Journal Articles
Perez, M. & Garcia, P. (2023). Tracing participation beyond computing careers: How women reflect on their experiences in computing programs. ACM Transactions on Computing Education (TOCE), 23(2), Article 23, 23pages. https://doi.org/10.1145/3582564
Garcia, P., Sutherland, T., Salehi, N., Cifor, M., & Singh, A. (2022). No! Re-imagining data practices through the lens of critical refusal. Proceedings of the ACM on Human-Computer Interaction, 6, CSCW2, Article 315, (November 2022), 20 pages. https://doi.org/10.1145/3557997
Garcia, P., Cadenas, G.A., & Scott, K.A. (2022). Expanding theories of sociopolitical development: Centering the intersectional experiences of girls of color in an informal STEM program. TechTrends, 1–10. https://doi.org/10.1007/s11528-022-00812-y
Andalibi N, Garcia P. (2021). Sensemaking and coping after pregnancy loss: the seeking and disruption of emotional validation online. Proceedings of the ACM Human Computer Interaction, CSCW.
Garcia, P., Fernandez, CH., Okonkwo, H. (2020). Leveraging technology: How Black girls enact critical digital literacies for social change. Learning, Media and Technology.
Cifor, M., Garcia, P. (2020). Gendered by design: A duoethnographic study of personal fitness tracking systems. ACM Transactions on Social Computing, 3, 4, Article 111.
Garcia, P., Fernandez, C., *Jackson, A.(2019). Counternarratives of youth participation among Black girls. Youth & Society.
Garcia, P., *Lueck, J., Yakel, E. (2019). The pedagogical promise of primary sources: Research trends, persistent gaps, and new directions. The Journal of Academic Librarianship, 45(2), 94-101.
Garcia, P. (2017). Accessing archives: Teaching with primary sources in K-12 classrooms. TheAmerican Archivist, 80(1), 189-212.
Garcia, P. & Scott, K. (2016). Traversing a political pipeline: An intersectional and social constructionist approach toward technology education for girls of color. InterActions, UCLA Journal of Education and Information Studies 12(2).
Scott, K.A. & Garcia, P. (2016). Techno-social change agents: Fostering activist dispositions among girls of color through a culturally responsive technology program. Meridians: Feminism, Race, Transnationalism 15(1).
Garcia, P. (2014). Documenting and classifying labor: the effect of legal discourse on the treatment of H-2A workers. Archival Science. DOI: 10.1007/s10502-014-9230-4
Kelty, C., Panofsky, A., Erickson, S., Garcia, P., Currie, M., Crooks, R. & Wood, S. (2014). Seven dimensions of contemporary participation disentangled. Journal of the American Society for Information Science and Technology. DOI: 10.1002/asi.23202
Conference Proceedings
Garcia, P., Perez, M., & Culler, T.(2023). A qualitative approach to understanding computing self-efficacy development among girls of color.Proceedings of the 2023 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Conference. Institute of Electrical and Electronics Engineers.
Garcia, P., Jacobs, L.A., & Perez, M. (2023). Authentic invitations: Offering girls of color voluntary, contextual, and responsive opportunities to develop computing identities. Proceedings of the 17th International Conference of the Learning Sciences (ICLS 2023). https://doi.org/10.22318/icls2023.252471
Perez, M., Garcia, P., & Ericson, B. (2021). Former students’ perspectives on the value of computing education programs. In de Vries, E., Hod, Y., & Ahn, J. (Eds.). Proceedings of the 15th International Conference of the Learning Sciences (ICLS 2021), 673–676. Bochum, Germany: International Society of the Learning Sciences. https://repository.isls.org//handle/1/7554
Perez, M., & Garcia, P. “Decomposing myself”: Computational thinking in an identity context. In Gresalfi, M. & Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 857–858). Nashville, Tennessee: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6799
Ericson, B., Garcia, P., Mondisa, J. (2022). Lessons learned from scaling Sisters Rise Up. SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 1.
Garcia, P., Perez, M., Bork, S., Farrell, D., Ericson, B., and Mondisa, J. (2021). Supporting mutually beneficial near-peer mentoring relationships within computing education programs. Proceedings of the Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Conference, May 23-27.
Perez, M. Garcia, P., Ericson, B. (Accepted, 2021). Former students’ perspectives on the value of computing education programs. Proceedings of the International Society of the Learning Sciences (ISLS) Annual Meeting, June 7-11, 2021.
Garcia, P. (2020). Centering the identities of girls of color in computational thinking programs. 5th International Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), March 11, Portland.
Garcia, P., Cifor, M. (2019). Expanding our reflexive toolbox: Collaborative possibilities for examining socio-technical systems using duoethnography. 22nd ACM Conference on Computer-Supported Cooperative Work and Social Computing (CSCW), November 7-13, Austin.
Cifor, M. & Garcia, P. (2019). Inscribing gender: A duoethnographic examination of gendered values in fitness tracker design. Paper presented at Hawaii International Conference on System Sciences (HICSS) 52, January 2019. *Best paper nomination
Book Chapters
Sutherland, T., Cifor, M., Cowan, T.L., Rault J., & Garcia, P. (2023). The Feminist Data Manifest-NO: An Introduction and Four Reflections. In M.K. Gold and L.F. Klein (Eds.), Debates in Digital Humanities 2023, Chapter 8, 120–139. Minnesota: University of Minnesota Press. ISBN 978-1-5179-1528-5.
Extended Abstracts, Workshop Papers, Forums
Garcia, P., Gonzalez, A., Buford, M., Erete, S., Thomas, J.O., & Rankin, Y.A. (2022, September–October). Building space for feminist solidarity. Interactions Magazine, 29(5), 86–88. https://doi.org/10.1145/3554759
Garcia, P., Sutherland, T., Cifor, M., Chan, A. S., Klein, L., D’Ignazio, C., Salehi, N. (2020, October). No: Critical refusal as feminist data practice. In Conference Companion Publication of the 2020 on Computer Supported Cooperative Work and Social Computing (pp. 199–202).
Garcia, P., Sutherland, T., Cifor, M., Chan, A. S., Klein, L., D’Ignazio, C., Salehi, N. (2020, October). No: Critical refusal as feminist data practice. In Conference Companion Publication of the 2020 on Computer Supported Cooperative Work and Social Computing (pp. 199–202).
Garcia, P., Scott, K.A. (2020). Learning in libraries: An intersectional analysis of computing identities. Paper to be presented at 2020 at American Educational Research Association (AERA) Annual Meeting, April 17-21, San Francisco. Archived in AERA online paper repository.
Garcia, P., Fernandez, CH., *Jackson, A. (2019). Black girls as community change agents: Sustaining participatory practices in STEM learning. Paper presented at 2019 American Educational Research Association (AERA) Annual Meeting, Toronto, April 2019. Archived in AERA online paper repository.
Fernandez, CH., Garcia, P. (2019). Counternarratives of STEM participation among Black girls. Paper presented at 2019 American Educational Research Association (AERA) Annual Meeting, Toronto, April 2019. Archived in AERA online paper repository.
Acker, A., Bilal, D., Bowler, L., Garcia, P., Meyers, E. M., & Zhang, Y. (2018). Investigating youth learning and data: Contexts, concepts, and connections. Proceedings of the Association for Information Science and Technology (ASIST), 55(1), 638-641.
Patricia Garcia 