Truong, K. A., & Cahn, P. (2022). Resisting resistance to anti-racism. In Insights into Diversity. Publisher's Version
Cahn, P., Makosky, A., Truong, K. A., Young, I., Boutin, E. R., J., Chan-Smutko, G., Murphy, P., et al. (2021). Introducing the language of anti-racism during graduate school orientation. Journal of Diversity in Higher Education , 15 (1), 1-6.
Cahn, P., Gona, C., Naidoo, K., & Truong, K. A. (2021). Disrupting bias without trainings: The effect of equity advocates on faculty search committees. Innovative Higher Education. Publisher's Version
Truong, K. A. (2021). Common DEI Pitfalls. Diverse Issues in Higher Education. Publisher's Version
Truong, K. A. (2021). Making the invisible visible: Acknowledging faculty of color invisible labor. In Inside Higher Ed. Publisher's Version
Truong, K. A., & Martinez, K. P. (2021). From DEI to JEDI. Diversity Issues in Higher Education. Publisher's Version
Truong, K. A., & Martinez, K. P. (2020). Online anti-oppressive orientation during COVID-19. Diversity Issues in Higher Education. Publisher's Version
Truong, K. A., McMickens, T. L., & Brown, R. E. L. (2015). At the intersection of race and class: An autoethnographic study on the experiences of a Southeast Asian American college student. In College students’ experiences with power and marginality: Sharing spaces and negotiating differences (pp. 11-28) . New York, Routledge. Publisher's VersionAbstract

The positioning of Asian Pacific Islander and Desi Americans students as overrepresented, "model minorities” or akin to Whites in education hides both the diversity within this group and the challenges many APIDA students face stemming from racialization and socioeconomic disadvantage. In this autoethnographic study, we examine the role race and class identities presented challenges to accessing and navigating higher education. Guided by Critical Race Theory, we offer a counternarrative of a Southeast Asian American female student who grew up low-income and was the first in her family to attend college. We offer implications for policy and practice to better support this underrepresented population. 

Narui, M., Truong, K. A., & McMickens, T. L. (2015). Independent study: How three doctoral students tackled issues recruiting participants and collecting data with historically underrepresented populations. Journal of Critical Thought and Praxis , 4 (3). Publisher's VersionAbstract

Studying historically underrepresented populations can be challenging, especially for doctoral students or early career scholars, who have often been taught more "traditional" research methods. In this article, we outline challenges that we faced when conducting qualitative research on three different historically underrepresented populations, i.e., Asian/American gay, lesbian, bisexual students, doctoral students of color, and Black students at HBCUs, and how we addressed those challenges in order to complete our respective research studies. Some of these issues include recruitment of participants, maintaining confidentiality, and gaining participant trust. We conclude by discussing implications and suggest strategies for future researchers who wish to conduct similar studies.

Truong, K. A. (2015). Racial trauma and coping. In Encyclopedia of Diversity and Social Justice (pp. 609) . Lanham, Rowman & Littlefield. Publisher's Version
Truong, K. A., Museus, S. D., & McGuire, K. M. (2015). Vicarious racism: A qualitative analysis of experiences with secondhand racism in graduate education. International Journal of Qualitative Studies in Education. Publisher's VersionAbstract

In this article, the authors examine the role of vicarious racism in the experiences of doctoral students of color. The researchers conducted semi-structured individual interviews with 26 doctoral students who self-reported experiencing racism and racial trauma during their doctoral studies. The analysis generated four themes that detail the different ways in which doctoral students of color in the study experienced vicarious racism and the consequences of this secondhand racism. These themes are (a) observed racism, (b) trickledown racism, (c) normalization of racism, and (d) racial resistance. The article concludes with implications for future research and practice.

Truong et al. (2015) Vicarious racism
Truong, K. A., Graves, D., & Keene, A. K. (2014). Faculty of color teaching Critical Race Theory at a PWI: An autoethnography. Journal of Critical Thought and Praxis , 3 (2). Publisher's VersionAbstract

In this autoethnographic study, the authors use Critical Race Theory to examine their racialized experiences teaching a course on Critical Race Theory. Data were derived from multiple sources, including reflective interviews, journals, and course evaluations. The three authors present narratives and reflections of salient classroom experiences that relate to their roles within the classroom as facilitators, teachers, and race scholars.

Museus, S. D., & Truong, K. A. (2013). Racism and sexism in cyberspace: Engaging stereotypes of Asian American women and men to facilitate student learning and development. About Campus , 18 (4), 14-21. Publisher's VersionAbstract

Samuel D. Museus and Kimberly A. Truong report on the negative consequences of the ubiquitous racialized and sexualized stereotypes of Asian American college students that appear online.

Truong, K. A. (2013). Review of the book On being included: Racism and diversity in institutional life. Review of Higher Education , 36 (3), 432-433. Publisher's Version
Truong, K. A., & Museus, S. D. (2012). Coping with racial trauma in doctoral study. Voices in education: The blog of Harvard Education Publishing Group. Publisher's VersionAbstract
Truong, K. A., & Museus, S. D. (2012). Responding to racism and racial trauma in doctoral study: An inventory for coping and mediating relationships. Harvard Educational Review , 82 (2), 226-254. Publisher's VersionAbstract

In this study, Kimberly A. Truong and Samuel D. Museus focus on understanding strategies doctoral students of color use to respond to racism. The authors conducted semi-structured individual interviews with twenty-six participants who self-reported experiencing racism and racial trauma during doctoral studies. Analysis of the data resulted in findings that encompass three categories: internal responses, controlled responses, and external responses. These three broad themes comprise an inventory for responding to racism and racial trauma that focuses on coping and mediating relationships.

Truong, K. A. (2010). Asian males and racism. In Boy Culture: An Encyclopedia (pp. 57-62) . Westport, ABC-CLIO. Publisher's Version
Museus, S. D., & Truong, K. A. (2009). Considering cultural context and diversity among Asian American college students in campus climate assessments. In New Directions for Institutional Research: Conducting Research on Asian Americans in Higher Education (pp. 17-26) . San Francisco, Jossey-Bass. Publisher's VersionAbstract

The disaggregation of qualitative data can provide a more nuanced understanding of the diverse experiences within the Asian American student population.

Miller, B. M., & Truong, K. A. (2009). The untapped power of afterschool and summer to advance student achievement. Zeitschrift für Pädagogik , 54 (2), 124-141. Publisher's Version