She earned her Ph.D. and M.A. in Education at the UCLA Graduate School of Education and Information Studies, and her B.S. in Mathematics from the Massachusetts Institute of Technology.
Cecilia is a Postdoctoral Research Fellow at the School of Information at the University of Michigan in Ann Arbor. At MIT, Dr. Henriquez founded and established a STEM outreach program for middle school students on the MIT Campus.
Her current research involves developing a culturally relevant model for teaching Computing to Girls of Color from underserved communities. Cecilia has experience in K-12 Mathematics Education as a high school mathematics teacher at the Fontana Unified School District and has also helped to develop STEM outreach programs geared towards underserved communities.
Her research interests include STEM Education (Inside and outside of the Classroom), student STEM identity, and Student participation in STEM, Learning and Teaching. Cecilia has taught at UCLA courses on Research Design and Statistics; Linear Statistical Models in Social Science Research: Multiple Regression Analysis; and Linear Statistical Models in Social Science Research: Analysis of Design Experiments and has won outstanding teacher award.
Peer Reviewed Journal Articles
Franke, M.L., Turrou, A.C., Webb, N.M., Ing, M., Wong, J., Shin, N., & Fernandez, C.H. (2015). Student’s Engagement with Other’s Mathematical Ideas: The Role of Teacher Invitation and Support Moves. The Elementary School Journal, 116(1), 126-148
Webb, N.M., Franke, M.L., Ing, M., Wong, J., Fernandez, C.H., Shin, N., & Turrou, A.C. (2014). Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices and learning. International Journal of Educational Research, 63, 79-93
Chan Turrou, A., & Henríquez Fernández, C. (2013). Mathematical Proficiency and Perseverance in Action: The Case of Maria and Andrew*. Journal of Mathematics Education at Teachers College, 3(2), 67-72
Henríquez Fernández, C. (2011). Latinos/as Mathematical Experiences: A Review of Latinos/as and Mathematics Education. Journal of Urban Mathematics Education, 4(2), 131-139
Gutierrez, K., Ali, A., & Henríquez, C. (2009). Syncretism and Hybridity: Schooling, Language, and Race and Students from Non-dominant Communities. In M.W. Apple, S. J. Ball, & L.A. Gandin. (Eds.), The Routledge International Handbook of the Sociology of Education. (358-369) New York, NY: Routledge.
In Preparation & Under Review
Garcia, P., Fernández, C.H., & Jackson, A. (under review) 'She is Powerful Beyond Imagination': Counternarratives of Youth Participation Among Black Girls.