CONTRIBUTORS. Jennifer Ayala. Dolores Delgado Bernal. Kenneth P. González

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1 CONTRIBUTORS Jennifer Ayala Jennifer Ayala, an assistant professor of education at Saint Peter s College in Jersey City, New Jersey, is a U.S.-born Latina, the daughter of immigrants from Cuba and Ecuador. She earned her doctorate in social/personality psychology at the CUNY Graduate Center and is part of the CUNY PAR Collective. Her research has focused on Latina mother-daughter relationships, the experiences of students of color in college, and participatory action research with high school and college youth in urban settings. She is generally interested in college/community partnerships through research, traditional and alternative spaces of education for youth of color, and community health issues among Latinas. Dolores Delgado Bernal A former elementary school teacher and community educator from Kansas City, Dolores Delgado Bernal is the mother of three small boys, a community activist, and an associate professor at the University of Utah in the Department of Education, Culture, and Society and the Ethnic Studies Program. Her current research focuses on a school/university/community partnership designed to promote awareness about higher education and a college-going culture within a predominantly Latina/o elementary school. She is the author or coauthor of numerous chapters and articles, some of which appear in Harvard Educational Review, Social Justice, and Frontiers: A Journal of Women Studies. She is coeditor of the recently published Chicana/ Latina Education in Everyday Life: Feminista Perspectives on Pedagogy and Epistemology (2006). Kenneth P. González Kenneth P. González is associate professor of education at the University of San Diego and faculty coordinator for the specialization in college counsel- 155

2 156 CONTRIBUTORS ing and student development. He also serves as an organizational development consultant for the national initiative Achieving the Dream, where he facilitates the planning of institutional reform efforts to improve the graduation rates for low-income and underrepresented college students. He recently founded the South Bay Collaborative for College Readiness, a nonprofit early college outreach center dedicated to increasing the number of students from low-income families attending college. His research appears in The Journal of College Student Development, The International Journal of Qualitative Research in Education, The Journal of College Student Retention, Urban Education, and The Journal of Hispanic Higher Education, and he is a member of the editorial boards of The Journal of College Student Development and The Journal of Hispanic Higher Education. Francisco Guajardo Francisco Guajardo, an assistant professor in the Department of Educational Leadership at the University of Texas Pan American (UTPA), taught for 12 years in a rural high school along the Texas-Mexican border and is a founder and director of a nonprofit Llano Grande Center for Research and Development, a group dedicated to developing public school teachers, administrators, and youth leaders. At UTPA he teaches courses on curriculum development, instructional leadership, and sociocultural contexts of education. He has published articles on the history of education, curriculum formation, and instructional leadership. Miguel Guajardo An assistant professor in the Education and Leadership Program at Texas State University San Marcos, Miguel Guajardo conducts research into community building, leadership development, race and ethnicity, community as pedagogy, and university and community partnerships. He served as a Fellow with the Kellogg International Leadership Program and is a cofounder and chairman of the board of directors of the Llano Grande Center for Research and Development. Aída Hurtado Aída Hurtado, a professor of psychology at the University of California, Santa Cruz, is interested in the study of social identity (including ethnic

3 CONTRIBUTORS 157 identity), Latino educational issues, and feminist theory. Her publications include The Color of Privilege: Three Blasphemies on Race and Feminism (University of Michigan Press, 1996); Voicing Feminisms: Young Chicanas Speak Out on Sexuality and Identity (New York University Press, 2003; honorable mention for the 2003 Myers Outstanding Book Awards from The Gustavus Myers Center for the Study of Bigotry and Human Rights in North America); and Chicana Feminisms: A Critical Reader (coedited with Gabriela Arredondo, Norma Klahn, Olga Nájera-Ramírez, and Patricia Zavella, Duke University Press, 2003). Her latest book is Chicana/o Identity in a Changing U.S. Society. Quién soy? Quiénes somos? (coauthored with Patricia Gurin, University of Arizona Press, 2004). Arcelia L. Hurtado A 1993 graduate of the University of California at Berkeley and a 1997 graduate of Boalt Hall School of Law (UC Berkeley), Arcelia Hurtado has extensive experience as an advocate for poor people charged with crimes at both the trial and appellate levels. She is currently a deputy state public defender at the California Office of the State Public Defender (OSPD), where she represents indigent death row inmates in the California and U.S. supreme courts. Before going to the OSPD, Arcelia was a trial attorney with the San Francisco City and County Public Defender and the Santa Clara County Public Defender offices, where she litigated numerous jury trials at both the misdemeanor and felony levels as well as in adult and juvenile courts. Arcelia also sits on the Board of Directors of Women Defenders, an organization dedicated to providing professional, technical, and social support networks for female criminal defense practitioners. María Hurtado María A. Hurtado, who has worked in both the nonprofit and public sectors for more than 16 years, is currently director of parks, open space, and cultural services for Santa Cruz County. Before working Santa Cruz County, she was the acting assistant director and director of parks and community services for the City of Tracy. She also worked as the deputy director of parks, recreation, and neighborhood services for the City of San Jose and as assistant director for the Parks and Community Services Department of the City of

4 158 CONTRIBUTORS Watsonville, California. Before entering the public sector, she was executive director of Fenix Services, a nonprofit organization providing drug and alcohol counseling services, gang prevention programs, and a woman s residential treatment facility. Raymond V. Padilla Raymond V. Padilla, a professor in the Department of Educational Leadership and Policy Studies at the University of Texas at San Antonio, earned a bachelor s degree (Spanish language and literature) from the University of Michigan and graduate degrees (M.A. and Ph.D.) in higher education from the University of California at Berkeley. Professor Padilla is a former director of the Hispanic Research Center at Arizona State and a cofounder of the Department of Chicana and Chicano Studies, also at Arizona State University. Through his research and teaching, he has contributed to the fields of bilingual education, Chicana/o studies, higher education, and qualitative research methods. Professor Padilla developed the Student Success Model (SSM), which uses qualitative research methods to construct models of student success, in addition to HyperQual and SuperHyperQual software to manage and analyze qualitative data. The results of his research have been presented at major national and international conferences, and his publications have appeared in numerous books, journals, and electronic media. He also coauthored Debatable Diversity: Critical Dialogues on Change in American Universities. Flora V. Rodriguez-Brown A professor in curriculum and instruction, and in the Literacy, Language and Culture Program at the University of Illinois at Chicago, Flora V. Rodriguez-Brown received her Ph.D. in educational psychology from the University of Illinois at Urbana-Champaign. Since 1982, she has coordinated teacher training programs for teachers of second-language learners. Her research interests are in literacy and second-language learning, learning at home, sociocultural issues in literacy learning, and the home school connection. Her articles have appeared in The Reading Research Quarterly, The Reading Teacher and Education, and Urban Society, among other publications.

5 CONTRIBUTORS 159 Caroline Sotello Viernes Turner Caroline Sotello Viernes Turner is a professor in the Division of Educational Leadership and Policy Studies and Lincoln Professor of Ethics and Education at Arizona State University. Her research and teaching interests include access, equity and leadership in higher education, faculty gender and racial/ ethnic diversity, organizational change, and the use of qualitative methods for policy research. Her publications include Diversifying the Faculty: A Guidebook for Search Committees and the coauthored Faculty of Color in Academe: Bittersweet Success. She has served on the Board of Directors of the Association for the Study of Higher Education and on the editorial boards of the Journal of Higher Education, The Review of Higher Education, and the Journal of Hispanic Higher Education. She received her doctorate in administration and policy analysis from the Stanford University School of Education. Luis Urrieta Jr. Luis Urrieta Jr. is assistant professor of cultural studies and education and a Fellow in the Lee Hage Jamail Regents Chair in Education at the University of Texas at Austin. His research interests are in identity, agency, and social movements in education with a focus on Chicana/o and Indígena (P urhépecha) education, citizenship, and social studies education.