Glenn, W. J. (In review). Loving the self, loving the sport: Devotion and defiance in Furia. Literature.
Glenn, W. J. (In review). Girls and young women (re)crafting conceptions of self through sport in young adult fiction. International Journal of Young Adult Literature.
Glenn, W. J. (In press for 2026). Complicating the country: Rural identities and environmental values in youth fiction situated in rural spaces. International Research in Children’s Literature.
Caasi, E., & Glenn, W. J. (In press for 2024). (Re)inscribing ideologies: Examining ideological positioning of Black women athletes in nonfiction for children and young adults. Children’s Literature Association Quarterly.
Glenn, W. J. (2024). Authorial ideology and intention in presentations of place in YA immigration narratives. Ubiquity: The Journal of Literature, Literacy, and the Arts, 9(2), 9-33.
Glenn, W. J. (2024). “It’s the forgetting that hurts most.”: Home in a narrative of forced emigration. The ALAN Review, 51(3), 42-51.
Glenn, W. J., (2023, online). Fictional girls who play to play: Pushing on narratives of competition in YA sports literature. Sport, Education and Society, 1-16.
Glenn, W. J., & Caasi, E. (2023). Teaching with disruptive aims: Countering narratives of Black women athletes in sports nonfiction for young people. The ALAN Review 50(2), 32-47.
Glenn, W. J. (2023). Designs of home: Living spaces as identity-shaping places. English Journal, 112(3), 64-70.
Ginsberg, R., & Glenn, W. J. (2022). “Everything is in us”: Collaboration, introspection, and continuity as healing in #NotYourPrincess. American Indian Quarterly, 46(1-2): 25-63.
Midgette, L., & Glenn, W. J. (2022). “It never starts with machetes”: Interrupting Intergenerational Transmission of Biases Through Speculative YA Fiction. The ALAN Review, 49(2), 30-41.
Glenn, W. J., & Caasi, E. (2021; 2022). Gendered assumptions in the framing of fitness in sports nonfiction for young adult readers. Children’s Literature in Education. https://link.springer.com/article/10.1007/s10583-020-09432-7.
Durand, S., Glenn, W. J., Moore, D., Groenke, S., & Scaramuzzo, P. (2021). Shaping immigration narratives in young adult literature: Authors and paratextual features of USBBY outstanding international books, 2006–2019. Journal of Adolescent and Adult Literacy, 64(6), 665-674.
Glenn, W. J., & Ginsberg, R. (2020). Tensions between envisioned aims and enacted practices in the teaching of Muslim young adult literature. Teachers College Record(122)2, 1-44.
Ginsberg, R, & Glenn, W. J. (2020). Moments of pause: A model for understanding students’ shifting perceptions during a Muslim young adult literature learning experience. Reading Research Quarterly, 55(4), 601-623.
Glenn, W. J., & Moore, D. (2020). The authorial mediation of religious tensions in YAL narratives of immigration. The ALAN Review, 48(1), 13-27.
Glenn, W. J., & King-Watkins, D. (2020). Fictional girls who play with the boys: Barriers to access in the transition to male-dominated sports teams. Children’s Literature in Education, 51(3), 309-331.
Hernandez, M., Torres, F. L, & Glenn, W. J. (2020). Centering immigrant youth voices: Writing as counter-storytelling. English Journal, 109(5), 35-42.
Torres, F. L, & Glenn, W. J. (2020). The journey stories of young adult authors: Complicating contemporary immigration narratives. The ALAN Review, 47(2), 25-36.
Glenn, W. J., & King-Watkins, D. (2019). Being an athlete or being a girl: Selective identities among fictional female athletes who play with the boys. Children’s Literature Association Quarterly, 44(3), 290-309.
Glenn, W. J., Ginsberg, R., & King, D. (2018). Resisting and persisting: Identity stability among adolescent readers labeled as struggling. Journal of Adolescent Research 33(3), 306-331.
Glenn, W. J. (2017). Space and place and the “American” legacy: Female protagonists and the discovery of self in two novels for young adults. Children’s Literature in Education, 48(4), 378-395.
Glenn, W. J., & Ginsberg, R. (2016). Resisting readers’ identity (re)construction across English and young adult literature course contexts. Research in the Teaching of English, 51(1), 84-105.
Glenn, W. J. (2016). Vying for position: The role of sport in postcolonial young adult literature. SIGNAL: International Literacy Association, 39(2), 28-33.
Glenn, W. J. (2015). Understanding unfamiliar literary aesthetics: White preservice teachers examine race through story. Action in Teacher Education, 37(1), 23-44.
Glenn, W. J. (2014). To witness and to testify: Preservice teachers examine literary aesthetics to better understand diverse literature. English Education, 46(2), 90-116.
Glenn, W. J. (2012). Developing understandings of race: Preservice teachers’ counter-narrative (re)constructions of people of color in young adult literature. English Education, 44(4), 326-353.