Peer-Reviewed Journal Articles
Scott, K.A. & Garcia, P. (2018). Techno-social change agents: Fostering activist dispositions among girls of color through a culturally responsive technology program. Meridians, 15(1), 65-85.
Garcia, P. Accessing archives: Teaching with primary sources in K-12 classrooms. (In press, 2017). The American Archivist, 80(1), 189-212.
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, 14 (3-4), 345-363. 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
Peer-Reviewed Conference Proceedings
Cifor, M. & Garcia, P. (2018). Inscribing gender: A duoethnographic examination of gendered values and practices in fitness tracker design. 2019 Hawaii International Conference on System Science (HICSS).
Garcia, P., Fernandez, C.H., Jackson, A. (2018). Counternarratives of youth participation among Black girls.
Garcia, P., Lueck, J., Yakel, E. (2018). The pedagogical promise of primary sources: Research trends, persistent gaps, and new directions.