Selected Publications

Book: Doing Fieldwork at Home:The Ethnography of Education in Familiar Contexts. (2021). Edited by Loukia K. Sarroub and Claire Nicholas, Rowman and Littlefield Publishers.

Introduction to Doing Fieldwork at Home: The Ethnography of Education in Familiar Contexts: In the Field at Home; Onward, & Bibliography

Book: All American Yemeni Girls: Being Muslim in a Public School. University of Pennsylvania Press, 2005.

Edward B. Fry Book Award for Outstanding Contributions to Literacy Research and Practice, National Reading Conference (now Literacy Research Association), December 2006

Selected Articles and Book Chapters (These and others are also available via ResearchGate,, and Google Scholar.)

Sarroub, L.K., Schroeder, Cassandra. (2023). Religious influences on the growth of literacy practice. In Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education, vol. 10. Elsevier, Pp. 209-216, ISBN9780128186299. Also available at

Juzwik, M. M., LeBlanc, R. J., Davila, D., Rackley, E. D. and Sarroub, L.K. (2022). “Spiritual and religious meaning making in language and literacy studies: global perspectives on teaching, learning, curriculum and policy, ” English Teaching: Practice & Critique, Vol. 21 No. 3, pp. 225-237.

(2022) Co-editor of Special Issue of English Teaching: Practice and Critique (ETPC), “Religion, Literacies, and English Education in Global Dialogue.” With Mary Juzwik, Denise Davilla, Robert LeBlanc, Eric Rackley, Loukia K. Sarroub)

Sarroub, L. K. (April 2021). “You pulled the chair from right under me!” How a Black young man disappears from a high school reading class. In Loukia K. Sarroub and Claire Nicholas (Eds), pp. 67-77, Doing Fieldwork in at Home: The Ethnography of Education in Familiar Contexts, Rowman and Littlefield Publishers.

(2021) Invited Dialogue: Mapping the intersections of religion, literacy, and public schooling for displaced, immigrant, and refugee children: A conversation with Loukia K. Sarroub, interviewed by Jennifer D. Turner. Language Arts 98 (3): 149-155.

(2020). Book Review. Teach for Arabia: American Universities, Liberalism, and Transnational Qatar by Neha Vora, 2019. In Anthropological Quarterly 93 (2), pp. 261-265.

Sarroub, L. K. & England, W.R. (2020). Examining glocal scales and mapping literacy landscapes: What we can learn through geo-spatial analyses. Journal of Ethnographic and Qualitative Research 14, 216-231.

Young, T. T., Sarroub, L.K., & Babchuck, W. (2020). Literacy Access through Storytime: An Ethnographic Study of Public Library Storytellers in a Low-Income Neighborhood. Journal of Ethnographic and Qualitative Research 14 (1), 59-77.

Mir, Shabana & Sarroub, L.K. (2019). Islamophobia in US education. In Irene Zempi and Imran Awan (Eds.), The Routledge international handbook of Islamophobia, pp. 298-309. Routledge Press.

Sarroub, L.K. (2018). What is “new in the study of religion and language teaching: An essay from a middle ground point of view, in Perspectives on “seeing religion in language teaching contexts and in language learning processes,”Modern language journal 102 (2), 455-458.

Ryanti, Dwi & Sarroub, L. K. (2016). Indonesian pre-service teachers’ identities in a micro-teaching context: Learning to teach English in an Indonesian teacher education program. In Melissa Fellin and Tyler Barrett (Eds.), Trancultural flows of English and eduation in Asian contexts, pp. 49-68. Lanham, Maryland: Lexington Books, Rowan and Littlefield Publishing Group.

Quadros, S. & Sarroub, L. K. (2016). The case of three Karen families: Literacy practices in a family literacy classroom. Diaspora, indigenous, & minority education 10 (1), 1-13.

Sarroub, L. K. & Pernicek, T. (2016). Boys, boredom, and books: A case of three high school boys and their encounters with literacy. Reading and Writing Quarterly 32 (1), 27-55. DOI: 10.1080/10573569.2013.859052 (2014)

Sarroub, L. K. & Quadros, S. (2015). Critical pedagogy in classroom discourse. In Martha Bigelow and Johanna Ennser-Kananen (Eds.), Handbook of educational linguistics, pp. 252-260. Routledge/Taylor & Francis Group.

Gatti, L. & Sarroub, L.K. (2014). What is the purpose of school writing? Conference paper presented at the Writing Research Across Boundaries III conference. February, 2014. Paris, France. What is the Purpose of School Writing? (Writing Research Across Borders Conference, Université Paris-Ouest Nanterre La Défense, Session B2-B3, 14:00-18:00, Ècrire dans le secondaire: curricula, modèles, individus- Writing at the secondary level: curricula, models, and inviduals, Room R01)

Staples-Farmer, S. & Sarroub, L. K. (2014). Incorporating writing into the classroom to address social issues: Analysis and action, chapter 2. In Samuel Totten and Jon E. Pedersen (Eds.), Educating about social issues in the 20th and 21st centuries: A critical annotated bibliography, volume 3, pp. 23-58. Charlotte, NC: Information Age Publishing.

Protacio, S. & Sarroub, L. K. (2013). A case study of reading instruction in a Philippine classroom, Asia Pacific Journal of Education, DOI:10.1080/02188791.2013.788477.

Sarroub, L. K. (2012). Are the challenges and opportunities in contemporary diverse classrooms being met? Point. In Jonathan Eakle (Ed.), Curriculum and instruction: Debating issues in American education. (pp. 124-134). Counterpoint by Lisa Patel Stevens, pp. 134-141. Sage Publications.

Sarroub, L. K. (2010). Discontinuities and differences among Muslim Arab-Americans: Making it at home and school. In Malu Dantes and Patrick Manyak (Eds.), Learning from/with diverse famlies: Home-school connections in a multicultural society. Mawah, NJ: Erlbaum.

Sarroub, L. K. (2009). Finding husbands, finding wives: How being literate creates crisis. In Laurie MacGillivray (Ed.) Literacy practices in times of crisis. Mahwah, NJ: Erlbaum.

Sarroub, L. K. (2009). Glocalism in literacy and marriage in transnational lives. Critical Inquiry in Language Studies (Special Issue: Immigration, Language, and Education) 6 (1-2), 63-80.

Sarroub, L. K. (2008). Living “glocally” with literacy success in the Midwest. Theory Into Practice 47 (1), 59-66.

Sarroub, L.K. (September 2007). Seeking refuge in literacy from a scorpion bite. Ethnography and education 2(3), 365-380.

Sarroub, L. K. (2007). How Yemeni American women use literacy: North America. Encyclopedia of women and Islamic culture, volume 5. Leiden, The Netherlands: Brill Academic Publishers.

Sarroub, L. K., Pernicek, T., & Sweeney, T. (May 2007). I was bitten by a scorpion: Reading in and out of school in a refugee’s life. Journal of Adolescent and Adult Literacy 50(8), 668-679.

Hostetler, K., Latta, M. M., & Sarroub, L.K. (May 2007). Retrieving meaning in teacher education: The question of being. Journal of teacher education 58 (3), 231-244.

2005). Book Review: Arab American Faces and Voices: The Origins of an Immigrant Community by Elizabeth Boosahda. Austin: University of Texas Press, 2003. In The American Journal of Islamic Social Sciences 22(1), pp. 125-127.

Sarroub, L. K. (2004). Reframing for decisions: Transforming talk about literacy assessment among teachers and researchers. In Rebecca Rogers (Ed.), New directions in critical discourse analysis: The role of language and learning in social transformation. Erlbaum.

Sarroub, L. K. (2002). From neologisms to social practice: An Analysis of the Wanding of America. Anthropology & Education Quarterly 33 (3), 297-307.

Sarroub, L. K. ( 2002). In-betweenness: Religion and conflicting visions of literacy. Reading Research Quarterly (37) 2, pp. 130-148.

Sarroub, L. K. (Spring 2002). Arab American youth in perspective. Newsletter of the society for research on adolescence, 3-6. http://digitalcommons.unl/teachlearnfacpub/36

Sarroub, L. K. ( Fall 2001). The sojourner experience of Yemeni American high school students: An ethnographic portrait. Harvard Educational Review 71 (3), pp 390-415. PDF Version

Sarroub, L. K. (2000). Education. In Anan Ameri and Dawn Ramey (Eds.), Arab American Encyclopedia. Detroit: UXL/Gale Group.

Tatto, M.T., Lundstrom-Ndibongo, V., Neuman, B., Nogle, S.E., Sarroub, L., Weiler, J.M., (November 2000). The education of migrant children in Michigan. JSRI Occasional Paper #72, The Julian Samora Research Institute, Michigan State University, East Lansing, Michigan.
Also available at or

Sarroub, L. K. and Pearson, P. D. (Nov./Dec.1998). Two Steps Forward, Three Steps Back: The Stormy History of Reading Comprehension Assessment. The Clearinghouse, 72 (2), 97-105.

Spencer RTG Fellows. (1998). Commentary. Journal of Literacy Research, 30 (3), pp. 435-438.

Bisesi, T., Brenner, D., McVee, M., Pearson P. D., and Sarroub, L. K. (1998). Assessment in Literature-Based Reading Programs: Have We Kept Our Promises? In Kathy Au and Taffy Rafael (Eds.), Literature-Based Instruction: Present Issues, Future Directions. Boston: Christopher-Gordon.

Sarroub, L. K., Pearson, P. D., Dykema, C., and Lloyd, R. (1997). When Portfolios become part of the grading process: A case study in a junior high setting. In K. Hinchman, D. Leu, and C. Kinzer (Eds.), NRC Yearbook, 46th Edition. Chicago: National Reading Conference.