| Whiteness as property in science teacher education FM Mensah, I Jackson Teachers college record 120 (1), 1-38, 2018 | 301 | 2018 |
| Preservice elementary teachers’ development of self-efficacy and confidence to teach science: A case study AM Gunning, FM Mensah Journal of Science Teacher Education 22 (2), 171-185, 2011 | 256 | 2011 |
| Educational pathways of Black women physicists: Stories of experiencing and overcoming obstacles in life K Rosa, FM Mensah Physical Review Physics Education Research 12 (2), 020113, 2016 | 241 | 2016 |
| A case for culturally relevant teaching in science education and lessons learned for teacher education FM Mensah Journal of Negro Education 80 (3), 296-309, 2011 | 202 | 2011 |
| Finding voice and passion: Critical race theory methodology in science teacher education FM Mensah American educational research journal 56 (4), 1412-1456, 2019 | 159 | 2019 |
| Confronting assumptions, biases, and stereotypes in preservice teachers' conceptualizations of science teaching through the use of book club FM Mensah Journal of Research in Science Teaching: The Official Journal of the …, 2009 | 151 | 2009 |
| Teaching contexts that influence elementary preservice teachers’ teacher and science teacher identity development JL Chen, FM Mensah Journal of Science Teacher Education 29 (5), 420-439, 2018 | 118 | 2018 |
| Explorations of the structure–agency dialectic as a tool for framing equity in science education M Varelas, J Settlage, FM Mensah Journal of Research in Science Teaching 52 (4), 439-447, 2015 | 99 | 2015 |
| Culturally relevant and culturally responsive FM Mensah Science and Children 58 (4), 10-13, 2021 | 98 | 2021 |
| Extending science beyond the classroom door: Learning from students' experiences with the Choice, Control and Change (C3) curriculum A Mallya, FM Mensah, IR Contento, PA Koch, AC Barton Journal of Research in Science Teaching 49 (2), 244-269, 2012 | 82 | 2012 |
| Theoretically and practically speaking, what is needed in diversity and equity in science teaching and learning? FM Mensah Theory into Practice 52 (1), 66-72, 2013 | 81 | 2013 |
| An investigation of science teacher educators’ perceptions of culturally relevant pedagogy JB Underwood, FM Mensah Journal of Science Teacher Education 29 (1), 46-64, 2018 | 79 | 2018 |
| The DESTIN: Preservice teachers' drawings of the ideal elementary science teacher FM Mensah School Science and Mathematics 111 (8), 379-388, 2011 | 69 | 2011 |
| De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas. A Berg, FM Mensah Education policy analysis archives 22 (57), 2014 | 67 | 2014 |
| Positional identity as a framework to studying science teacher identity: Looking at the experiences of teachers of color FM Mensah Studying science teacher identity, 49-69, 2016 | 66 | 2016 |
| “Now, I see”: Multicultural science curriculum as transformation and social action FM Mensah The Urban Review 54 (1), 155-181, 2022 | 55 | 2022 |
| Positional identity as a lens for connecting elementary preservice teachers to teaching in urban classrooms FM Mensah Identity construction and science education research, 103-121, 2012 | 55 | 2012 |
| A portrait of black teachers in science classrooms FM Mensah Negro Educational Review 60 (1-4), 39-52, 2009 | 53 | 2009 |
| Peer support and STEM success for one African American female engineer SE Watkins, FM Mensah Journal of Negro Education 88 (2), 181-193, 2019 | 50 | 2019 |
| Toward the mark of empowering policies in elementary school science programs and teacher professional development FM Mensah Cultural Studies of Science Education 5, 977-983, 2010 | 48 | 2010 |