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PATRICIA GÁNDARA

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 a 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.

 

Selected Publications:

“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.

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