Peer-Reviewed Journal Articles
Scott, K.A. & Garcia, P. (In press). Techno-social change agents: Fostering activist dispositions among girls of color through a culturally responsive technology program. Meridians.
Garcia, P. Accessing archives: Teaching with primary sources in K-12 classrooms. (In press, 2017). The American Archivist, 80(1).
Garcia, P. & Scott, K.A. (2016). Traversing a political pipeline: An intersectional and social constructionist approach toward technology education for girls of color. InterActions 12(2).
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
Cadenas, G., Garcia, P., Zion, S., Scott, K.A. Catalyzing intersectional sociopolitical identities among adolescent girls of color through technology programs. (To be submitted to Youth & Society).
Garcia, P., Scott, K.A., Berry, M. Beyond banking education: Assessing girls’ participation in technology education programs. (To be submitted to Journal of Education Technology & Society).
Garcia, P. Open archives: Assessing the ‘participatory turn’ in archival studies. (To be submitted to Archivaria).
Garcia, P. (2012). Review of Alone Together: Why We Expect More from Technology and Less from Each Other, by Sherry Turkle. InterActions: UCLA Journal of Education and Information Studies, 8(1).
Garcia, P. (2011). Review of A Space for Hate: The White Power Movement’s Adaptation into Cyberspace, by Adam G. Klein. InterActions: UCLA Journal of Education and Information Studies, 7(1).
Garcia, P. & Murillo, M. (Eds.). (2015). Immigration and documentation: An interdisciplinary research approach. InterActions: UCLA Journal of Education and Information Studies, 11(1).