Seider, S., & Graves, D. (2020 March). Raise their voices: By fostering political agency, schools can ramp up students’ civic knowledge and engagement. Educational Leadership, 77(6), 36-40.
Seider, S., & Graves, D. (2020 January). Making SEL culturally competent: Teaching students about oppression and critical consciousness is a vital component of social-emotional learning. Edutopia.
El-Amin, A., Seider, S., Graves, D., Tamerat, J., Clark, S., Soutter, M., Johannsen, J., & Malhotra, S. (2017 February). Critical consciousness: A key to student achievement. Phi Delta Kappan, 18-23.
Seider, S., Clark, S., & Soutter, M. (2015). A critically conscious approach to fostering the college-going success of students from underrepresented groups. Journal of College & Character, 16(4), 253-262.
Clark, S. & Seider, S. (2014). Engaging college students and cadets in training tomorrow’s leaders of character. Journal of College & Character, 15(4), 1-6.
Soutter, M. & Seider, S. (2013). College access, student success, and the new character education. Journal of College & Character, 14(4), 351-356.
Seider, S. (2013). Effort determines success at Roxbury Prep. Phi Delta Kappan, 95(2), 28-32.
Seider, S., & Novick, S. (2011). Life lessons from the philosophers: A Boston school does its part to close the achievement gap. Educational Leadership, 69(1), 74-78.
Seider, S., & Hillman, A. (2011). Challenging privileged college students’ ‘othering’ language in community service learning. Journal of College & Character, 12(3), 1-7.
Novick, S., Seider, S., & Huguley, J. (2011). Engaging college students from diverse backgrounds in community service learning. Journal of College & Character, 12(1), 1-8.
Seider, S. (2010). Developing the ethical minds of gifted adolescents. Gifted Education International, 27(2), 132-148.
Seider, S. (2009). Social justice in the suburbs: Challenges to engaging privileged youth in social action. Educational Leadership, 66(8), 54-58.