Wyletta Gamble-Lomax PhD

Ashby-Bey, J., Gamble-Lomax, W., & Hooper, L. (2021). Decolonization of teacher education curricula: Interrupting the patterns of whiteness when preparing preservice teachers for urban classrooms. Journal of the Alliance of Black School Educators, 11(1).

Carey, R. L., Gamble, W., & Yee, L. S. (2011). Book review. Why race and culture matter in schools. Howard, T.C (2010). Part V: Guide to New Resources. Multicultural Perspectives: An Official Journal of the National Association for Multicultural Education, 13 (3), (169-177).

Carey, R. L., Gamble, W., & Yee, L. S. (2011). Review of Why Race and Culture Matter in Schools by Tyrone C. Howard. Education Review, 14.

Gamble, W. (2017). “A family-type spirit”: Recognizing power in the village. In D.Y. Ford, (Ed.), Telling our stories: Culturally different adults reflect on growing up in single-parent families. Savage, MD: Forest of the Rain.

Gamble-Lomax, W. (2016). The Lived Experience of African American Women Mentors: What it Means to Guide as Community Pedagogues. Lanham, MD: Lexington Books.

Gamble-Lomax, W. (2024). Quiet Quitting or Just Tired as Hell?: Embracing the Challenging Reality of Work-Life Balance as a Black Woman in Academia. Black Educology Mixtape "Journal", 2(1). Retrieved from https://repository.usfca.edu/be/vol2/iss1/19

Gamble-Lomax, W. S. (2024). Infusing culturally relevant teaching in teacher education curriculum at an urban HBCU. In D. Frazier (Ed.), Teaching Humanities With Cultural Responsiveness at HBCUs and HSIs (pp. 72-93). IGI Global. https://doi.org/10.4018/978-1-6684-9782-1.ch004

Gamble-Lomax, W. S., & Felder, A. S. (2023). Trekking to the Tenure Finish Line: Teacher Educators and the Power of Peer Mentoring at an HBCU. The Journal of Advancing Education Practice, 4(2), 4.

Hooper, L. & Gamble-Lomax, W. (2019). When mediocrity fails to shine: The case of Becky and the mad beckologist and Dejanae the humanoid. In C. Matias (Ed.), Surviving Becky(s): Pedagogies for Deconstructing Whiteness and Gender.  

Hooper, L., Gamble-Lomax, W., Ashby-Bey, J., Moore, K., & Nelson, E. (Submitted for Initial Review). Developing teacher leadership dispositions thru a pre-service teacher professional organization: A co/autoethnography on black teacher educators and novice teachers. In E. McPherson and T. Laing (Eds.), On brilliance and resilience in education: Black student support networks from G.E.D. to Ph.D.

Yee, L.S., Carey, R.L., & Gamble, W.S. (2015). Navigating the academy, creating counterspaces: Critically examining the experiences of three PhD students of color.  In K.J. Fasching-Varner, K.A. Albert, R.W. Mitchell & C.M. Allen (Eds.), Racial battle fatigue in higher education: Exposing the myth of post-racial America (pp. 7-16). Lanham, MD: Rowman & Littlefield.