Celeste Alexander holds a bachelor’s degree in psychology from Austin College, a master’s degree from Texas State University, and Ph.D. from The University of Texas at Austin.
She is Associate Director for the Educational Research Center at The University of Texas at Austin. As Associate Director, she manages and coordinates multiple research and evaluation grants and contracts. In addition to over 12 years of employment at UT Austin which has included being Project Director for Research at the Charles A. Dana Center, Alexander has also worked at the Texas Higher Education Coordinating Board, the State Board of Educator Certification, and Southwest Education Development Laboratory. As part of her work at the center, she designs, conducts, analyzes, and interprets quantitative and qualitative research and evaluation studies. Alexander also utilizes her writing skills in grant writing and interpreting research findings to assist education stakeholders and policy makers.
She has over 25 years of combined experience in child development, psychology, education, research, and evaluation and has been conducting educational research and evaluation for over fifteen years. Her research interests include education policy, K-16 Pipeline, and school change.
Taylor, L., et. al. “Updating the Texas Cost of Education Index.” Journal of Education Finance. 28.2 (Fall 2002): 261-284.
Alexander, C. et. al. “A Study of Uncontrollable Variations in the Costs of Texas Public Education.” (2000).
Stephanie Alvarez earned her PhD in Spanish from the University of Oklahoma.
Alvarez is an Associate Professor of Mexican American Studies School of Interdisciplinary Studies & Community Engagement at the University of Texas – Río Grande Valley College of Liberal Arts. At Pan American University, she was the founding director of the Mexican American Studies program (2009-2013) & Center for Mexican American Studies (2011-2013).
Alvarez is the co-editor with William Luis of The AmeRícan Poet: Essays on the Work of Tato Laviera (2014). Her research intersects in the areas of Latin@ identity, language, literature, culture, education and empowerment and has appeared in various edited volumes and journals such as Hispania, Journal of Latinos and Education and CENTRO: Journal of the Center for Puerto Rican Studies, among others.
Alvarez is the recipient of the American Association of Hispanics in Higher Education Outstanding Latina/o Faculty Award (2011) and the University Of Texas Board Of Regent’s Outstanding Teaching Award (2009).
The AmeRícan Poet: Essays on the Work of Tato Laviera. CUNY: Center for Puerto Rican Studies Press (2014).
“Braceros, Mexicans, Americans, and Schools: Reimagining Teaching and Learning in Mexican America.” with Francisco Guajardo, Miguel Guajardo, Samuel Garcia, Jocabed Marqués and José Ángel Guajardo. Río Bravo: Journal of the Borderlands. 23.1 (2014): 9-41.
“Gloria Anzaldúa: Nuestra Gloria, Nuestra Heroína Fronteriza / Our Glory(a), Our Borderlands Heroine; An Exhibit at Anzaldúa’s Alma Mater” with Stephanie Brock, Janie Covarrubias, Lauren Espinoza and Orquidea Morales. In El Mundo Zurdo: Selected Works from the Meetings of The Society for the Study of Gloria Anzaldúa. Eds. Antonia Castañeda, Larisa Mercado and Sonia Saldívar-Hull. San Francisco: Aunt Lute Books. 2014. 123-139.
“Foreword” The AmeRícan Poet Historian: Collected Essays on the Works of Tato Laviera. Co-edited with William Luis. New York: CUNY. Centro de Estudios Puertorriqueños Press, 2014. xi-xiii.
“Introduction.” Laviera, Tato. King of Cans in The AmeRícan Poet: Essays on Tato Laviera. Eds. Stephanie Alvarez and William Luis. New York: CUNY. Centro de Estudios Puertorriqueños Press, 2014. 342-43.
Multi-Media Productions, Films, and Websites
“La palabra, conciencia y voz: Tato Laviera and The Cosecha Voices Project at The University of Texas-Pan American.” With José Luis Martínez. In The AmeRícan Poet Historian: Collected Essays on the Works of Tato Laviera. Co-edited with William Luis. New York: CUNY. Centro de Estudios Puertorriqueños Press, 2014. 204-236.
“Tato in His Own Words–A Collaborative Testimonio.” With Tato Laviera. In The AmeRícan Poet Historian: Collected Essays on the Works of Tato Laviera. Co-edited with William Luis. New York: CUNY. Centro de Estudios Puertorriqueños Press, 2014. 288-324.
“De conciencia mestiza a conocimiento; La evolución teórica fronteriza chicana de Gloria Anzaldúa.” with Cynthia Pacaccerqua. Noticias del diluvio. Textos latinoamericanos de las últimas décadas. Eds. Gabriela Tineo y Mónica Marinone. Universidad Nacional de Mar del Plata: Mar del Plata, Argentina. 2013.
“Subversive English in Raining Backwards: A Different Kind of Spanglish.” Hispania. 96.3. (2013): 444-459.
“Evaluating the Role of the Spanish Department in the Education of the Latin@ Student.” Journal of Latinos and Education. 12.2 (2013): 131-151.
“Braceros: A Legacy of Triumph.” co-produced with Cristian Ramírez. 2012.
“Hunger of Memory. The Education of Richard Rodriguez.” Masterplots. 3rd Edition. Pasadena: Salem Press, 2011. 2751-2753.
Cosecha Voices. Bilingual website documenting the lives of migrant farmworker students. co-created with Orquidea Morales. 2010.
“Crossing y tejiendo borders: Una conversación multilingüe con Tato Laviera.” Coauthored with William Luis and Edna Ochoa. CENTRO: Journal of the Center for Puerto Rican Studies. 22.2 (2010): 2-16.
“Esmeralda Santiago.” Encyclopedia of American Immigration. Ed. Carl L Bankston. Pasadena: Salem Press. 2010. 922-23.
“Incorporating the Migrant Experience in the Classroom to Impact Student Success: The Cosecha Voices Project Model.” U.S. Department of Migrant Education Conference: Success through Service. November 15-17 2010. San Marcos: Omnipress, CD-ROM, 2011. 1-23.
“La(s) mirada(s) y lengua(s) aviesa(s) del bilingüe: El caso del poeta nuyorican Tato Laviera.” La página. Ed. Iris Zavala. 83.84.85 (2010): 17-48. (Expanded version and translation of “¡¿Qué, Qué?! Transculturación and Tato Laviera’s Spanglish Poetics. New version includes analysis of poet’s recently published poetry collection Mixturao).
“tato madera smith.” Co-Authored with Juan Flores and William Luis. Afro Hispanic Review 29.1 (2010): 7-8.
“Su última manipulación: La polémica sobre los últimos años de Sor Juana Inés de la Cruz.” Cruzando el umbral de la palabra: Estudios críticos de literatura, lenguaje sociedad. Eds. Alma Silvia Rodríguez and Lino García. Monterrey: Universidad Nacional Autónoma de Nuevo León, 2010. 37-53. Also in Osamayor 6.13 (2000): 23-37. as “Los últimos años de Sor Juana Inés de la Cruz 1690-1694: ¿Conversión o manipulación por parte de Sor Juana?”
“Julieta Campos.” Latin American Women Writers: An Encyclopedia. Routledge Press 2008. 96-98.
“¡¿Qué, Qué?! Transculturación and Tato Laviera’s Spanglish Poetics.” CENTRO: Journal of the Center for Puerto Rican Studies. 18.2 (2006): 25-47. Also in Spanglish. Ed. Ilán Stavans. New York: Greenwood Press, 2008. 88-110.
Review of The Puerto Rican Diaspora: Historical Perspectives. Eds. Carmen Teresa Whalen and Víctor Vázquez-Hernández. Journal of Latin American and Caribbean Anthropology. 13.1 (2008): 261-63.
“Letter to the Editor: Latino/a Exile Literature.” World Literature Today. 76.3/4 (2002): 74.
Review of Primera Causa/First Cause. Tino Villanueva. Trans. Lisa Horowitz. World Literature Today. 74.2 (2000): 448.
JOSE F. ARANDA JR.
José F. Aranda, Jr. received his Ph.D. from Brown University.
He is an Associate Professor of Chicano/a and American Literature in the English Department of Rice University, where he teaches courses in Chicano/a literature, Asian American fiction, and nineteenth and twentieth-century U.S. literature.
Aranda has written articles on early U.S. criticism, nineteenthcentury Mexican American literature, and the future of Chicano/a studies. Most recently he has undertaken an investigation of the relationship between modernism and Mexican American literature. He has also begun work on his next book, tentatively entitled Why I Dreamed of Jeannie But Became a Chicano Instead. This book is a critical exploration of television, popular culture, the Vietnam War, and the news media and subsequent roles they played in shaping the political and cultural identities of the first generation of Mexican American children to be hailed by the Chicano Movement. Finally, he is also at work on a long-term project to write the cultural biography of nineteenth-century California writer, María Amparo Ruiz de Burton.
Nationally, Aranda sits on the board of Recovering the U.S. Hispanic Literary Heritage Project. He has been appointed by the MLA Executive Council to the Committee on the Literatures of People of Color for a three-year term. He is also an active member of the MLA Chicana and Chicano Literature Division. In Houston, he is a board member of two literary arts organizations, InPrint and Nuestra Palabra.
“Recovering the U. S. Hispanic Literary Heritage” in The Routledge Companion to Latino/a Literature. Eds. Suzanne Bost, Frances R. Aparicio. New York: Routledge Press, 2013.
“Returning California to the People: Vigilantism in Maria Amparo Ruiz de Burton’s The Squatter and the Don.” In Disrupting Nations: Critical Perspectives on Maria Amparo Ruiz de Burton (2004).
When We Arrive: A Literary History of Mexican America. Tucson: University of Arizona Press, 2003.
“Contradictory Impulses: Maria Amparo Ruiz de Burton, Resistance Theory, and the Politics of Chicano/a Studies.” No More Separate Spheres!: A Next Wave American Studies Reader (2002): 440.
“Recovering Our Alienated Selves: Making the Case for New Chicano/a Studies.” Arizona Quarterly 58:1 (2002): 127-158.
(Ed.) Recovering the U.S. Literary Heritage. Vol. IV. Houston: Arte Público Press, 2002.
“Diferencias Cuestionables: Mexicanos y Anglo Americanos en Baja California 1848.” Historia (2001).
“Breaking All the Rules: Maria Amparo Ruiz de Burton Writes a Civil War Novel.” Recovering the U.S. Hispanic Literary Heritage.Vol. III. (2000): 61-73.
“Common Ground on Different Borders.” New Approaches to Early American Literature (December 1999).
NORMA ELIA CANTÚ
Norma Elia Cantú earned a bachelor’s degree from Texas A&I University (now Texas A&M International), a master’s degrees in English and political science from Texas A&I, Kingsville (now Texas A&M, Kingsville), and her doctorate from the University of Nebraska-Lincoln.
Trinity University has appointed Cantú, a prominent Chicana/o and Latina/o cultural studies expert and author, as the Norene R. and T. Frank Murchison Endowed Professor in Humanities. She is professor emerita of English and U.S. Latina/o Literatures at the University of Texas at San Antonio. Her teaching career also includes a 20-year tenure on the faculty at Texas A&M International University in Laredo, Texas.
Cantú’s research and creative writings focus on the cultural and literary production along the U.S.Mexico borderlands. She has published scholarly articles on a number of academic subjects as well as creative poetry and fiction. Her publications on border literature, the teaching of English to nonnative speakers, quinceañera celebrations and the matachines, a religious dance tradition, have earned her an international reputation as a scholar and folklorist. She has co-edited four books and a collection of testimonios by Chicana scientists, mathematicians, and engineers. Her award winning Canícula: Snapshots of a Girlhood en la Frontera chronicles her childhood experiences on the border.
Cantú is active in a number of Latina/o organizations, including the Latin American Studies Association (LASA), Mujeres Activas en Letras y Cambio Social (MALCS), the National Association for Chicana and Chicano Studies (NACCS), the Chicana/o and the Latina/o Sections of the American Folklore Society (AFS), and the Chicana/o and the Latino Literature and Cultural Studies Forums at the Modern Languages Association (MLA). In addition, she served as a senior arts specialist at the National Endowment for the Arts, Folk and Traditional Arts Program, and is the founder of the Society for the Study of writer Gloria Anzaldúa and conference coordinator for the Society’s El Mundo Zurdo gatherings. She is also co-founder of CantoMundo, a Latina/o poetry workshop
“Teaching the Teachers: Dismantling Racism and Teaching for Social Change.” With Elsa Cantú Ruiz. The Urban Review. 45.1 (March 2013): 74-88.
“Getting There Cuando No Hay Camino (When There Is No Path): Paths to Discovery Testimonios by Chicanas in STEM.” Equity & Excellence in Education. 45.3 (2012): 472-487.
“Doing Work That Matters: Gloria Anzaldúa in the International Arena.” Signs. 37.1 (September 2011): 1-5.
Ed. Paths to Discovery: autobiographies from Chicanas with Careers in Science, Math, and Engineering. Seattle: University of Washington Press (2011).
Ed. Inside the Latin@ Experience: A Latino Studies Reader. New York: Palgrave Macmillian (2010).
Moctezuma’s Table: Rolando Briseno’s Mexican and Chicano Tablescapes. College Station: Texas A & M University Press, 2010.
Ed. Dancing Across Borders. Urbana: University of Illinois Press (2009).
“Chicana Life-Cycle Rituals.” In Chicana Traditions, Continuity and Change. Urbana: University of Illinois Press (2002).
Ed. Chicana Traditions, Continuity and Change. Urbana: University of Illinois Press (2002).
“La Quinceañera: Towards an Ethnographic Analysis of a Life-Cycle Ritual.” Southern Folklore. 56.1 (Jan 1, 1999): 73.
Canícula: Snapshots of a Girlhood en la Frontera. Albuquerque: University of New Mexico Press (1995).
“Women, Then and Now: An Analysis of the Adelita Image versus the Chicana Political Writer and Philosopher.” National Association for Chicana and Chicano Studies Annual Conference. (January 1, 1984). Paper 4.
Jaime Chahin received his Ph.D. in Education Administration (1977) and MSW (1975) in Administration and Policy from the University of Michigan at Ann Arbor. He received his BA from Texas A&I (1974) and has completed postdoctoral work at Harvard (1983) and Salsburg Institute (1996) on sustainable communities.
Chahin is Dean and Professor of the College of Applied Arts at Texas State University San Marcos. His principal teaching and research interests involve educational, social, and economic policy issues that impact Latino/a populations in America.
Chahin was executive producer of two documentaries, Mexican American Legislative Caucus: The Texas Struggle for Equality and Opportunity, a documentary film that traces the story of Tejanos and their efforts to secure their civil rights and expand their social and economic opportunities through the legislative process (2007), and The Forgotten Americans, a film about colonias that premiered on PBS (2001) and received a first-place Award from the National Council of families. In addition, Chahin received the “Ohtli Award” from the Secretary of Exterior Relations of Mexico.
Chahin serves as the treasurer of American Association of Hispanics in Higher Education and also is a member of the United States Hispanic Chamber of Commerce, Council of Economic Advisors.
“Digital Divide: Impact on Hispanic-Owned Small Businesses.” With Cecilia Temponi. Journal of Small Business Strategy 14.2 (2015): 73-91.
Ed. Handbook of U.S. Latino Psychology: Developmental and Community-Based Perspectives. With Francisco A. Villarruel, Gustavo Carlo, Josefina Grau, Margarita Azmitia, and Natasha J. Cabrera. Sage, 2009.
“The forgotten Americans: A voice for colonia residents.” Children Youth and Environments 15.1 (2005): 319-331.
“The Transmission of Cultural Values and Beliefs.” With Francisco A. Villarruel and Ruben Anguiano Viramontes. In Family ethnicity: Strength in diversity. Ed. Harriette Pipes McAdoo. Sage, 1999.
“Beyond the myths: Paternal values of Latino fathers.” With Francisco A. Villarruel. Michigan Family Review 3.1 (1998).
“The Contrast between the Pathological Attributes and the Status/Aspirations of Mexican American Youth.” (1996).
Francisco G. Cigarroa is a third-generation physician. After graduating from J.W. Nixon High School in Laredo, Texas, he attended Yale University, where he graduated in 1979 with a bachelor’s degree in biology. Cigarroa earned his medical degree in 1983 from The University of Texas Southwestern Medical Center at Dallas with honors. During his postgraduate training, he became chief resident in General Surgery at Massachusetts General Hospital in Boston and completed fellowships in both Pedatric Surgery and Transplantation Surgery at Johns Hopkins Hospital in Baltimore.
Upon completing his surgical training, Dr. Cigarroa joined the faculty of The University of Texas Health Science Center at San Antonio in 1995 where he served as director of pediatric surgery before serving as president of the institution from 2000 -2009. As a Pediatric and Transplant Surgeon he established a multidisciplinary pediatric transplant program focused on kidney, liver and intestinal transplants with outstanding outcomes. In 2009, Dr. Cigarroa became the first Hispanic to be named chancellor of The University of Texas System. As chancellor, he oversaw one of the largest public systems of higher education in the nation, which consists of nine universities and six health institutions. He was also vice chairman for policy on the Board of Directors of The University of Texas Investment Management Company. As Chancellor, Dr. Cigarroa’s leadership was critical in the establishment of the Dell Medical School at the University of Texas at Austin, The University of Texas Rio Grande Valley, a Medical School in South Texas as part of The University of Texas Rio Grande Valley, and enhancing engineering across the University of Texas System. His leadership was also critical in the legislation that allowed the University of Texas Rio Grande Valley to be eligible for Permanent University Funds as well as enhancing the stewardship of the University of Texas West Texas Lands. In January 2015, Dr. Cigarroa completed his tenure as Chancellor of the University of Texas System and was named the Director of Pediatric Transplantation at the University of Texas Health Science Center at San Antonio. He holds the Ashbel Smith Professorship in Surgery from the University of Texas at Austin. Dr. Cigarroa is a Regent’s Special Liaison to the University of Texas Rio Grande Valley and its Medical School. He is the recipient of the Carlos and Malú Alvarez Distinguished University Chair at the University of Texas Health Science Center at San Antonio.
In 2011, Dr. Cigarroa was awarded the Massachusetts General Hospital Trustees’ Medal in recognition of his contributions to the advancement of the practice of medicine and patient care. He also was the recipient of the International Recognition Award by the Denton A. Cooley, M.D. Cardiovascular Society. Dr. Cigarroa is a member of several prestigious societies, including the American College of Surgery, the American Pediatric Surgical Association, The Association of Transplant Surgery, the Institute of Medicine, the American Board of Surgery and the American Academy of Arts and Sciences. He is also an honorary member of the National Academy of Science in Mexico. In 2003, President George W. Bush appointed him to serve on the President’s Committee on the National Medal of Science. He was elected in 2010 to serve on the Yale Corporation, the university’s governing board. He also served as the 2010 president of the Academy of Medicine, Engineering and Science of Texas. Dr. Cigarroa served on the National Research Council Committee on Research Universities and on the American Academy Commission on the Humanities and Social Sciences. In addition, President Barack Obama appointed Dr. Cigarroa to serve as a commissioner on the White House Initiative on Educational Excellence for Hispanic Americans. In 2014, Dr. Cigarroa was appointed as a trustee of the Josiah Macy Jr. Foundation and the Ford Foundation.
“Toward a Latino Attainment Agenda: Shaping Our Own Destiny. Tomás Rivera Lecture Series.” Educational Testing Service (2013).
“Two roads converge.” Latino College Presidents: In Their Own Words (Diversity in Higher Education, Volume 13) Emerald Group Publishing Limited 13 (2013): 247-263.
“Radiofrequency tissue ablation: effect of hepatic blood flow occlusion on thermal injuries produced in cirrhotic livers.” With Washburn, W. Kenneth, et al. Annals of surgical oncology 10.7 (2003): 773-777.
“Transplantation of single and paired pediatric kidneys into adult recipients.” With Ratner, Lloyd E., et al. Journal of the American College of Surgeons 185.5 (1997): 437-445.
“Liver transplantation in infants younger than 1 year of age.” With Colombani, Paul M., et al. Annals of surgery 223.6 (1996): 658.
Dino Mario Coronado was born in Münchweiler, Germany to American parents. Like his father, he enlisted in the U.S. Army, where he served his country for nearly 22 years and retired at the second highest rank an enlisted person could attain. While on active duty, he earned an Associate of Arts, from The University of Maryland (1988), a Bachelor of Arts from The University of Northern Iowa (1999), and a Master of Arts from Webster University (2004). Dr. Coronado completed his Master of Education (MEd) (2009) and a Doctorate of Education (EdD) (2016) with The University of Texas at El Paso.
Following his military retirement, he became a Realtor and Business Instructor in El Paso, Texas. Looking for a profession that was more rewarding, he entered the field of education as a Substitute Teacher and eventually became a fulltime Special Education Teacher and Football Coach for a small rural school district 50 miles east of El Paso, Texas.
Coronado has been a high school principal with the Fort Hancock Independent School District and the Canutillo Independent School District; a School Support Officer with the Houston Independent School District, and is currently an Area Superintendent with the El Paso Independent School District, the largest school district in El Paso, Texas.
Coronado, D. M. (2013, March 28). Best Practices from High-Performing High Schools [Review of the book Best Practices from High-Performing High Schools: How Successful Schools Help Students Stay in School and Thrive, by K.C. Wilcox and J.I. Angelis]. Teachers College Record, ID number 17049.
Coronado, D. (2012, November 18). Write-in candidacy is a fascinating experience. The El Paso Times.
Cortez, M., Sorenson, R., & Coronado, D. (2012). A Case Study of a New High School Principal: Instructional Challenges and Administrative Interventions Relating to Immigrant Students and Teacher Apathy on the U.S./Mexico Border. Journal of Cases in Educational Leadership, 15, 7-24.
Christopher Cutter received his Ph.D. from Northeastern University in 2007, a Master of Arts degree in Psychology/Marriage and Family Therapy from the University of Southern California in 2002, and a Bachelor of Arts degree in Psychology from California State University, Long Beach in 1998.
Cutter currently serves as Assistant Clinical Professor of the Child Study Center in the Yale School of Medicine as well as Director of the Chronic Pain and Recovery Center at Silver Hill Hospital. He is a research supervisor and course instructor for the Departments of Internal Medicine and Psychiatry, including the section of General Medicine (Primary Care), and Division of Substance Abuse at Yale University. He precepts Yale School of Medicine psychiatry and psychology fellows on the application of cognitive-behavioral therapeutic approaches to chronic pain and opiate dependence. Cutter currently serves as the component director of the Medical Research Unit (MRU), and clinic director of the Pain Treatment Services at the APT Foundation.
Cutter is a clinician researcher whose focus is on evidence-based therapeutic interventions associated with substance abuse and chronic pain.
Cutter is the recipient of a Postdoctoral Fellowship in Addiction Medicine from Yale School of Medicine. He also served as a Clinical Research Fellow, a Predoctoral Clinical Psychological Intern, and a Psychology Extern at Harvard Medical School and McLean Hospital. Cutter is also a Beck Institute Scholar (2013) and has received the National Institute on Drug Abuse Travel Award (2011), and the National Institute on Drug Abuse Psychotherapy Development Center Pilot Project Grant (2010).
“Protocol for three parallel multi-site stepped care effectiveness studies for unhealthy alcohol use in HIV-positive patients.” With Edelman, J.E., et. al. Contemporary Clinical Trials. 17 Nov. 2016.
“Psychiatric disorders among patients seeking treatment for co-occurring chronic pain and opiod use disorder.” With Barry, D.T., et. al. Journal of Clinical Psychiatry. 30 Aug. 2016.
“Physical activity, psychiatric distress, and interest in exercise group participation among individuals seeking methadone maintenance treatment with and without chronic pain.” With Beitel, M., et. al. The American Journal on Addictions. 25:2 (2016).
“Cognitive behavioral therapy improves treatment outcomes for prescription opioid users in primary care buprenorphine treatment.” With Moore, B.A., et. al. Journal of Substance Abuse Treatment. 71 (2016).
“A pilot trial of a videogame-based exercise program for methadone maintained patients.” With Schottenfeld, R.S., et. al. Journal of Substance Abuse Treatment. 47:4 (2014).
Kimberlee Davis joined the faculty of Texas State University, School of Family and Consumer Sciences in Fall 2007 and currently holds the rank of associate professor. She received a B.S. in Family and Consumer Sciences from Southwest Texas State University in 1985, M.Ed. in Counseling Education from Texas Tech University in 1995, and Ph.D. in Family and Consumer Sciences Education with an emphasis in Personal Financial Planning from Texas Tech University in 2005.
Since that time, Davis has been responsible for the following courses: Research Procedures in Family & Consumer Sciences, Consumers in the Marketplace, Resource Management, Consumer Law, Personal Finance, Financial Counseling and Supervision for Family, and Consumer Sciences student teacher supervision.
Davis’ overall research goals are to provide Family and Consumer Sciences (FCS) teacher educators with research-based information and tools that will enable them to better prepare family and consumer sciences teachers for 6-12th grade Career and Technology classrooms in the 21st century. In addition to exploring the broad field of FCS education, she strives to promote personal financial success by identifying effective pedagogy for personal financial education, understanding effective personal financial behaviors and providing information necessary for educational policy change as it relates to personal financial education. Thus, her overall research program has been descriptive and has been driven largely by the need to assess current trends in FCS education and establish a research agenda for the field.
In 2007, Davis established and continues to direct a campus-wide financial literacy initiative, which is posted at http://www.fcs.texstate.edu/financialliteracy.
Dr. Davis is certified as a “National Certified Counselor” by the National Board of Certificied Counselors, “Accredited Financial Counselor” by the Association of Financial Counseling and Planning Education, and as a Certified Personal & Family Finance Education by the American Association for Family & Consumer Sciences. Prior to coming to Texas State, Dr. Davis taught at Texas Tech University.
“Personality Traits and Financial Satisfaction: Investigation of a Hierarchical Approach.” With Rodney C. Runyan. Journal of Financial Counseling and Planning. 27.1 (2016): 47-60.
“Perceptions of FCCLA as Reported by Advising and Non-Advising Family and Consumer Sciences Teachers.” With Karen L. Alexander and Sharon R. Pierce. Journal of Family and Consumer Sciences Education. 32.1 (2013): 8-23.
“Secondary Family and Consumer Sciences Programs in the State of Texas: A Descriptive Study of the Teachers and Courses.” With Karen L. Alexander. Journal of Family & Consumer Sciences. 31.1 (2013): 1-13.
“It’s a Matter of Control: Saving for Retirement.” With Gwendolyn Hustvedt. International Review of Social Sciences and Humanities. 3.2 (2012): 248-261.
“A Peer-Based Financial Planning & Education Service Program: An Innovative Pedagogic Approach.” With Joseph W. Goetz, Dorothy B. Durband, and Ryan E. Halley. Journal of College Teaching and Learning. (Apr 2011): 7-14.
“Trends that FCS Education Should Address: A Delphi Study Reveals Top 16.” Journal of Family and Consumer Sciences. 103.4 (2011): 30-37.
“Teacher Education Priorities of Family and Consumer Sciences Teacher Education Programs: A Modified Delphi Study.” Journal of Family & Consumer Sciences Education. 28.2 (2010): 1-13.
“A Focused Research Agenda for Family and Consumer Sciences Education: Results of a Policy Delphi Study.” With Karen L. Alexander. Journal of Family & Consumer Sciences Education. 27.2 (2009): 30-44.
“Valuing the Implementation of Financial Literacy Education.” With Dorothy Bagwell Durband. Journal of Financial Counseling and Planning. 19.1 (2008).
Patricia Gándara received her bachelor’s degree in Sociology and Literature from the University of California, Los Angeles, her master of science degree in Counseling from California State University, Los Angeles, and her Ph.D. in Educational Psychology from the University of California, Los Angeles.
She is Research Professor and Co-Director of the Civil Rights Project at UCLA. She is also Chair of the Working Group on Education for the University of California-Mexico Initiative in which she is spearheading a number of California-Mexico education projects.
Gándara’s most recent books include The Latino Education Crisis (2009) with Frances Contreras, from Harvard University Press; Forbidden Language: English Learners and Restrictive Language Policies (2010) with Megan Hopkins, from Teachers College Press, and The Bilingual Advantage: Language, Literacy, and the U.S. Labor Market (2014), with Rebecca Callahan), a compilation of studies that demonstrates the economic value of biliteracy in a rapidly globalizing world. Her recent reports include “Making Education Work for Latinas” (2014, Civil Rights Project with Eva Longoria Foundation) and “Fulfilling America’s Future: Latinas in the U.S. 2015” (2015, Civil Rights Project and the White House Initiative on Educational Excellence for Hispanics).
Gándara is a fellow of the American Educational Research Association (AERA), the National Academy of Education, the Rockefeller Foundation Bellagio Center in Italy, the French-American Association at Sciences Po Graduate Institute, Paris, and an ETS fellow at Princeton, New Jersey. In 2011 she was appointed to President Obama’s Commission on Educational Excellence for Hispanics, and in 2015 received the Distinguished Career Award from the Scholars of Color Committee of the American Educational Research Association.
“From González to Flores: A return to the Mexican room?” In Arizona Firestorm. Eds. Santa Ana, O. & Bustamante, C. Lanham, MD: Roman & Littlefield, 2012.
“Teaching all our students well. Teachers and teaching to close the academic achievement gap.” With J. Maxwell-Jolly. In Connecting the Dots and Closing the Gap: Multiple Perspectives for Closing the Academic Achievement Gap. Eds. Timar, T. & Maxwell-Jolly, J. Cambridge: Harvard Education Press, 2012.
“Historical, legal, and political contexts of Arizona’s instructional policies for English learners.” With G. Orfield. Language Policy 11.1 (2012).
“Is Arizona’s approach to educating its English learners superior to other forms of instruction?” With M. Martinez-Wenzl and K. Pérez. in Horne v. Flores and the Future of Language Policy: Special Issue of Teachers College Record 114.9 (2012).
“Segregating Arizona’s English learners: A return to the ‘Mexican Room’?” With G. Orfield. In Horne v. Flores and the Future of Language Policy: Special Issue of Teachers College Record 114.9 (2012).
Rios-Aguilar, C. & Gándara, P. (Eds). Horne v. Flores and the Future of Language Policy: Special Issue of Teachers College Record 114.9 (2012).
“Latinos, language, and segregation: Options for a more integrated future.” In Integrating Schools in a Changing society: New policies and Legal Options for a Multiracial Generation. Eds. Frankenberg, E., & DeBray, E. Durham: University of North Carolina Press, 2011. 265-278.
“Addressing housing equity.” Educational Leadership 68.3 (2010).
“Overcoming triple segregation.” Educational Leadership 68.3 (2010): 60-64.
“The Latino Education Crisis.” Educational Leadership 67.5 (2010): 24-30.
“Immigration, Language, and Education: How Does Language Policy Structure Opportunity?” With R. Rumberger. In Education and Immigrant Youth: The Role of Institutions and Agency. Eds. J. Holdaway and R. Alba. New York: Social Science Research Council, 2009.
“Language Policy in Education.” With M. Cecilia Gomez. In AERA Handbook on Educational Policy Research. Eds. B. Schneider, G. Sykes, & D. Plank Washington DC: AERA, 2009.
Resource Needs for English Learners: Getting Down to Policy Recommendations. With J. Maxwell-Jolly and R. Rumberger. UC Santa Barbara: Linguistic Minority Research Institute, 2008.
Defining an Adequate Education for English Learners. With R. Rumberger. Education Finance and Policy, 2008.
“Critical Issues in the Preparation of Teachers for English Learners.” With J. Maxwell-Jolly. In Crucial Issues in California Education 2000. Eds. E. Burr et al. Berkeley: PACE, 2006.
Gándara, P, Orfield, G., & Horn, C., Eds. Expanding Opportunity in Higher Education: Leveraging Promise. SUNY Press, 2005.
Fragile Futures: Risk and Vulnerability Among Latino High Achievers. Policy Brief. Princeton: ETS, 2005.
Latino Achievement: Identifying Models that Foster Success, National Center for the Gifted and Talented, University of Connecticut, 2005.
“The Access Crisis in California Higher Education: Harbinger of the Future.” With G. Orfield and C. Horn. Educational Policy (2005).
“Legacy of Brown: Lau and Language Policy in the United States.” With R. Moran and E. Garcia. Review of Research in Education 28 (2004): 27-46.
“Nobody’s Agenda: English Learners and Post-secondary Education.” With R. Callahan. In Immigrant and English-Language Learners: Strategies for Success. Ed. M. Sadowski. Cambridge: Harvard Education Press, 2004.
“Seeking Equity in the Education of California’s English Learners.” With R. Rumberger. Teachers College Record 106 (2004): 2031-2055.
School Connections: U.S. Mexican Youth, Peers, and School Achievement. With M. Gibson and J. Koyama.Teachers College Press, 2004.
English Learners In California Schools: Unequal Resources, Unequal Outcomes. With R. Rumberger , J. Maxwell-Jolly, and R. Callahan. Educational Policy Analysis Archives, 2003.
Trinidad Gonzales earned his doctorate from the University of Houston and received a Center for Mexican American Studies Graduate Fellowship and a Smithsonian Pre-doctoral Fellowship.
Gonzales is currently a professor of History at South Texas College.
His areas of research include Borderlands, Chicana/o, and Civil Rights histories, specializing in early 20th century Lower Rio Grande Valley history. Gonzales’ most recent publication is “The Mexican Revolution, Revolución de Texas, Matanza de 1915,” in War Along the Border: The Mexican Revolution and Tejano Communities, edited by Arnoldo de León and published in 2012.
Review of The Great Call-Up: The Guard, the Border, and the Mexican Revolution by Charles H. Harris III, Louis R. Sadler. Journal of Southern History. 82.1 (February 2016): 203-204.
Review of Mexicans in the Making of America by Neil Foley. Southwestern Historical Quarterly. 119.1 (July 2015): 96-97.
Review of The Plan de San Diego: Tejano Rebellion, Mexican Intrigue by Charles H. Harris III, Louis R. Sadler. Southwestern Historical Quarterly. 118.1 (July 2014): 93-94.
Review of Chicano Education in the Era of Segregation by Gilbert G. Gonzalez. History of Education Quarterly 53.4 (November 2013): 469-471.
“The Mexican Revolution, Revolución de Texas, and Matanza de 1915.” In War Along the Border: The Mexican Revolution and Tejano Communities. Ed. Arnoldo de León. College Station: Texas A&M UP, 2012.
“Conquest, Colonization, and Borderland Identities: The World of Ethnic Mexicans in the Lower Rio Grande Valley, 1900-1930.” In Hybrid Identities: Theoretical and Empirical Examinations. Eds. Keri E. Iyall Smith and Patricia Leavy. Leiden: Brill, 2008.
Review of A Law for the Lion: A Tale of Crime and Injustice in the Borderlands by Beatriz de la Garza. International Criminal Justice Review 16.3 (December 2006): 235-236.
Linda Serra Hagedorn received her bachelor of arts degree in Elementary Education at Elmhurst College, a masters of education at National-Louis University, and her Ph.D. in Public Policy and Higher Education Analysis from the University of Illinois at Chicago. She was a postdoctoral fellow with the National Center for Teaching, Learning, and Assessment in Chicago.
Hagedorn is Associate Dean of Undergraduate Programs, International Programs, Student Services, Diversity, and Community in the College of Human Sciences and Professor in the School of Education at Iowa State University. She is a prominent researcher in the area of community college student success with over 200 publications and presentations. As the Director of International Programs at Iowa State, she is also highly involved in international education. Dr. Hagedorn has extensive international experience beginning with her initial work in Vietnam as a Fulbright Specialist at AnGiang University (2003). She subsequently has been a researcher and collaborator in China, Russia, Korea, and Spain.
Hagedorn is on the advisory board of international universities in both China and Iran. As the past president of the Association for the Study of Higher Education (ASHE) and Vice President of the American Educational Research Association (AERA), she has a rich history of leadership. Included in her long list of funded projects is the latest, funded by the U.S. Department of State where she heads the American Cultural Center at Henan Normal University in Xinxiang China. Dr. Hagedorn has also served as a Data Coach for the Achieving the Dream Initiative and works with colleges in Texas.
Borrowing Among Academically Underprepared Students: Facilitating Success or Perpetuating Inequity at the Community College? With Lyle McKinney and Heather Novak. Greater Texas Foundation, 2016.
Performance-Based Funding for Community Colleges in Texas: Are Colleges Disadvantaged by Serving the Most Disadvantaged Students? With Lyle McKinney. Greater Texas Foundation, 2015.
“Developmental, Remedial, and Basic Skills: Diverse Programs and Approaches at Community Colleges.” With Inna Kuznetsova. New Directions for Institutional Research 2015.168 (2016): 49-64.
“International Students’ Struggles: Community College to the Rescue.” With Shaoshua Pei and Lu Yan. International Education at Community Colleges: Themes, Practices, and Case Studies. Eds. Latiner Raby, Rosalind Valeau, and Edward J. Valeau. London: Palgrave Macmillan, 2016.
“Stretching Every Dollar: The Impact of Personal Financial Stress on the Enrollment Behaviors of Working and Nonworking Community College Students.” With Moumita Mukherjee, Lyle McKinney, Agustina Purnamasari, and Franco Santiago Martinez. Community College Journal of Research and Practice (2016): 1-15.
“Engaging Returning Adult Learners in Community Colleges.” In Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations. Eds. Stephen John Quaye and Shaun R. Harper. London: Routledge, 2014.
Sydney Freeman, Linda Serra Hagedorn, Lester Goodchild, and Dianne Wright, Eds. Advancing Higher Education as a Field of Study: In Question of Doctoral Degree Guidelines. New York: Stylus Publishing, 2013.
Tod Treat and Linda Serra Hagedorn, Eds.The Community College in a Global Context. Hoboken, NJ: Wiley & Sons, 2013.
Christopher M. Mullin, Trudy Bers, and Linda Serra Hagedorn, Eds. Data Use in the Community College: New Directions for Institutional Research. Hoboken, NJ: Wiley & Sons, 2012.
“How to Define Retention: A New Look at an Old Problem.” In College Student Retention: Formula for Student Success. Ed. Alan Seidman. Lanham, MD.: Rowman & Littlefield, 2012. 81-100.
“A Realistic Look at STEM and the Role of Community Colleges.” With Agustina Veny Purnamasari. Community College Review (May 2012).
“Latino/a Student Success in Community Colleges and Hispanic-Serving Institution Status.” With Athena Perrakis. Community College Journal of Research and Practice34.10 (2010): 797-813.
“The Pursuit of Student Success: The Directions and Challenges Facing Community Colleges.” In Higher Education Handbook of Theory and Research. Ed. John C. Smart. NY: Springer, 2010. 181-218.
“¿Dónde Están Los Hombres?: Examining Success of Latino Male Students at Hispanic-Serving Community Colleges.” With Berta Vigil Lade and Athena Perrakis. In Understanding Minority-Serving Institutions. Eds. Marybeth Gasman, Benjamin Baez, and Caroline Sotello Viernes Turner. Albany: SUNY Press, 2008. 127-140.
“Looking in the Rearview Mirror: Factors Affecting Transfer for Urban Community College Students.” With Scott Cypers and Jaime Lester. Community College Journal of Research and Practice 32.9 (2008): 643-664.
“Remedial/Developmental Education and the Cost of Community College Transfer: A Los Angeles County Sample.” With Tatiana Melguizo and Scott Cypers. The Review of Higher Education 31.4 (2008): 401-431.
“An investigation of critical mass: The role of Latino representation in the success of urban community college students.” With Winny Chi, Rita Cepeda, and Melissa McLain. Research in Higher Education 48.1 (2007): 73-91.
“Hispanic Community College Students and the Transfer Game: Strikes, Misses, and Grand Slam Experiences.” Community College Journal of Research and Practice30.10 (2006): 827-853.
“Transfer Between Community Colleges and 4-Year Colleges: The All-American Game.” With Hye Sun Moon, Scott Cypers, William E. Maxwell, and Jaime Lester. Community College Journal of Research and Practice 30.3 (2006): 223-242.
“Square Pegs: Adult Students and Their ‘Fit’ in Postsecondary Institutions.” Change 37.1 (2005): 22.
“Faculty Research Productivity: Exploring the Role of Gender and Family-Related Factors.” With Linda J. Sax, Marisol Arredondo, and Frank A. Dicrisi III. Research in Higher Education 43.4 (2002): 423-446.
William G. Tierney and Linda Serra Hagedorn, Eds. Increasing Access to College: Extending Possibilities for All Students. Albany: SUNY Press, 2002.
What Contributes to Job Satisfaction Among Faculty and Staff. Hoboken, NJ: Wiley, 2000.
“Conceptualizing Faculty Job Satisfaction: Components, Theories, and Outcomes.” New Directions for Institutional Research 2000.105 (2000): 5-20.
Aída Hurtado received her bachelor of arts from Pan American University and her master of arts and Ph.D. from University of Michigan.
She is a Luis Leal Endowed Professor and current faculty member of the Department of Chicana and Chicano Studies at the University of California, Santa Barbara. Prior work experience includes working for the University of California, Santa Cruz, where she helped develop the Social Psychology Graduate Program, with an emphasis on social justice and multidisciplinary methods.
Hurtado’s research interests include equity in education; feminist theory; representations of ethnic and racial groups in the media; and social identity, including ethnic identity.
A recent winner of the Premio Aztlán lifetime achievement award from the National Association for Chicana/Chicano Studies – Tejas Foco, Hurtado is also a past NACCS chair. She is the recipient of the 2014 Outstanding Latino/a Faculty in Higher Education Award, amongst many other awards and recognitions. Dr. Hurtado has served as a consultant on educational and gender issues for institutions such as the Ford Foundation, the Rockefeller Foundations, the Kellogg Foundation, as well as local, state and national organizations.
“Infinite possibilities, many remaining obstacles: Language, culture, and identity in Latino/a educational achievement.” With K. Cervantez and M. Eccleston. In The handbook of Latinos and education: Theory, research, and practice. Eds. E. J. Murillo Jr., & E. E. Garcia. New York: Routledge, 2010.
“Multiple lenses: Multicultural feminist theory.” In Handbook of diversity in feminist psychology. Eds. H. Landrine & N. Russo. New York: Springer Publishing Company, 2009.
“A view from within and from without: The development of Latina feminist psychology.” With K. Cervantez. In The Handbook of US Latino Psychology: Developmental and community based perspectives. Eds. F. A. Villarruel, G. Carlo, J. Grau, M. Azmitia, N. Cabrera & T. J. Chahin. Thousand Oakes, CA: Sage Publications, 2009. 171-190.
RAMÓN ANTONIO MARTÍNEZ
Ramón Antonio Martínez earned his doctorate from the Division of Urban Schooling at the UCLA Graduate School of Education and Information Studies.
He is an assistant professor in Language and Literacy Studies and a faculty affiliate with Bilingual/Bicultural Education and the Center for Mexican American Studies at the University of Texas at Austin.
His research examines how the everyday language practices of Chicana/Chicano and Latina/Latino students overlap with the forms of academic language and literacy privileged in school settings. In addition, Dr. Martínez explores how competing ideologies inform language policy and classroom practice in urban schools, and how students and teachers in those schools articulate, embody, and challenge such ideologies in their everyday interactions. Prior to his doctoral studies, Martínez worked as an elementary school teacher in the Los Angeles Unified School District.
“Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom.” With Deborah K. Palmer, Suzanne G. Mateus, and Kathryn Henderson. The Modern Language Journal 98.3 (2014): 757-772.
“Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children.” Review of Research in Education (2013): 37.
“Research on diverse students in culturally and linguistically complex language arts classrooms.” With A.F. Ball and A. Skerrett. In Handbook of research on teaching the English language arts. 3rd edition. Eds. D. Lapp and D. Fisher. New York: Routledge, 2011. 22-28.
“Spanglish as literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy.” Research in the Teaching of English 45.2 (2010): 124-149.
“Found in Translation: Connecting Translating Experiences to Academic Writing.” With Marjorie Faulstich Orellan, Mariana Pacheco, and Paula Carbone. Language Arts85.6 (2008): 421-423, 425-431.
A native of San Antonio, Texas, David Montejano received a B.A. from the University of Texas at Austin and two master’s degrees and a Ph.D. from Yale University.
A historian and sociologist, Montejano is Professor of Ethnic Studies at the University of California, Berkeley. He is former Chair of the Center For Latino Policy Research, a Unit of the Institute for the Study of Social Change. Past teaching appointments include the University of California, Berkeley, and University of California, Santa Cruz, the University of New Mexico, and the University of Texas at Austin, where he was also the Director of the Center for Mexican American Studies. He also has held appointments as Fellow of the Center for Advanced Study in the Behavioral Sciences at Stanford, Resident Scholar of the School of American Research in Santa Fe, and as Rockefeller Post-Doctoral Fellow.
Montejano’s major areas of interest include Comparative and Historical Sociology, Political Sociology, Social Change, Race and Ethnic Relations, and Community Studies. He is the author of the prizewinning historical overview, Anglos and Mexicans in the Making of Texas, 1836-1986 (Austin: Univ of Texas Press, 1987; 7th Printing, 1999). The book also has been translated and published in Mexico (Mexico City: Editorial Alianza, 1991).
Mexicans and Anglos in the Making of Texas, 1836-1986. Austin: University of Texas Press, 1986. 11th printing, 2007.
Ed. Chicano Politics and Society in the late Twentieth Century. Austin: University of Texas Press, 1999.
Quixote’s Soldiers: A Local History of the Chicano Movement, 1966-1981. Austin: University of Texas Press, 2010.
Born in Guasave, Sinaloa, Mexico and raised in Oxnard, Ca, José Moreno received his B.A. in Social Ecology from the University of California, Irvine; Ed.M. from Harvard University; and Ed.D. from the Harvard University Graduate School of Education in Administration, Planning, and Social Policy.
Moreno is an Associate Professor and Chair of the Department of Chicano & Latino Studies at California State University, Long Beach. Prior to joining CSULB, Dr. Moreno served on the faculty in the School of Educational Studies at Claremont Graduate University where he also served as the Research Analyst for the Campus Diversity Initiative Evaluation Resource Project, and Senior Institutional Researcher at Pomona College. Previously, Dr. Moreno served as a Post-Doctoral Scholar in the Division of Education at the University of California, Davis, where he studied the long-term influences of pre-college outreach programs for the nationally recognized Puente Project.
His area of emphasis is Latino/a Education and Policy Studies.
“College Access, K-12 Concentrated Disadvantage and the Next 25 Years of Educational Research.” With John T. Yun. Educational Researcher 35.1 (2006): 12-19.
“The revolving door for underrepresented minority faculty in higher education.” With Sharon Parker, et. al. (2006).
“Introduction: The Puente Project: Issues and Perspectives on Preparing Latino Youth for High Education.” With P. Gándara. Journal of Educational Policy 16 (2002): 463-473.
“University Faculty Views about the Value of Diversity on Campus and in the Classroom.” In Does Diversity Make a Difference? Three Research Studies on Diversity in College Classrooms. AAUP/ACE. American Council of Education, 2000.
Ed. The Elusive Quest for Equality: 150 Years of Chicano/a Education. Cambridge: Harvard Education Press, 1998.
Amaury Nora received his bachelor’s degree in Zoology from the University of Texas at Austin, his Master of Science in Biology from Texas A&I University, Kingsville (now Texas A&M, Kingsville), and his Doctorate of Education in Higher Education from the University of Houston.
He is Professor of Higher Education, Co-Director of the Center for Research and Policy in Education, and Associate Dean for Research in the College of Education and Human Development at the University of Texas at San Antonio. He is also Editor of The Review of Higher Education, the journal for the Association for the Study of Higher Education (ASHE).
His research has focused on theoretical perspectives related to student persistence, the role of college on diverse student populations across different types of institutions, and the development of retention models that integrate economic theories and psychosocial perspectives within college persistence frameworks. The extent of his inquiries has contributed to traditional as well as nontraditional lines of research on college student persistence. Nora has served on the editorial boards of Research in Higher Education, The Review of Higher Education, The Journal of Higher Education, Journal of Hispanic Higher Education, and The Journal of College Student Retention: Research and Theory.
Nora was inducted into the Class of 2009 as an AERA Fellow for his scholarship in the field of higher education. He is currently a member of a Technical Review Panel for the U.S. Department of Education, the National Center for Education Statistics (NCES), and the National Science Foundation (NSF) focused on the national Educational Longitudinal Study, 2000 – 20112. He has also served as consultant to the American Council of Education, National Advisory Board member for the evaluation of GEAR UP, reviewer for the National Research Council in Washington, DC. and evaluator for two major projects, the National Center for Urban Partnerships (NCUP) and the Houston Annenberg Challenge project. He has served as Content Expert on Higher Education, ERIC Steering Committee, Department of Education, 2004-2006; as a panel member on the National Research Council of the National Academies, Ford Foundation Diversity Fellowships Program, 2005, 2006; a consultant on outcomes assessment for the Title V Project, Houston Community College System, 2004-2009; as consultant for the NPEC Project on Student Success funded by the National Center for Education Statistics, U.S. Department of Education, 2003; advisor to the Task Force on Student Enrollment at California State University-Long Beach, June 2002; advisor on standardized testing and minority college admissions and data analysis, NAACP Legal Defense Fund, New York, February-April, 2000; and has provided testimonial on factors affecting the retention of minority students before a panel for the Southern Education Foundation, State Capital, Austin, Texas, February, 1994.
“A Framework for Understanding Latino/a Cultural Wealth.” With Vijay Kanagala and Laura Rendón. Diversity & Democracy. AAC&U. 19.1 (Winter 2016).
“Ventajas / Assets y Conocimientos / Knowledge: Leveraging Latin@ Assets to Foster Student Success.” With Laura I. Rendón and Vijay Kanagala. In Hispanic Serving Institutions in American Higher Education: Their Origin, and Present and Future Challenges. Eds. Jesse Perez Mendez, Fred A. Bonner II, Josephine Méndez-Negrete, and Robert T. Palmer. NY: Stylus Publishing, 2015.
“Hispanic Student Success: Factors Influencing Persistence and Transfer Decisions of Latino Community College Students Enrolled in Developmental Education.” With Gloria Crisp. Research in Higher Education 51.2 (2010): 175-194.
“Hispanics and Higher Education: An Overview of Research, Theory, and Practice.” With Gloria Crisp. In Higher Education: Handbook of Theory and Practice. Ed. John C. Smart. Springer, 2009. 317-353.
“Student Characteristics, Pre-College, College, and Environmental Factors as Predictors of Majoring in and Earning a STEM Degree: An Analysis of Students Attending a Hispanic Serving Institution.” With Gloria Crisp and Amanda Taggart. American Educational Research Journal 46.4 (2009): 924-942.
“Technology and Higher Education: The Impact of E-Learning Approaches on Student Academic Achievement, Perceptions, and Persistence.” With Blanca Plazas Snyder. Journal of College Student Retention 10.1 (2008): 3-19.
“The Influence of Academic and Environmental Factors on Hispanic College Degree Attainment.” With Consuelo Arbona. The Review of Higher Education 30.3 (2007): 247-269.
“Mentoring Students: Conceptualizing and Validating the Multi-Dimensions of a Support System.” With Gloria Crisp. Journal of College Student Retention 9.3 (2007): 337-356.
“Examining the Tangible and Psychosocial Benefits of Financial Aid with Student Access, Engagement, and Degree Attainment.” With Libby Barlow and Gloria Crisp. American Behavioral Scientist 49.12 (2006): 1636-1651.
“The Role of Habitus and Cultural Capital in Choosing a College, Transitioning From High School to Higher Education, and Persisting in College Among Minority and Nonminority Students.” Journal of Hispanic Higher Education 3.2 (2004): 180-208.
“Access to higher education for Hispanic students: Real or illusory.” The majority in the minority: Expanding the representation of Latina/o faculty, administrators and students in higher education (2003): 47-68.
“A Theoretical and Practical View of Student Adjustment and Academic Achievement.” In Increasing Access to College: Extending Possibilities for All Students. Eds. William G. Tierney and Linda Serra Hagedorn. Albany: SUNY Press, 2002. 65-77.
“The Depiction of Significant Others in Tinto’s ‘Rites of Passage’: A Reconceptualization of the Influence of Family and Community in the Persistence Process.” Journal of College Student Retention 3.1 (2001): 41-56.
ANNE MARIE NUÑEZ
Anne-Marie Nuñez has a master of arts in Administration, Policy Analysis, and Evaluation from Stanford University’s School of Education and a master of education and Ph.D. in Higher Education and Organizational Change from the University of California Los Angeles Graduate School of Education.
Nuñez is currently an associate professor of Higher Education and Student Affairs Program in the Department of Educational Studies at the Ohio State University.
Her research explores how to broaden participation for historically underrepresented groups, including students and faculty, in postsecondary education. One line of her scholarship has focused on the higher education experiences and trajectories of Latino, first-generation, and migrant students. Another has emphasized institutional diversity in the United States, including the role of Hispanic-Serving Institutions in promoting college access and success. A third has focused on fostering supportive organizational climates for faculty and administrators to advance inclusivity in the academy. Her research has been published in several journals, including Educational Researcher, Harvard Educational Review, and the American Educational Research Journal. She is also the lead author of the book Latinos in Higher Education and Hispanic-Serving Institutions: Creating Conditions for Success(2013, Jossey-Bass) and the lead editor of the award-winning book Hispanic-Serving Institutions: Advancing Research and Transformative Practice (2015, Routledge).
For her contributions to research on underrepresented groups, she received the 2011 Association for the Study of Higher Education (ASHE) Council on Ethnic Participation Mildred Garcia Exemplary Scholarship award. Currently, she serves as an Associate Editor of The Journal of Higher Education and an Associate Editor of Higher Education: Handbook of Theory and Research.
“A Phenomenology of Transfer: Students’ Experiences at a Receiving Institution.” With Jeffrey Yoshimi. Innovative Higher Education (2016): 1-15.
“Where is the Research on Community College Students?” With Gloria Crips and Vincent D. Carales. Community College Journal of Research and Practice 40.9 (2016): 767-778.
“Beyond Critical Mass.” With Elizabeth T. Murakami. In Culturally Responsive Leadership in Higher Education: Promoting Access, Equity, and Improvement (2015): 136.
Anne-Marie Nuñez, Sylvia Hurtado, and Emily Calderón Galdeano, Eds. Hispanic-Serving Institutions: Advancing Research and Transformative Practice. London: Routledge, 2015.
“Weaving Authenticity and Legitimacy: Latina Faculty Peer Mentoring.” With Elizabeth T. Murakami and Leslie D. Gonzales. New Directions for Higher Education2015.171 (2015): 87-96.
“Employing Multilevel Intersectionality in Educational Research: Latino Identities, Contexts, and College Access.” Educational Researcher 43.2 (2014): 85-92.
“Understanding the racial transfer gap: Modeling underrepresented minority and nonminority students’ pathways from two-to four-year institutions.” With Gloria Crisp. The Review of Higher Education 37.3 (2014): 291-320.
“Latina Faculty in the Labyrinth: Constructing and Contesting Legitimacy in Hispanic Serving Institutions.” With Leslie D. Gonzales and Elizabeth Murukami. The Journal of Educational Foundations 27.1/2 (2013): 65-89.
“Building a Multicontextual Model of Latino College Enrollment: Student, School, and State-Level Effects.” With Dongbin Kim. The Review of Higher Education 35.2 (2012): 237-263.
“The Demographic Dividend.” With Elizabeth Murakami-Ramalho. Academe 98.1 (2012): 32-37.
“Ethnic diversity and Latino/a college access: A comparison of Mexican American and Puerto Rican beginning college students.” With Gloria Crisp. Journal of Diversity in Higher Education 5.2 (2012): 78-95.
“Counterspaces and Connections in College Transitions: First-Generation Latino Students’ Perspectives on Chicano Studies.” Journal of College Student Development52.6 (2011): 639-655.
“Latino Access to Community Colleges and Hispanic-Serving Institutions: A National Study.” With P. Johnelle Sparks and Eliza A. Hernández. Journal of Hispanic Higher Education 10.1 (2011): 18-40.
“Latin@ advocacy in the hyphen: faculty identity and commitment in a Hispanic-serving institution.” With Elizabeth Murakami-Ramalho and Kimberley K. Cuero. International Journal of Qualitative Studies in Education 23.6 (2010): 699-717.
“Pedagogy for Equity: Teaching in a Hispanic-Serving Institution.” With Elizabeth Murakami Ramalho, and Kimberley K. Cuero. Innovative Higher Education 35.3 (2010): 177-190.
“A Critical Paradox?: Predictors of Latino Students’ Sense of Belonging in College.” Journal of Diversity in Higher Education 2.1 (2009): 46-61.
“Establishing a College Culture in Secondary Schools Through P-20 Collaboration: A Case Study.” With Karen McClafferty Jarsky and Patricia M. McDonough. Journal of Hispanic Higher Education 8.4 (2009): 357-373.
“Latino Students’ Transitions to College: A Social and Intercultural Capital Perspective.” Harvard Educational Review 79.1 (2009): 22-48.
“Migrant students’ college access: Emerging evidence from the Migrant Student Leadership Institute.” Journal of Latinos and Education 8.3 (2009): 181-198.
“Organizational Collaboration to Promote College Access: A P-20 Framework.” With Maricela Oliva. Journal of Hispanic Higher Education 8.4 (2009): 322-339.
“Modeling the Effects of Diversity Experiences and Multiple Capitals on Latina/o College Students’ Academic Self-Confidence.” Journal of Hispanic Higher Education(2008).
“Bridging the Gap: Academic Preparation and Postsecondary Success of First-Generation Students. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.” With Edward C. Warburton and Rosio Bugarin. Washington, D.C.: National Center for Education Statistics, 2001.
“Mapping the Road to College: First-Generation Students’ Math Track, Planning Strategies, and Context of Support.” With Laura Horn. Washington, D.C.: National Center for Education Statistics, 2000.
“Transition to College: What Helps At-Risk Students and Students Whose Parents Did Not Attend College.” With Susan P. Choy, Laura J. Horn, and Xianglei Chen. Journal of Institutional Research 2000.107 (2000): 45-63.
Manuela Orjuela received her B.A. and M.D. from Yale University and a master of science in Epidemiology from Harvard School of Public Health.
She is an assistant professor in Pediatric Oncology at Columbia University’s Mailman School of Public Health, where she also serves as an Investigator and Member of the Executive Committee. Orjuela is a member of the Columbia Center for Environmental Health in Northern Manhattan and Scientific Director at the Community and Ambulatory Research & Enrollment (CARE), Herbert Irving Cancer Center. She is also a faculty affiliate of the Columbia Mexican Studies Center and the Institute of Latin American Studies.
Orjuela is a molecular epidemiologist and pediatric oncologist whose research focuses on gene- nutrient/ environment interactions during pregnancy and early childhood and the development of later genetic and epigenetic changes in childhood disease. She is part of a multidisciplinary team examining folate pathway metabolism and risk for retinoblastoma in collaboration with investigators in Mexico, and Canada, including the Hospital Infantil de Mexico, the Hospital de Pediatria (IMSS), the Instituto Nacional de Salud Publica (INSP), the Jean Mayer USDA at Tufts, and the University of Toronto. With the Columbia CCCEH, she leads a collaboration examining specific pre-leukemic genetic changes with the Leukemia Research Laboratory of the UK Institute for Cancer Research, and with the Combustion Products and Persistent Pollutants Biomonitoring Laboratory CDC examining PAH exposure and clastogenesis. In collaboration with INSP researchers, Orjuela is involved in multiple studies assessing dietary intake in Mexico and in recent Mexican immigrants.
Orjuela is a member of the Children’s Oncology Group, the Herbert Irving Comprehensive Cancer Center in Molecular Epidemiology, the NCI Brain Tumor Epidemiology Consortium, and the NIH Study Section on Epidemiology of Cancer (EPIC). She has been awarded the Dr. Alexandro Aguirre Prize from the Sociedad Latinoamericana de Oncologia Pediatrica and served as an American Association for Cancer Research Minority Scholar in Cancer Prevention.
“Dietary intake and childhood leukemia: The Diet and Acute Lymphoblastic Luekemia Treatment (DALLT) cohort study.” With Elena J. Ladas, et. al. Nutrition (2016).
“Chromosomal aberrations in cord blood are associated with prenatal exposure to carcinogenic polycyclic aromatic hydrocarbons.” With Kirsti Bocskay, et. al. Cancer Epidemiology Biomarkers & Prevention 14.2 (2005): 506-511.
“Low‐Dose Chemotherapy and Rituximab for Posttransplant Lymphoproliferative Disease (PTLD): A Children’s Oncology Group Report.”With Gross, Thomas G., et al. American Journal of Transplantation 12.11 (2012): 3069-3075.
“Intensive multimodality therapy for patients with stage 4a metastatic retinoblastoma.” With Dunkel, Ira J., et al. Pediatric blood & cancer 55.1 (2010): 55-59.
“Prenatal PAH exposure is associated with chromosome-specific aberrations in cord blood.” With Orjuela, Manuela A., et al. Mutation Research/Genetic Toxicology and Environmental Mutagenesis 703.2 (2010): 108-114.
“Trilateral retinoblastoma: potentially curable with intensive chemotherapy.” With Dunkel, Ira J., et al. Pediatric blood & cancer 54.3 (2010): 384-387.
“World disparities in risk definition and management of retinoblastoma: a report from the International Retinoblastoma Staging Working Group.” With Chantada, Guillermo L., et al. Pediatric blood & cancer 50.3 (2008): 692-694.
Luis Ponjuan earned his Ph.D. in Higher Education from the University of Michigan, master’s degree from the Florida State University, and bachelor’s degree in Psychology from the University of New Orleans. He is a firstgeneration Cuban immigrant and college graduate.
Ponjuan is an Associate Professor of Higher Education Administration and the Executive Director of the IDEAL (Investing in Diversity, Equity, Access, and Learning) research project in the Department of Educational Administration and Human Resource Development in the College of Education and Human Development at Texas A&M University, College Station, Texas. He has 20 years of professional higher education work experience by also working at the University of Florida, University of Michigan, and Florida State University.
Over the years he has developed a comprehensive research agenda focused on access and equity in higher education for underrepresented students and faculty members of color. He has published in premier higher education academic journals, including Research in Higher Education, Journal of Higher Education, Journal of Hispanic Higher Education, and Thought and Action. He has also written higher education policy briefs for national education organizations such as Institute for Higher Education Policy- IHEP. And he has presented at national educational research conferences, including AERA, ASHE, NASPA, and AIR, The White House and the United States Congress, College Board, the National Education Association, and the National Association of Diversity Officers in Higher Education. He has earned three-quarters of a million dollars in research grant funding from organizations like TG Foundation, University of Florida, Texas A&M University, and the Howard Hughes Medical Institute.
Due to his research agenda and professional accomplishments, Dr. Ponjuan earned the 2014 Outstanding New Faculty member for the Texas A&M University, College of Education and Human Development. The college also selected him as the 2013-2014 College of Education and Human Development Aggies Commit to Transforming Lives Administrative Fellow. National organizations also recognized him for his research work. Hispanics in Higher Education (AAHHE) awarded him the 2009 Faculty Fellow award and the 2003 Graduate Student Fellow award.
“Redefining Civic Engagement: A Developmental Model of Students’ Civic-Related Capabilities.” With Cynthia M. Alcantar, and Krista M. Soria. Civic Engagement and Community Service at Research Universities. Palgrave Macmillan UK, 2016. 99-122.
“The Texas Education Consortium for Male Students of Color.” With Victor Sáenz. (2016).
“Latino Males in American High Schools: An Examination of the 2012 High School Longitudinal Study.” In Ensuring the Success of Latino Males in Higher Education: A National Imperative . Eds. Victor B. Sáenz, Luis Ponjuán, and Julie L. Figueroa. London: Stylus, 2016.
“Developing a Latino Mentoring Program: Project MALES (Mentoring to Achieve Latino Educational Success).” With Sáenz, Victor B., et al. New Directions for Higher Education 2015.171 (2015): 75-85.
“Latino Male Ethnic Subgroups: Patterns in College Enrollment and Degree Completion.” With Leticia Palomin and Angela Calise. New Directions for Higher Education2015.172 (2015): 59-69.
“Support and barriers for Latino male students’ educational pursuits: Perceptions of counselors and administrators.” With Clark, Mary Ann, et al. Journal of Counseling & Development 91.4 (2013): 458-466.“Career stage differences in pre-tenure track faculty perceptions of professional and personal relationships with colleagues.” With Valerie Martin Conley, and Cathy Trower. The Journal of Higher Education 82.3 (2011): 319-346.
“Men of Color: Ensuring the Academic Success of Latino Males in Higher Education.” With Victor B. Sáenz. Institute for Higher Education Policy (2011).
“Learning science through research apprenticeships: A critical review of the literature.” With Sadler, Troy D., et al. Journal of Research in Science Teaching 47.3 (2010): 235-256.
“The vanishing Latino male in higher education.” With Victor Sáenz. Journal of Hispanic Higher Education (2008).
“Latino educational outcomes and the campus climate.” With Sylvia Hurtado. Journal of Hispanic Higher Education 4.3 (2005): 235-251.
“The impact of the college experience on students’ learning for a diverse democracy.” With Sylvia Hurtado and Mark E. Engberg. Annual Meeting of the Association for the Study of Higher Education, Portland, OR. 2003.
“Students’ precollege preparation for participation in a diverse democracy.” With Hurtado, Sylvia, et al. Research in Higher Education 43.2 (2002): 163-186.
Laura I. Rendón earned a Ph.D. in higher education administration from the University of Michigan, Ann Arbor. She holds a M.A. in counseling and guidance and psychology from Texas A&M University-Kingsville. She earned a B.A. in English and journalism from the University of Houston, and holds an associate of arts degree from San Antonio College. Rendón also attended Laredo Community College.
Rendón is Professor of Higher Education in the College of Education and Human Development at the University of Texas San Antonio. She is also Co-Director of the Center for Research and Policy in Education. From 2005-2009, Rendón served as Professor and Chair in the Department of Educational Leadership and Policy Studies at Iowa State University, College of Human Sciences.
As a research specialist on college preparation, persistence, and graduation of low-income, firstgeneration students, Rendón is also recognized as a thought leader in the field of contemplative education. She has been a keynote speaker at conferences such as GEAR UP, National Conference on Race and Ethnicity, National Association of College Admissions Counselors, International Conference on the First-Year College Experience, and International Conference on Research on Service Learning, among others. A native of Laredo, Texas, Rendón’s passion is assisting students who, like her, grew up in poverty with hopes and dreams but not knowing how to realize them. Rendón is credited with developing the theory of validation, which colleges and researchers have employed as a framework for working with and affirming low-income students. Rendón is an active scholar whose research has been published in key education research journals. She is also the author of Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation. Moreover, she is co-editor of books and monographs including: Transforming the First Year of College for Students of Color, Educating a New Majority, Introduction to American Higher Education, and Racial and Ethnic Diversity in Higher Education ASHE Reader.
In 2013 the Texas Diversity Council recognized her Among the Most Powerful and Influential Women in Texas. Rendón has been the recipient of grants focused on student access and success from organizations such as TG, The Lumina Foundation, and the Ford Foundation. She is one of the founders and former Board Chair of the National Council for Community and Education Partnerships (Washington, DC) focused on providing access to college for low- income students. She has also served on the Board of Trustees for Naropa University in Boulder, Colorado. Further, Rendón has designed and coordinated the yearly Latino/a Student Success Institute for the American Association of Hispanics in Higher Education.
(In Progress) “Challenges, Threats, and Opportunities for the Future of Hispanic Serving Institutions.” With Vijay Kanagala. In Hispanic-Serving Institutions. Eds. Bonner, et al., Sterling, VA: Stylus Press.
(In Press). “Contemplative pedagogy in a culturally diverse classroom.” With Vijay Kanagala. National Center on the First-Year Experience and Students in Transition.
(In Progress). “Latino/a Student Experiences at an HSI.” With Vijay Kanagala. To be submitted to Review of Higher Education.
Rendon, L.I. & Kanagala, V. (Eds) The Latino Student Guide to STEM Careers. Greenwood Press, 2017.
“The process of reflexion in bridging testimonios across lived experience.” With M. Espino, I. Vega, and M. Muniz. Equity and Excellence in Education 45:3 (2012): 444-459.
Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation. Sterling, VA: Stylus Press, 2012.
“Cultivating una persona educada. A sentipensante (sensing/thinking) vision of education”. Journal of College and Character 12.2 (2011): 1-9.
Harper, S.R, Jackson, J; Austin, A.; Conrad, C; Kezar, A; Rendon, L.I., & St. John, E. (Eds). Introduction to American Higher Education. New York: Routledge, 2011.
Preface to Section on College Students. In Introduction to American Higher Education. Eds. S.R. Harper & J.F.L. Jackson. New York: Routledge, 2011.
“Revisiting validation theory. Theoretical foundations, applications, and extensions.” Special Issue of Enrollment Management Journal 5.2 (2011): 12-33.
“Learning with heart and mind: Embracing wholeness in learning communities.” With L. Burgis. Journal of Religion and Education 33.2 (2006): 1-19.
“Latinos, higher education and the ‘needs’ of the market.” With N. Osei-Kofi. Latino Studies 3 (2005): 249-260.
“Recasting agreements that govern teaching and learning: An intellectual and spiritual framework for transformation.” Journal of Religion and Education 32.1 (Spring 2005): 79-108.
“Persistence among American Indian/Native American college students at a Bible college: the importance of family, spirituality and validation.” With J. Saggio. Christian Higher Education 3.3 (2004): 223-240.
“Testing race-neutral admissions models: The Case of California State University-Long Beach.” With V. Novack and D. Dowell. The Review of Higher Education 28.2 (2004).
Rendón, L. I., Garcia, M., & Person, D. (Eds.) Transforming the first year of college for students of color. Columbia, SC: Center for the First-Year Experience and Students in Transition, 2004.
Foreword. In The majority in the minority. Eds. J. Castellanos and L. Jones. VA: Stylus Press, 2003.
“The Puente Project: A validating model of education.” Educational Policy 16.4 (2002): 642-667.
“Academics of the heart: Maintaining body, soul and spirit.” In Succeeding in an academic career: A guide for faculty of color. Ed. M. Garcia. Greenwood Press, 2000.
“Theoretical considerations in the study of minority student retention.” With R.E. Jalomo and A. Nora. In Rethinking the student departure puzzle: New theory and research on college student retention. Ed. Braxton, J. Nashville, TN: Vanderbilt University Press, 2000.
“Access, choice and outcomes. A profile of Hispanic students in higher education.” With A. Nora and G. Cuadraz. In Education of Hispanics in the U.S.: Policies, practices and outcomes. Eds. A. Tashakkori and H.S. Ochoa. Vol 17, AMS Press, 1999.
“Toward a new vision of the multicultural community college for the next century.” In Community colleges as cultural texts: Qualitative explorations of organizational and student cultures. New York: SUNY Press, 1999.
“Closing the gap between two- and four-year institutions.” With H. Garza. In Educating a new majority. Eds. . L. I. Rendón, R. O. Hope, et. al. San Francisco, CA: Jossey-Bass, Inc, 1996. 289-308.
Rendón, L. I., Hope, R. O., et. al. Educating a new majority. San Francisco, CA: Jossey-Bass Inc, 1996.
“Making the transition to college.” With P. Terenzini, L. Upcraft, P. Gregg, and R. Jalomo. In Teaching on solid ground: Using scholarship to improve practice. Eds. M. G. Weimer & R. Menges. San Francisco, CA: Jossey-Bass, Inc, 1996.43-73.
Turner, C., Garcia, M., Nora, A., & Rendón, L. I. (Eds.). Racial and ethnic diversity in higher education. Needham Heights, MA: Simon & Schuster, 1996.
“A diverse America: Implications for minority seniors.” With T. Robinson. In Ready for the real world. Eds. Hartel, et. al. Belmont, CA: Wadsworth Publishing Company, 1994. 170-188.
“New wave students and the community college.” With J. Valadez. In A handbook on the community college in America: Its history, mission and management. Ed. G. Baker. Westport, CT: Greenwood Press, 1994. 565-579.
“No pain, no gain: The learning curve in assessing collaboratives.” With A. Nora. In Creating and benefiting from institutional collaboration: Models for success. Ed. D. McGrath. San Francisco, CA: Jossey-Bass, 1994. 71-83.
“The university and community college paradox: Why Latinos do not transfer.” With R. Jalomo and K. Garcia. In The educational achievement of Latinos: Barriers and successes. Eds. A. Hurtado & E. E. Garcia. Santa Cruz, CA: University of California, 1994. 227-255.
“From the barrio to the academy: Revelations of a Mexican American ‘scholarship girl.’ In First generation students: Confronting the cultural issues. Eds. L.S. Zwerling and HB London. San Francisco, CA: Jossey-Bass, 1992. 55-64. Reprinted in Turner, et al. Racial & ethnic diversity in higher education. Needham Heights, MA: Simon & Schuster.
“Hispanic women in non-traditional careers.” With A. Nora. In Women, work and school: Occupational segregation and its roots in education. Ed. L. Wolfe. Boulder, CO: Westview Press, 1991. 117-139.
“Hispanics in the educational pipeline: Stopping the leaks.” With A. Nora. Educational Record 68.4/69.1 (Fall 1988 / Winter 1989): 79-85.
Pedro Reyes received a bachelor’s degree in American History and Education and a Ph.D. in Education Policy & Administration from The University of Wisconsin–Madison.
Reyes is The Ashbel Smith Professor of Education Policy, Department of Educational Administration, The University of Texas at Austin and Special Assistant to the Chancellor at The University of Texas System. From 1985 to 1986, he served on the faculty at The University of Kansas, Lawrence, after which he returned to The University of Wisconsin–Madison as a member of its faculty, where he stayed until 1990. In 1991, Reyes joined The University of Texas at Austin, serving as a member of the faculty. He was named the Associate Vice Chancellor for Academic Planning and Assessment for The University of Texas System in 2003, where he remained until his appointment as Executive Vice Chancellor for Academic Affairs in 2012. In 2015, he was named Special Assistant to the Chancellor.
Reyes is personally and professionally passionate about education research and the craft of teaching. In his writing, Reyes focuses on student success, particularly for children living in poverty, and he has had articles appear in several prestigious journals, including Educational Administration Quarterly, the High School Journal, Journal of Educational Research, and the Hispanic Journal of Behavioral Sciences. He has authored several books, including Resiliency and Success: Migrant children in the US (2004); Lessons from High Poverty High Performance Schools: Creating Learning Communities (1999); and Teachers and Their Workplace: Commitment, Performance, and Productivity (1990). In addition, Reyes has authored numerous scholarly articles, book chapters, and monographs, including a significant number of papers presented at national and international academic conferences, and held positions with many scholarly journals, including Editor of the book review section of Educational Researcher and Associate Editor of the International Journal of Qualitative Studies in Education. Reyes has raised more than 22 million dollars in research development grants from foundations including: The Spencer Foundation, The Annenberg Foundation, the Spencer T. and Ann W. Olin Foundation, the Texas Education Agency, the National Science Foundation, the Houston Endowment, Inc., The Brown Foundation, and the U. S. Department of Education.
Professional recognition for Reyes includes several notable distinctions. The National Academy of Education selected him as a fellow. In 2007, hereceived the Post President’s Award for heading the University Council for Educational Administration, a national consortium of higher education institutions dedicated to improving education administration. Dr. Reyes received the Distinguished Faculty Award from the Texas Association of Chicanos in Higher Education. He has also been named to numerous national committees to review the quality of university programs, such as the Ohio Board of Regents Review for Education Programs.
Resiliency and Success: Migrant Children in the U.S. With Encarnacion Garza and Enrique T. Trueba. London: Routledge, 2015.
“How does leadership promote successful teaching and learning for diverse students.” With Lonnie Wagstaff. A new agenda for research in educational leadership(2005): 101-118.
“Sexism, silence, and solutions: Women superintendents speak up and speak out.” With Linda Skrla and James Joseph Scheurich. Educational Administration Quarterly 36.1 (2000): 44-75.
“Creating learning communities for high-performing Hispanic students: A conceptual framework.” With Jay D. Scribner. Lessons from high-performing Hispanic schools: Creating learning communities (1999): 188-210.
Pedro Reyes, Jay D. Scribner, and Alicia Paredes Scribner, Eds. Lessons from High-performing Hispanic Schools: Creating Learning Communities. Teachers College Press, 1999.
“Teacher commitment and job satisfaction: A causal analysis.” With Hyun-Seok Shin. Journal of school leadership 5.1 (1995): 22-39.
“Educational politics and policy: and the game goes on.” With Jay D. Scribner and Lance D. Fusarelli. Journal of Education Policy 9.5 (1994): 201-212.
“Educational policy and the growing Latino student population: Problems and prospects.” With Richard R. Valencia. Hispanic Journal of Behavioral Sciences 15.2 (1993): 258-283.
“Preliminary Models of Teacher Organizational Commitment: Implications for Restructuring the Workplace.” (1992).
“School cultures: Organizational value orientation and commitment.” With Jim Shaw. The Journal of Educational Research 85.5 (1992): 295-302.
Ed. Teachers and Their Workplace: Commitment, Performance, and Productivity. Newbury Park, CA: SAGE Publications, 1990.
Sarah Rodriguez is a graduate of the Program for Higher Education Leadership at the University of Texas at Austin and holds a Master’s of Education in College Student Personnel from the University of Tennessee as well as a Bachelor’s degree in English and Spanish from Texas A&M University—Commerce.
Rodriguez is currently an Assistant Professor in Iowa State University’s School of Education. She has worked with the project Engaging Latino Students for Transfer and College Completion, a national initiative at the Center for Community College Student Engagement, focused on helping institutions strengthen Latina/o student engagement, transfer, and college completion. Sarah has also served as a New Mathways Project Mentorship Program Coach for the Charles A. Dana Center, supporting college implementation of the four principles of the NMP Model, including multiple mathematics pathways, acceleration to complete college level math courses quickly, and intentional use of strategies. Rodriguez has also been involved with the national initiative Improving Outcomes for Men of Color in Community Colleges Initiative at the Center for Community College Student Engagement and served as the Research Coordinator for Project M.A.L.E.S. (Mentoring to Achieve Latino Educational Success), both of which focused on improving educational outcomes for men of color. As the Research Coordinator for Project M.A.L.E.S., a research and programmatic initiative to increase college retention and graduation rates of Latino males, she worked with the organization’s Executive Director and Founder, in collaboration with K12, community colleges, and four-year institutions across the State of Texas, to conduct in-depth qualitative research and shape recommendations for policy and practice concerning the experiences of Latino male students.
Rodriguez’s research addresses issues of equity, access, and retention for Latina/o students in the higher education pipeline. As a researcher looking at these issues from a human sciences perspective, she focuses on the intersections of race/ethnicity and gender for STEM students and the role that community colleges play in creating equitable outcomes. Her research seeks to improve our understanding of STEM identity development and inform how national policy and institutional efforts can be enhanced to create equitable outcomes for Latina/o students within the STEM disciplines.
“Latino Males in Higher Education.” With Victor Sáenz, et. al. Ensuring the Success of Latino Males in Higher Education: A National Imperative (2016): 26.
“Latino males in Texas community colleges: A phenomenological study of masculinity constructs and their effect on college experiences.” With Victor B. Sáenz, et. al. Journal of African American Males in Education 4.2 (2013): 82-102.
“(Re) defining masculinity through peer interactions: Latino men in Texas community colleges.” With Victor B. Sáenz, et. al. Journal of Student Affairs Research and Practice 52.2 (2015): 164-175.
Victor B. Sáenz received his Doctorate of Philosophy (2005) and a Master’s degree (2002) from the University of California, Los Angeles in Higher Education & Organizational Change. He also holds a Master’s degree (1999) from the LBJ School of Public Affairs and a Bachelor’s degree in Mathematics (1996) from the University of Texas at Austin.
Sáenz is Chair of the Department of Educational Administration at the University of Texas at Austin, and he is a Fellow in the A.M. Aikin Regents Chair in Junior & Community College Education Leadership. He also holds courtesy appointments with the UT Center for Mexican American Studies and the Department of Mexican American Studies. Since 2008 he has also been a Faculty Fellow with the UT Division of Diversity and Community Engagement (DDCE). In 2010 Sáenz founded an award-winning initiative called Project MALES (Mentoring to Achieve Latino Educational Success), a multi-pronged effort based at UT-Austin that is focused on advancing success strategies for male students of color across the education pipeline. In 2013 the project launched a statewide initiative called the Texas Education Consortium for Male Students of Color. Supported by grants from the Greater Texas Foundation (GTF), TG, and the Kresge Foundation, this statewide collaborative focuses on improving educational outcomes for male students of color across the state of Texas. The Consortium is made up of over twenty institutional partners in K-12 and higher education, and it seeks to align and coordinate existing programs and services that target underrepresented male students across the education continuum. The Consortium is a coordinated response to the growing statewide educational imperative focused on male students of color.
Sáenz has published in numerous peer-reviewed journals and recently published two books, including one on Latino males in higher education (Stylus Publishing, 2016). His current research agenda seeks to advance research-informed best practices and policy solutions that improve educational outcomes for underserved students in postsecondary education, with a special emphasis on young men of color. Sáenz has received several notable accolades in his academic career.
In 2009 he was named by Diverse Magazine as “One of 25 to Watch” diversity leaders in American higher education. In fall 2010, he was recognized as one of seven “ING Professors of Excellence” among over two thousand faculty members at the University of Texas. Over the years, he has been quoted and cited in numerous news stories, policy reports, and scholarly publications, and his research work on Latino males in higher education continues to gain national attention. He is a member of two distinguished editorial boards for peer-reviewed journals in his field, and he is an active member of several national associations focused on higher education issues, including ASHE, AERA, AIR, AAHHE, and TACHE. He has spoken about his research and programmatic work on Capitol Hill and at conferences across the country. He is also on the national boards of the Association for the Study of Higher Education, the American Association of Hispanics in Higher Education, and the National Resource Center for the First Year Experience, the Hispanic Scholarship Consortium, and Catch the Next.
Ensuring the Success of Latino Males in Higher Education: A National Imperative. Eds. Victor B. Sáenz, Luis Ponjuán, and Julie L. Figueroa. Stylus Publishing, LLC, 2016.
“Examining Culturally Responsive College Readiness in the Rio Grande Valley of South Texas.” With Taryn Gallego Ozuna, et. al. Journal of School Leadership 26.1 (2016).
“Increasing Latina/o Student Success.” With Taryn Gallego Ozuna, et al. JSL 26.1 (2016): 154.
“Latino Males in Higher Education.” With Sarah Rodriguez, et. al. Ensuring the Success of Latino Males in Higher Education: A National Imperative (2016): 26.
“The Texas Education Consortium for Male Students of Color.” With Luis Ponjuan. (2016).
“Developing a Latino Mentoring Program: Project MALES (Mentoring to Achieve Latino Educational Success).” With Luis Ponjuan, et. al. New Directions for Higher Education 2015.171 (2015): 75-85.
“Coming home: Hermanos académicos reflect on past and present realities as professors at their alma mater.” With Richard Reddick. Harvard Educational Review 82.3 (2012): 353-380.
“Men of Color: Ensuring the Academic Success of Latino Males in Higher Education.” With Luis Ponjuan. Institute for Higher Education Policy (2011).
“Breaking the segregation cycle: Examining students’ precollege racial environments and college diversity experiences.” The Review of Higher Education 34.1 (2010): 1-37.
“Moving beyond high school expectations: Examining stakeholders’ responsibility for increasing Latina/o students’ college readiness.” With Erica K. Yamamura and Melissa A. Martinez. The High School Journal 93.3 (2010): 126-148.
“Policy Transparency and College Enrollment: Did the Texas Top Ten Percent Law Broaden Access to the Public Flagships?.” With Mark C. Long and Marta Tienda. The ANNALS of the American Academy of Political and Social Science 627.1 (2010): 82-105.
“Examining the precollege attributes and values of Latina/o bachelor’s degree attainers.” With Oscar Cerna and Patricia P. Perez. Journal of Hispanic Higher Education(2009).
Advancing in higher education: A portrait of Latina/o college freshmen at four-year institutions, 1975-2006.With Sylvia Hurtado, et. al. Higher Education Research Inst, 2008.
“The vanishing Latino male in higher education.” With Luis Ponjuan. Journal of Hispanic Higher Education (2008).
“The American freshman: Forty year trends.” With John H. Pryor et. al. Los Angeles: Higher Education Research Institute 3 (2007).
“Factors influencing positive interactions across race for African American, Asian American, Latino, and White college students.” With Hoi Ning Ngai and Sylvia Hurtado. Research in Higher Education 48.1 (2007): 1-38.
First in my family: A profile of first-generation college students at four-year institutions since 1971. Higher Education Research Institute, 2007.
“Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college.” With Sylvia Hurtado, et. al. Research in Higher Education 48.7 (2007): 841-887.
“What we can learn from UCLA’s” First in My Family” data.” With Doug Barrera. Retention in Higher Education 21.9 (2007): 1-3.
“The educational benefits of sustaining cross-racial interaction among undergraduates.” With Mitchel Chang, et. al. The Journal of Higher Education 77.3 (2006): 430-455.
“Understanding the effects of service-learning: A study of students and faculty.” With Alexander W. Astin, et. al. Report to the Atlantic Philanthropies (2006): 1-155.
“Can service learning and a college climate of service lead to increased political engagement after college?.” With Nida Denson and L. Vogelsang. Higher Education Research Institute. UCLA. (2005).
MARÍA JOSEFINA SALDAÑA-PORTILLO
Josie Saldaña earned her Ph.D. in Modern Thought and Literature from Stanford University and her B.A. in English Literature from Yale University.
Saldaña is Associate Professor of Social and Cultural Analysis and Director of Undergraduate Studies at New York University.
Her research interests include: Latina/o cultural studies; development and globalization studies; comparative race in the Americas; 20th century revolutionary thought and literature of the Americas. Her most recent book, Indian Given, was published by Duke University Press in 2016.
External Affiliations include Latin American Studies Association, American Studies Association, Native American and Indigenous Studies Association; Tepoztlán Institute for Transnational History of the Americans (Director, 2014-2015). Fellowships and honors include: U.S. Fulbright-García Robles Research Fellowship, All Disciplines Mexico City (2010-2011); The Hispanic History of Texas Project, Recovering the U.S. Hispanic Literary Heritage Project Research Grant (2011). Saldaña has also received various grants and awards over the course of her career from the Ford Foundation, the Mellon Foundation, the National Endowment for the Humanities, and the University of California.
Indian Given: Racial Geographies across Mexico and the U.S. Durham, NC: Duke University Press, 2016.
Des/posesión: Género, territorio y luchas por la autodeterminación. Co-Edited with Marisa Belausteguigoitia Rius. México, D.F.: PUEG-UNAM, 2014.
“Indigenous but not Indian? Chicana/os and the Politics of Indigeneity.” With Maria Cotera. In The World of Indigenous North American. Ed. Robert Warrio. New York: Routledge Press, 2014.
“La plaza como practica citacional.” Debate Feminista. Vol. 46 (2012): 13-28.
“‘No Country for Old Mexicans’: The Collision of Empires on the Texas Frontier.” Interventions: International Journal of Postcolonial Studies 13.1 (2011): 67-84.
The Revolutionary Imagination in the Americas and the Age of Development. Durham, NC: Duke University Press, 2003.
“In the Shadow of NAFTA: Y tu mamá también Revisits the National Allegory of Mexican Sovereignty.” American Quarterly 57.3: 751-778.
“‘Wavering on the Horizon of Social Being’: The Treaty of Guadalupe-Hidalgo and Its Racial Character in Ámerico Paredes’s George Washington Gómez.” Radical History Review 89 (Winter): 135-161.
“On the Road With Che Guevara and Jack Kerouac: Melancholia and Colonial Geographies of Race in the Americas.” New Formations 47 (Summer): 87-108.
GUADALUPE SAN MIGUEL, JR.
Guadalupe San Miguel received his M.A. and Ph.D. from Stanford University.
San Miguel is a Professor of History at the University of Houston, who specializes in Mexican American Education. He also has served on the History Department’s Executive and Graduate committees.
Much of San Miguel’s research has focused on the impact of politics, culture, and language on the education of Mexican Americans. His book Brown, Not White: School Integration and the Chicano Movement in Houston is a foundational history of the role of race and ethnicity in the school integration movement. He teaches a variety of classes in Chicano studies. Most recently he has taught classes in The History of Tejano Music; Latinos, Politics, & Education; Chicano History Since 1910; The Chicano/a Movement; and Readings in Mexican American history.
He was President of the National Association of Chicana and Chicano Studies, has served on the Board of Directors for the Institute for the History of Texas Music at Southwestern Texas State University, and is on the editorial board of the Journal of Latinos and Education. Professor San Miguel received the Public Forum Distinguished Lecture Award from North Harris College and Outstanding Book Award for the best book on the History of Education in 2001 for Brown, Not White.
Chicana/o Struggles for Education: Activism in the Community. College Station: Texas A&M UP, 2013.
“Latino education in twentieth century America.” With Rubén Donato. Handbook of Latinos and education: Theory, research, and practice (2010): 157-169.
Brown, Not White: School Integration and the Chicano Movement in Houston. College Station: Texas A&M UP, 2005.
The impact of Brown on Mexican American desegregation litigation, 1950s to 1980s.” Journal of Latinos and Education 4.4 (2005): 221-236.
Contested Policy: The Rise and Fall of Federal Bilingual Education in the United States, 1960-2001. Denton: University of North Texas Press, 2004.
Tejano Proud: Tex-Mex Music in the Twentieth Century. College Station: Texas A&M UP, 2002.
“From the Treaty of Guadalupe Hidalgo to Hopwood: The educational plight and struggle of Mexican Americans in the Southwest.” With Richard Valencia. Harvard Educational Review 68.3 (1998): 353-413.
“Roused from our slumbers.” Latinos and education: A critical reader (1997): 135-157.
“Let All of Them Take Heed”: Mexican Americans and the Campaign for Educational Equality in Texas, 1910-1981. No. 11. University of Texas Press, 1987.
“Status of the Historiography of Chicano education: a preliminary analysis.” History of education Quarterly 26.4 (1986): 523-536.
CATHERINE J.K SANDOVAL
Catherine J.K. Sandoval entered Yale University in 1978 and graduated magna cum laude with a Bachelor of Arts degree in Latin American Studies in 1984. Encouraged by her teachers and a Rhodes Scholar, she applied for and received a Rhodes scholarship— becoming the first female Latin-American recipient. Sandoval entered Oxford University in October 1984 and studied global politics, forming a thesis regarding U.S. and Western European policy toward Nicaragua and El Salvador. In 1987, she left Oxford for Stanford Law School. There, she served on the Stanford Law Review and the Stanford Journal of International Law. In 1990 after three years at Stanford, she completed the thesis work she had started as a Rhodes Scholar, and was awarded a Master of Letters in Politics from Oxford. The same year, she earned a law degree from Stanford Law School.
Following Stanford, Sandoval she served for a year in Pasadena as law clerk to Judge Dorothy Wright Nelson of the United States Court of Appeals for the Ninth Circuit. Sandoval is the first Hispanic commissioner of the California Public Utilities Commission. Sandoval is a professor at Santa Clara University School of Law.
“Disclosure, Deception and Deep-Packet Inspection: The Role of the Federal Trade Commission Act’s Deceptive Conduct Prohibitions in the Net Neutrality Debate.” Fordham Law Review 78 (2009): 641.
“Pharmaceutical Reverse Payment Settlements: Presumptions, Procedural Burdens, and Covenants Not to Sue Generic Drug Manufacturers.” Santa Clara Computer & High Tech. LJ 26 (2009): 141.
“Antitrust Language Barriers: First Amendment Constraints on Defining an Antitrust Market by a Broadcast’s Language, and its Implications for Audiences, Competition, and Democracy.” Fed. Comm. LJ 60 (2007): 407.
“Antitrust Law on the Borderland of Language and Market Definition: Is There a Separate Spanish-Language Radio Market-A Case Study of the Merger of Univision and Hispanic Broadcasting Corporation.” USFL Rev. 40 (2005): 381.
Anupma Singh received her Ph.D. in American Literature from University of Allahabad, where she was also a lecturer before coming to the United States to teach at the University of Minnesota. Singh is currently pursuing a second doctorate in the School of Education at Iowa State University.
Singh’s current research focuses on international students, internationalization of higher education, and diversity and equity in higher education.
For Singh, the journey of life, from being born in India to coming to the “Brave New World” of the United States of America, has been insightful and exploratory. In dealing with the acclimatization, coping with the assimilation process, reestablishing a social and cultural identity as an immigrant and understanding the complexities of living in a global environment, she has traveled a long way. This transformation and her experiences of two diverse environments have paved the way for her current endeavor of pursuing research in the field of higher education.
“Supernatural Proximity: Fantasy and Fiction in Charles Dickens’ The Bagman’s Story.” With Priyanka Tripathi. IUP Journal of English Studies 9.2 (2014): 29.
“Specters of Mother India: The Global Restructuring of an Empire by Mrinalini Sinha. South Asian Review, 2006. Vol. 27, No. 2. 286-288.
JOHN H. STANFIELD
John H. Stanfield II received his Ph.D. and Master of Arts in Sociology from Northwestern University and his Bachelor’s in Sociology from California State University, Fresno. Since earning his Ph.D., he has gone on to earn a Master of Sacred Theology from Boston University, and he is currently a doctoral candidate in Non-Licensure Pastoral Counseling.
Stanfield is Emeritus Professor at Indiana University Bloomington and an African American/Indigenous American activist public sociologist and ordained ecumenical interfaith public minister. To move to Africa, he was granted early Emeritus status on September 1, 2005 from Indiana University Bloomington where he still retains his appointments in African American and African Diaspora Studies, African Studies, American Studies, Caribbean and Latin American Studies, Lilly Family School for Philanthropy, and Sociology.
Dr. Stanfield was an activist undergraduate leader in the 1970s during the Black protest movements on American campuses and since that time he has progressively become a well- respected scholar practitioner in and outside academic in public policy-oriented comparative racism and anti-racism as well as global multicultural restorative justice studies. As sociologist who spent over thirty years in African, African American, and African Diaspora Studies departments, he has designed and implemented seminars on public policies related to racism and anti-racism, human rights protest movements, anti-discrimination government and civil society policies, and intercultural openness (a field he is helping to pioneer) on and off university campuses.
Black Reflective Sociology: Epistemology, Theory, and Methodology. London: Routledge, 2016.
Historical Foundations of Black Reflective Sociology. London: Routledge, 2016.
Rethinking Race and Ethnicity in Research Methods. London: Routledge, 2016.
“Slipping through the front door: Relevant social scientific evaluation in the people of color century.” American Journal of Evaluation 20.3 (1999): 415-431.
“Ethnic modeling in qualitative research.” Handbook of qualitative research (1994): 175-188.
“African American traditions of civic responsibility.” Nonprofit and Voluntary Sector Quarterly 22.2 (1993): 137-153.
A history of race relations research: First-generation recollections. With H. John. Newbury Park: Sage, 1993.
“The myth of race and the human sciences.” Journal of Negro Education (1995): 218-231.
“Racism in America and in other race-centered nation-states: Synchronic considerations.” International Journal of Comparative Sociology 32.3 (1991): 243.
“The ethnocentric basis of social science knowledge production.” Review of research in education 12 (1985): 387-415.
Philanthropy and Jim Crow in American social science. No. 82. Praeger Pub Text, 1985.
“Urban public school desegregation: the reproduction of normative white domination.” The Journal of Negro Education 51.2 (1982): 90-100.
In 1990, Dr. Tayac began studying at Harvard University, from which she received both a Master of Arts and Doctor of Philosophy in Sociology.
At Harvard she was politically engaged and organized multiple symposia and lectures on native history and rights. Since earning her doctoral degree, Dr. Tayac has been employed by the Smithsonian National Museum of the American Indian. At the museum, Gabrielle Tayac has curated a number of exhibits, conducted a body of respected research, and lectured on a number of vital topics. Currently a Historian on permanent appointment with the museum, Dr. Tayac held previous roles as Curator and Director of Education.
A native of Greenwich Village, New York, Dr. Gabrielle Tayac has shown a lifelong commitment to indigenous peoples’ rights and histories. Gabrielle Tayac is a member of the Piscataway Indian Nation and belongs to the Native American and Indigenous Studies Association. Dr. Tayac is Vice President of the Board of Trustees for the Accokeek Foundation and was appointed by Maryland’s Governor O’Malley to the Historic St. Mary’s Commission. She has lectured and consulted about indigenous issues across the country, including recently at the White House. Additionally, Tayac has published a number of academic articles relating to her research.
indivisible: African-Native Lives in the Americas. Washington, D.C.: Smithsonian Books, 2009.
“Eugenics as Indian Removal: Sociohistorical processes and the De (con) struction of American Indians in the Southeast.” With Angela Gonzales and Judy Kertéész.The Public Historian 29.3 (2007): 53-67.
“Keeping the original instructions.” Native universe: Voices of Indian America (2004): 73-83.
“Interview: Living in Two Worlds—R. Carlos Nakai, Ute/Navajo Flutist.” Southeast Indian Quarterly (1989): 38-41.
“So Intermingled With This Earth”: A Piscataway Oral History.” Northeast Indian Quarterly 5.4 (1988): 4-17.
Angela Valenzuela received her Bachelor’s degree in English from Angelo State University, a Master’s in Sociolinguistics from the University of Texas at Austin, and a Master’s and Ph.D. in Sociology from Stanford University.
Valenzuela is a professor in both the Educational Policy and Planning Program within the Department of Educational Administration at the University of Texas at Austin and holds a courtesy appointment in the Cultural Studies in Education Program within the Department of Curriculum& Instruction. She also serves as the director of the University of Texas Center for Education Policy (TCEP). Her previous teaching positions were in sociology at Rice University in Houston (1990-98), as well as a visiting scholar at the Center for Mexican American Studies at the University of Houston (1998-99). Valenzuela also currently directs the National Latino/a Education Research and Policy (NLERAP) project. NLERAP’s specific goal is to establish a community-based, university- connected teacher educator pipeline for Latina and Latino high school youth in six sites throughout the country. With support from a fifteen-month, $300,000.00 grant from the Ford Foundation to the University of Texas at Austin Texas Center for Education Policy, she spearheads the planning phase of these institutes and developing a research agenda that will have local-, state-, and national-level policy implications for addressing the vexed Latino/a education student and teacher pipeline with a focus on the kinds of programmatic elements, policies, and curriculum development, that needs to be in place for the effective preparation of teachers.
Her research and teaching interests are in the sociology of education, race and ethnicity in schools, urban education reform, educational policy and immigrant youth in schools. She is the author of Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring and Leaving Children Behind: How “Texas-style” Accountability Fails Latino Youth. She has also served as co-editor of the Journal of Qualitative Studies in Education.
A Fulbright Scholar, Valenzuela spent her 2007-8 academic year in Mexico where she taught in the College of Law at the University of Guanajuato and conducted research in the areas of immigration, human rights, and binational relations.
Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth. Teachers College Press, 2016.
“Academia Cuauhtli and the Eagle:” Danza Mexica” and the Epistemology of the Circle.” With Emilio Zamora and Brenda Rubio. Voices in Urban Education 41 (2015): 46-56.
Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany: SUNY Press, 2010.
“The politics of collaboration.” With Douglas Foley. The landscape of qualitative research 1 (2008): 287.
Leaving Children Behind: How ‘Texas-style’ Accountability Fails Latino Youth. Albany: SUNY Press, 2005.
“Let’s treat the cause, not the symptoms.” With Valencia, Richard R., et al. Educational equity and accountability: Paradigms, policies, and politics (2004): 29-38.
“High-stakes testing and US-Mexican youth in Texas: The case for multiple compensatory criteria in assessment.” Harvard Journal of Hispanic Policy 14 (2002): 97-116.
“Reflections on the subtractive underpinnings of education research and policy.” Journal of Teacher Education 53.3 (2002): 235-242.
“The harmful impact of the TAAS system of testing in Texas: Beneath the accountability rhetoric.” With Linda McNeil. (2000).
“Familism and social capital in the academic achievement of Mexican origin and Anglo adolescents.” With Sanford M. Dornbusch. Social Science Quarterly (1994).
Dr. Richard A. (Rick) Voorhees holds a Ph.D. in higher and adult education from Arizona State University and a M.A. in counseling from the University of North Dakota.
He has been actively engaged in community colleges as a faculty member, administrator, and researcher since the 1970’s. Now as principal of an independent higher education consultancy, Voorhees Group LLC, he works with community colleges, state higher education agencies, and national foundations in the areas of institutional performance, quality assurance, and student success. He began his career at a tribal college in the Dakotas, Standing Rock College, as a faculty member in the behavioral sciences and later as director of a FIPSE project that created a non- traditional junior and senior year for tribal members wishing to complete a 4-year degree. In community colleges, Voorhees has served as both face-toface and online faculty, academic dean, statewide director of planning and research, and Interim Vice President for Instruction and Student Services for the Community Colleges of Colorado (system). He led the Colorado Community College system through initial accreditation for CCCOnline through Higher Learning Commission of the North Central Association of Colleges and Schools. At more than 45,000 students, CCCOnline is now the largest community college online degree-granting consortium in the nation.
His publications linked to new thinking for higher education include the Journal of Applied Research in the Community College volume entitled, “Community College Student Transitions,” and the widely cited Handbook of Theory and Research article, “Student Learning and Cognitive Development in the Community College,” and “Paths to the River: Principles for CompetencyBased Learning.”
Voorhees is past president of the Association for Institutional Research, a 4,000 member international professional body focused on management and data-driven decision making in higher education. He has been engaged in quality assurance, strategic enrollment management, and strategic planning in Argentina, South Africa, Canada, Dubai, China, Taiwan, Bahrain, and Oman. He served the Higher Learning Commission for a decade as a consultant-evaluator and as a member of the Review Committee. He is past recipient of the Outstanding Practitioner Award by the National Community College Council for Research and Planning, an affiliate group of the American Association for Community Colleges. Rick was an original data coach for Achieving the Dream, a national student success initiative. He served as a higher education expert for evaluating of the Lumina Foundation’s national productivity agenda aimed at increasing the number of degrees and certificates awarded in the United States. His firm produced the national, quantitative evaluation of career pathway programs for Jobs for the Future focusing on low-skilled, low-literate adults known as Breaking Through and assisted JFF by evaluating career pathway programs in North Carolina.
“Basics of Longitudinal Cohort Analysis. Principles and Practices of Student Success.” With John Lee. Lumina Foundation for Education (2009).
“The Hidden College: Noncredit Education in the United States.” With John H. Milam. (2005).
“Adult Learners and State Policy.” With Paul E. Lingenfelter. SHEEO and CAEL. (2003).
“Characteristics of tribal college and university faculty.” Denver, CO: AICF (2003).
Policies in Sync: Appropriations, Financial Aid and Financing for Higher Education. With P.E. Lingenfelter, H.P. L’Orange, and C. Rasmussen. (2003).
“Data and Accountability Systems.” With Hans P. L’Orange. Student Success: Statewide P-16 Systems. SHEEO. nd.
Emilio Zamora received his Bachelor’s and Master’s degrees in History from Texas A&I University in Kingsville (now Texas A&M University – Kingsville) and his Ph.D. in History from the University of Texas at Austin.
He is currently a full profession in the Department of History at the University of Texas at Austin.
Zamora has authored three books, co-edited three anthologies, assisted in the production of a Texas history text, translated and edited a WWI diary, and written numerous scholarly articles.
He has received six best-book awards (Texas State Historical Association, the Texas Philosophical Society, the Texas Institute of Letters, the Tejano Genealogy Society of Austin, the Texas Historical Commission, and the Southern Historical Association), a best-article prize (the Western History Association), and a Fulbright García-Robles fellowship. Zamora is a lifetime member of the Texas Institute of Letters, a life-time Fellow with the Texas State Historical Association, a current Fellow of the Barbara White Stuart Centennial Professorship in Texas History at the University of Texas, and a current Fellow with the Institute for Historical Studies (UT, 2013-14).
“Academia Cuauhtli and the Eagle:” Danza Mexica” and the Epistemology of the Circle.” With Angela Valenzuela and Brenda Rubio. Voices in Urban Education 41 (2015): 46-56.
Ed. The World War I Diary of José de la Luz Sáenz. College Station: Texas A&M UP, 2014.
Maggie Rivas-Rodriguez and Emilio Zamora, Eds. Beyond the Latino World War II Hero: The Social and Political Legacy of a Generation. Austin: University of Texas Press, 2010.
Claiming Rights and Righting Wrongs in Texas: Mexican Workers and Job Politics During World War II. College Station: Texas A&M UP, 2009.
“Mexican Nationals in the US Military: Diplomacy and Battlefield Sacrifice.” Beyond the Latino World War II Hero: The Social and Political Legacy of a Generation, eds. M. Rivas-Rodríguez and E. Zamora (2009): 90-109.
“Fighting on Two Fronts: José de la Luz Sáenz and the Language of the Mexican-American Civil Rights Movement.” Recovering the US Hispanic Literary Heritage, ed. Maggie Rivas Rodriguez (Houston, 2002) 220: 226-7.
Emilio Zamora, Cynthia Orozco, and Rodolfo Rocha, Eds. Mexican Americans in Texas History: Selected Essays. Texas State Historical Association, 2000.
“Mutualist and Mexicanist Expressions of a Political Culture in Texas.” Mexican Americans in Texas History. Austin: Texas State Historical Association (2000).
“The failed promise of wartime opportunity for Mexicans in the Texas oil industry.” The Southwestern Historical Quarterly 95.3 (1992): 323-350.
“Chicano Socialist Labor Activity in Texas, 1900-1920.” Aztlan: A Journal of Chicano Studies 6.2 (1975): 221-238.