Faculty ProfileEMPHASIS AREA: SOEP. Educational leadership; Latino/a education issues; School finance, Social justice in education
Gloria M. Rodriguez Associate Professor
Office hours: Fall Quarter 2017 — By Appointment Only
Gloria M. Rodriguez’s current research explores notions
of educational investment that reflect efforts to build
upon community strengths in order to address community
needs within and beyond educational settings. Dr. Rodriguez
also engages in research that focuses on the political
economic conditions and educational trajectories of
Chicana/o-Latina/o communities, other communities of color,
and low-income populations in the U.S.
Current projects include Leadership for Real Impact (LRI) in K-12
schools and Community Colleges; Project EXCEL (Examining College
Choice, Enrollment & Linkages); Testimonios of Educational
Leadership in K-12 and Higher Education: Abriendo Puertas,
Cerrando Heridas (Opening Doors, Closing Wounds) book
project & Association of Mexican American Educators (AMAE)
Journal special issue on testimonios of Latina/o educational
leadership, guest co-editor with Dr. Rebeca Burciaga, San José
School finance/resource allocation and educational leadership
from a critical, social justice perspective. Interested in
understanding notions of educational investment that reflect
efforts to build upon community strengths in order to address
community needs within and beyond educational settings. Also
engage in research that focuses on the political economic
conditions and educational trajectories of Chicana/o-Latina/o
communities, other communities of color, and low-income
populations in the U.S.
Ph.D., Education: Administration and Policy Analysis with minor
in Organizational Studies – Stanford University – 1997
M.P.A. – Columbia University, School of International & Public
Affairs (emphasis in educational policy) – New York, NY – 1989
B.A., Economics – U.C. Santa Cruz – 1986
A.A., Business (transfer student) – College of the Sequoias -
Visalia, CA – 1984
Rodriguez, G.M. & Rolle, A.R. (Eds.) (2007). To What Ends and
by What Means? The Social Justice Implications of Contemporary
School Finance Theory and Policy, Routledge.
–Contributed chapter: Rodrigeuz, G.M., Cycling on in Cultural
Deficit Thinking: California School Finance and the Possibilities
of Critical Policy Analysis, pp. 107-143.
Rodriguez, G.M. & Cruz, L. (2009). The Transition to College
of English Learner and Undocumented Immigrant Students: Resource
and Policy Implications, Teachers College Record, 111(10),
Rodriguez, G.M. & Fabionar, J.O. (2010). The Impact of Poverty on
Students and Schools: Exploring the Social Justice Leadership
Implications in Marshall & Oliva (Eds). Leadership for Social
Justice: Making Revolutions in Education (2nd Ed.), pp.
55-72. Boston: Allyn & Bacon.
Rumberger, R. W. & Rodriguez, G. M. (2011). “Chicano Dropouts,”
in Chicano School Failure and Success: Past, Present, and
Future, 3rd Edition, R. Valencia (Ed.), pp.
Rodriguez, G. M. (2013). “Power and Agency in Education:
Exploring the Pedagogical Dimensions of Funds of Knowledge.”
Review of Research in Education, Vol. 37, pp. 87-120.
Figueroa, J.L. & Rodriguez, G.M. (2015). “Critical Mentoring
Practices to Support Diverse Students in Higher Education:
Chicana/Latina Faculty Perspectives.” New Directions for
Higher Education, n171 pp. 23-32.
Hernandez, F., Murakami, E., Rodriguez, G.M. (Eds.). (2015).
Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing
Wounds): Latina/os Finding Work-Life Balance in Academia.
Work-Life Balance Series, Information Age Publishing.
Rodriguez, G. M. & Brazil-Cruz, L. (2016). “Institutional
Responsiveness to the Increasing Latina/o Student Population: An
Educational Leadership Imperative,” in B. Jones & A. Rolle
(Eds.), Leading Schools in Challenging Times: Eye to the Future,
pp. 157-180, Information Age Publishing.
Assistant Professor, Tenure-Track — California State University,
Hayward (now East Bay) — 2001-2004; University of Texas at El
Paso (UTEP) — 1998-2001.
Director, School-linked Services/Healthy Start Coordinator — New
Columbus (now Rosa Parks) Elementary School, Berkeley, CA –