24. http://www.tcrecord.org/Content.asp?ContentId=22385
Lac, V.T. & Mansfield, K.C. (2018). What do students have to do with educational leadership?: Making a case for centering student voice. Journal of Research on Leadership Education, 13(1), 38-58. https://doi.org/10.1177/1942775117743748
Mansfield, K.C., Beck, A.G., Fung, K., Montiel M., & Goldman, M. (2017). What constitutes sexual harassment and how should administrators handle it? Journal of Cases in Educational Leadership 20(3), 37-55. DOI: https://doi.org/10.1177/1555458917696811
Mansfield, K.C. & Stacy, J. (2017). Preparing practitioners to conduct educational research and evaluation: What the research says and what our experiences taught us. Journal of Research on Leadership Education, 12(3), 302-334. https://doi.org/10.1177/1942775116668524
Mansfield, K.C. & Thachik, S.L. (2016). A critical policy analysis of Texas’ Closing the Gaps 2015. Education Policy Analysis Archives, 24(3). http://dx.doi.org/10.14507/epaa.v24.1991
Mansfield, K.C. (2016). The color of giftedness: A policy genealogy implicating educators past, present, and future. Educational Studies, 52(4), 1-24. http://doi.org/10.1080/00131946.2016.1190364
Mansfield, K.C. (2015). The importance of safe space and student voice in schools that serve minoritized learners. Journal of Educational Leadership, Policy and Practice, 30(1), 25-38. https://doi.org/10.21307/jelpp-2015-004
Mansfield, K.C. (2015). Giftedness as property: Troubling whiteness, wealth, and gifted education in the US. International Journal of Multicultural Education, 17(1), 121-142. https://doi.org/10.18251/ijme.v17i1.841
Mansfield, K.C. (2014). How listening to student voices can inform and strengthen social justice research and practice. Educational Administration Quarterly, 50(3), 392-430. http://doi.org/10.1177/0013161X13505288
Mansfield, K.C., Welton, A., & Grogan, M. (2014). Truth or Consequences: A feminist critical policy analysis of the STEM crisis. International Journal of Qualitative Studies in Education, 27(9), 1155-1182. http://doi.org/10.1080/09518398.2014.916006
Mansfield, K.C. (2013). The growth of single-sex schools: Federal policy meets local needs and interests. Education Policy Analysis Archives, 21(78). http://www.redalyc.org/pdf/2750/275029728086.pdf
Mansfield, K.C. (2013). “I love these girls–I was these girls”: Women leading for social justice in a single-sex public school. Journal of School Leadership, 23(4), 634-657. https://doi.org/10.1177/105268461302300404