Santiago, M. (2019). Using historical inquiry to challenge the narrative of racial progress. Cognition and Instruction. 37(1).

Santiago, M. (2019). Güeras, Indigenas y Negros: A framework for teaching Mexican American racial/ethnic histories. In M. Gross & L. Terra (Eds), Teaching and learning the difficult past: Comparative Perspectives. New York, NY: Routledge.

Santiago, M. and Castro, E. (2019). Teaching anti-essentialist historical inquiry. The Social Studies.

Santiago, M. and Vargas, J. (2019). The fluidity of historical analysis:  Students in interpretations of Mendez v. Westminster. Association of Mexican American Educators. 13(1)

Halvorsen, A., Santiago, M., Castro, E., and Whitford, A. (2018). Civic life in the neighborhood: Leveraging historical context to teach injustice in the elementary grades. Social Studies Journal. 38(2).

Santiago, M. (2018).  Using Mendez v. Westminster to explore Mexican American discrimination. In S.B. Shear, C.M. Tschida, E. Bellows, L. B. Buchannan, and E.E. Saylor (Eds.), (Re)imagining elementary social studies: A controversial issues reader. Charlotte, NC: Information Age Publishing.

Santiago, M. (2018). Why Mendez Still Matters Toolkit. Teaching Tolerance.

Santiago, M. (2017). Erasing Differences for the Sake of Inclusion: How Mexican/Mexican American Students Construct Historical Narratives. Theory & Research in Social Education, 45(1), 43–74.

Krutka, D. & Milton, M. (2017, May). Teaching Mexican American Histories with Maribel Santiago. Visions of Education

Santiago, M. (2016). Helping Pre-Service Teachers Understand the Complexity of Latina/o Identity and Discrimination. Journal of Teacher Education Insider Blog.

Santiago, M. (2013). Teaching a New Chapter of History.  Phi Delta Kappan.