Journals (Refereed):

• Elmesky, R. (2011). Rap as a roadway: Creating creolized forms of science in an era of globalization. Cultural Studies of Science Education, 6 (1), 49-76.
  
  
• Elmesky, R., & Seiler, G. (2007). Movement expressiveness, solidarity and the (re)shaping of African American students' scientific identities. Cultural Studies of Science Education, 2 (1), 73-103.
  
  
• Noblit, G., Hwang, S., Seiler, G., & Elmesky, R. (2007). Forum: toward culturally responsive discourses in science education. Cultural Studies of Science Education, 2 (1), 105-117.
  
  
• Seiler, G., & Elmesky, R. (2007). The role of communal practices in the generation of capital and emotional energy among African American students in science classrooms. Teachers College Record, 109 (2), 391-419.
  
  
• Elmesky, R., Olitsky, S., & Tobin, K. (2006). Forum: structure, agency and the development of students’ identities as learners. Cultural Studies of Science Education, 1(4), 767-789.
  
  
• Elmesky, Rowhea (2005). Rethinking Qualitative Research: Research Participants as Central Researchers and Enacting Ethical Practices as Habitus. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(3), Art 36. Available at http://www.qualitative-research.net/fqs-texte/3-05/05-3-36-e.htm
  
  
• Elmesky, R. (2005). “I am science and the world is mine:” Embodied practices as resources for empowerment. School Science and Mathematics, 105 (7), 335-342.
  
  
• Elmesky, R., & Tobin, K. (2005). Expanding our understandings of urban science education by expanding the roles of students as researchers. Journal of Research in Science Teaching, 42 (7), 807-828.
  
  
• Roth, W-M., Tobin, K., Elmesky, R., Carambo, C., McKnight, Y., & Beers, J. (2004). Re/making identities in the praxis of urban schooling: A cultural historical perspective. Mind, Culture and Activity, 11 (1), 48-69.
  
  
• Elmesky, R. (2003). Crossfire on the streets and into the classroom: Meso|micro understandings of weak cultural boundaries, strategies of action and a sense of the game in an inner-city chemistry classroom. Cybernetics and Human Knowing, 10 (2), 29-50.