DAVID ALBERTO QUIJADA 1970 Fell Street #9 San Francisco, CA 94117 (415) 577-7340 [email protected]

DAVID ALBERTO QUIJADA 1970 Fell Street #9 San Francisco, CA 94117 (415) 577-7340 Daq2@Stmarys-Ca.Edu

EDUCATION PhD University of California, Davis, Education: Socio-Cultural Studies Designated Emphasis: Feminist Theory and Research, 2002 Dissertation Title: “Youth Coalition Building: Crossing Community Boundaries, Raising Consciousness and Dismantling Oppression”

MA University of California, Davis, Education: Socio-Cultural Studies, 1999

Teaching California State University, San Diego, Single Subject Bilingual Teaching Credential, Credential Mathematics/ ESL, 1993

BS University of California, Los Angeles, Applied Mathematics with a specialization in Computer Programming, 1991

ACADEMIC APPOINTMENTS Associate Professor, Ethnic Studies Program, St. Mary’s College of California, July, 2010 – Present

Director, Ethnic Studies Program, St. Mary’s College of California, July, 2012 – May, 2015

Assistant Professor, Department of Education, Culture & Society and Ethnic Studies Program, University of Utah, July, 2004 – June, 2010

Chancellor’s Postdoctoral Fellowship for Academic Diversity, UC Berkeley (UC Presidents), July, 2002 – June, 2004

AWARDS 2017 The Brother Manuel Vega Latino Empowerment Award: Exceptional Commitment to the Latinx community at Saint Mary’s College of California

2013 The Paul Giurlanda Award: Exceptional Commitment to the LGBTQIA community at Saint Mary's College of California

2012 The Dean Thomas Earl Brown Faculty Award: Exceptional Commitment to the Black community at Saint Mary's College of California,

2010 -Service Award, Ethnic Studies Program, University of Utah -Early Career Diversity Scholar Award, College of Education, University of Utah,

2009- 2010 -Community Engaged Faculty Fellowship, University Neighborhood Partners, University of Utah -Civically Engaged Scholarship Initiative, Bennion Center, University of Utah

2009 -Special Service Award, Honors College, University of Utah -Most Valuable Professor, Honors College-Social Justice Scholars, University of Utah

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2008 -2009 Community Scholar in Residence, University Neighborhood Partners, University of Utah

2003 Outstanding Dissertation Award, Finalist-Honorable Mention, The Council on Anthropology and Education, American Anthropological Association

2002 - 2004 Chancellor’s Postdoctoral Fellowship for Academic Diversity (UC Presidents), UC Berkeley

2001 University of California Dissertation Fellowship, UC Davis

2000 The Professors for the Future Fellowship Program, UC Davis

1999 Chicana/o Studies Teaching Assistant Recognition, UC Davis

1998 Teaching Award for Outstanding Graduate Students, UC Davis

1997 Graduate Opportunity Fellowship, UC Davis

1995 - 1997 Spencer Research Fellowship, UC Davis

1994 - 1997 United States Department of Education Title VII Bilingual Fellowship, UC Davis

PUBLICATIONS Referred Journal Articles Quijada Cerecer, D. A. & Cahill, C. (Forthcoming). Reimagining a politics of care: Resisting the “School to Sweatshop pipeline” through participatory artistic praxis. Gender and Education.

Cahill, C., Alvarez Gutiérrez, L. & Quijada Cerecer, D. A., (2016). A dialectic of dreams and dispossession: the school-to-sweatshop pipeline. Cultural Geographies, 23(1), 121-137

Quijada Cerecer, D. A., Cahill, C., & Bradley, M. (2013). Towards a Critical Youth Policy Praxis: Critical Youth Studies and Participatory Action Research. Theory into Practice 52, 216-223.

Quijada Cerecer, D. A., Cahill, C., & Bradley, M. (2011). Resist this! Embodying the contradictory positions and collective possibilities of transformative resistance. International Journal of Qualitative Studies in Education, 24(5), 587–593.

Quijada Cerecer, D. A. (2010). A White Guy Who Doesn't Get It, Or Does He?: A Multilayered Analysis of Activists Efforts to Coalition Across Race. Race, Ethnicity & Education, 13 (2), 173-190.

Cahill, C., Quijada Cerecer, D. A. & Bradley, M. (2010). ‘‘Dreaming of . . . ’’: Reflections on Participatory Action Research as a Feminist Praxis of Critical Hope. Affilia, 25, 406-416.

Quijada, D. A. (2009). Youth Debriefing Diversity Workshops: Conversational Contexts that Forge Intercultural Alliances Across Differences. International Journal of Qualitative Studies in Education, 22 (4) 449-468.

Quijada, D. A. (2008). Reconciling Research, Rallies and Citizenship: Reflections on Youth Led Diversity Workshops and Intercultural Alliances. Social Justice, 35 (1), 76-90.

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Book Chapters Cahill, C., Quijada Cerecer, D. A, & Alvarez Gutiérrez, L. (2015). Theorizing in the Belly of the Beast: Resisting the School-to Sweatshop Pipeline. In M. Abendroth & B. J. Porfilio (Eds.), Understanding Neoliberal Rule in K-12 Schools: Educational Fronts for Local and Global Justice Volume I, (pp. 285- 300). Charlotte, N.C.: Information Age Publishing.

Tuck, E., Yang, W.K., Ayala, J., Buras, K., Cahill, C., Castañeda, J., Duncan-Andrade, J., Futch, V., Gaztambide-Fernández, R., Krueger-Henney, P., Paris, D., Quijada Cerecer, D. A. & Zeller-Berkman, S. (2013). Thinking With Youth About Theories of Change. In E. Tuck & W. K. Yang (Eds.), Youth Resistance Research and Theories of Change (pp. 125-138). New York City, New York: Routledge.

Hunter, R., Bradley, M., Quijada, D.A., Schmit, K. Arvizo, J., Cahill, C., Mai, T. & Munro, S. (2013). Hear Our Voices! Youth and community leaders creating new paradigms for social change in their schools and neighbourhoods. In E. L. Brown & A. Krasteva (Eds.), Migrants and Refugees: Equitable Education for Displaced Populations, Vol 5 (pp. 327-346). Charlotte, N.C.: Information Age Publishing.

Quijada Cerecer, D. A. (2010). Everyday Education: Youth Rethinking Neoliberalism by Mapping Cultural Citizenship and Intercultural Alliances. In B. J. Porfilio & P. R. Carr (Eds.), Youth Culture, Education and Resistance: Subverting the Commercial Ordering of Life (pp.75-89). Rotterdam, the Netherlands: Sense Publishers.

Quijada, D. A. (2008). Marginalization, Identity Formation, and Empowerment: Youth’s Struggles for Self and Social Justice. In N. Dolby & F. Rizvi (Eds.), Youth Moves: Identities and Education in Global Perspective (pp. 207-218). New York City, New York: Routledge.

Quijada, D. A. (2006). Collegial Alliances? Exploring one chicano's perspective on mentoring into research and academia. In J. Castellanos, A. M. Gloria & M. Kamimura (Eds.), The Latina/o Pathway to the Ph.D.: Abriendo Caminos (pp. 255-266). Sterling, Virginia: Stylus Publishing, LLC.

Under Review: Quijada Cerecer, D. A., Under the Radar of NeoLiberal Education: Social Justice Literacy For Youth, By Youth (FYBY). The Urban Review.

Quijada Cerecer, D. A. & Cahill, C., How We Know: Cultural Praxis and Participatory Inquiry Qualitative Inquiry.

Works in progress: Quijada Cerecer, D. A. Cahill, C., & Bradley, M., We Got Methodological Moves: Youth Participatory Action Research, Art and Activism

Quijada Cerecer, D. A. Critical literacy, liberation and love: Mapping, Slamming and Logging race and racism in the ethnic studies classroom

SCHOLARLY PRESENTATIONS National Conference Quijada, D. A. (November, 2013). Art, performance, and media in participatory research: From analysis to presentation. Paper presented at the Society for Qualitative Inquiry in Psychology, New York, NY.

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Cahill, C., & Quijada, D. A. (June, 2013). Participatory Action Research (Audience, Product and Purpose). Paper presented at the Critical Participatory Action Research Summer Institute (Public Science Project), New York, NY.

Cahill, C. and Quijada, D. A. (February, 2012). Translating, crossing and thinking with borders: Knowledge-making as journey. Paper presented at the Association of American Geographers, New York, NY.

Quijada, D. A. (March, 2011). What’s Youth Participatory Action Research (YPAR) Got To Do With Ethnic Studies? Mapping Cultural Citizenship, New Ethnicities, and Youth Activism. Paper presented at the Critical Ethnic Studies Conference, University of California, Riverside, CA

Quijada D. A. (October, 2010). Yeah but he’s a white guy who ‘gets it’: A multilayered analysis of whiteness, activism, and intercultural alliances. Paper presented at the Race and Pedagogy Conference, University of Puget Sound, Tocama, WA.

Bradley, M., Cahill, C. & Quijada, D. A. (February, 2009). Transformative praxis: PAR and social justice. Paper presented at the Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, PA.

Castaneda, D. Gonzales, X. Y., Ramiro, M., Willden, C., Bradley, M., Cahill, C. & Quijada, D. A. (February, 2009). Moving beyond cardboard caricatures: Young and old people working for change through participatory action research. Paper presented at the Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, PA.

Quijada, D. A. (November, 2008). Rearticulating Youth Identities: Mapping Cultural Citizenship, Intercultural Alliances and Social Justice. Paper presented at the American Anthropological Association, San Francisco, CA.

Quijada, D. A. (October, 2008). Coalition Building Beyond Success or Failure: Re-reading Whiteness Through an Emergent Multilayered Analysis. Paper presented at the American Educational Studies Association, Savannah, GA.

Quijada, D. A. (March, 2008). Rethinking Youth-Led Diversity Workshops as Intercultural Alliances and Cultural Citizenship Practices in Northern California. Paper presented at the American Educational Research Association, New York, NY

Quijada, D. A. (October, 2007). On the Teaching of Difference by the “Different”: Power, Positionality, and Pedagogy in Higher Education Classrooms. Discussant at the American Educational Studies Association, Cleveland, OH.

Quijada, D. A. (April, 2007). Just Don't Say That in a Workshop!: Gender Violence and Subcultural Affiliation in Youth-Led Diversity Workshops. Paper presented at the American Educational Research Association Meeting, Chicago, IL.

Quijada, D. A. (April, 2007). Multicultural Contexts of Education Within and Across Subject Areas. Discussant at the American Educational Research Association, Chicago, IL.

Quijada, D. A. (March, 2007). Nuestro Futuros: Todas y Todos Somos Aztlan. Keynote Speaker at the National Movimiento Estudiantil Chicano/a de Aztlan (MEChA) Conference, Denver, CO.

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Quijada, D. A. (November, 2005). When We Talk, I Talk, You Talk: Youth (In)Forming Literacy In- between Diversity Training. Paper presented at the American Anthropological Association, Washington DC.

Quijada, D. A. (December, 2005). The Making of Meaning in Contexts of Violence: On the Interface of History, Power Structures, and Culture in Identity Formation Processes. Discussant at the American Anthropological Association, Washington DC.

Quijada, D. A. (April, 2004). Who’s Your Ally? : Youth Speak on Adult-Youth Alliances. Paper presented at the American Educational Research Association, San Diego, CA.

Quijada, D. A. (April, 2004). Beyond Resistance, Marginalization and Agency: Youth (In)Forming Adult-Youth Relationships in Educational Contexts. Chair at the American Educational Research Association, San Diego, CA.

Quijada, D. A. (April, 2003). Youth Coalition Building as Educational Process: Learning Across Groups About Self, Other and Oppression. Paper presented at the American Educational Research Association, Chicago, IL.

Quijada, D. A. & Watson-Gegeo, K.A. (April, 2003). (Re)Doing Identity: Problematizing Education and Transformation in the Margins. Chair and Co-Organizer at the American Educational Research Association, Chicago, IL

Quijada, D. A. (February, 2003). (Re) Situating Youth Culture: Dismantling Oppression Through Youth Coalition Building. Paper presented at the Sociology of Education Association, Pacific Grove, CA.

Quijada, D. A. & Watson-Gegeo, K. A. (February, 2003). Transformation in the Margins: (Re) Reading and (De) Inscribing Institutionalized Constructions of Identity. Chair and Co-Organizer at the Sociology of Education Association, Pacific Grove, CA.

Quijada, D. A. (November, 2000). Coalition Building in the Streets: Retheorizing/ Institutionalizing ‘Education’ at the Grassroots Level. Paper presented at the American Anthropological Association, San Francisco, CA.

Quijada, D. A. & Watson-Gegeo, K. A. (November, 2000). Schooling as Institutional Formula: (Re)Theorizing “Education” in the Margins. Chair and Co-Organizer at the American Anthropological Association, San Francisco, CA.

Quijada, D. A. (April, 1998). Between Black and White: The Ethnographic Predicament of a Chicano Researcher. Paper presented at the American Educational Research Association, San Diego, CA

Quijada, D. A. (April, 1996). Reconciling Multiple Identities: Latina/o Student Experiences in a College Preparatory Program. Paper presented at the American Educational Research Association, New York, NY.

University/ College Quijada, D. A. & Sachs, A.(September, 2013). Misconceptions of Masculinity: Men of Color in the Media. Workshop at the Intercultural Center, St. Mary’s College of California.

Quijada, D. A. (November, 2012). Two Spirits: Native American Culture & Integrated Gender. Moderator at the Intercultural Center’s Film Series, St. Mary’s College of California.

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Quijada, D. A. (April, 2011). Performance by Josh Healey. Moderator for The Hip-Hop & Social Justice Series, St. Mary’s College of California.

Quijada, D. A. (November, 2011). Octavio Solis, Author. Moderator at the Pre-show, June in the Box, St. Mary’s College of California.

Quijada, D. A. (September, 2011). Mestizo Arts and Activism: Youth Participatory Action Research (YPAR). Invited Speaker at the Honors Program's Lecture Series, St. Mary’s College of California.

Quijada, D. A. (September, 2011). La Mission. Moderator at the Intercultural Center’s Film Series, St. Mary’s College of California.

Quijada, D. A. (August, 2011). Life of an SMC Professor. Invited Panelist at the New Faculty Orientation, St. Mary’s College of California.

Quijada, D. A. (March, 2011). Reconstructing History, Race and Memory: A Panel Discussion on Representations of Racial Histories. Invited Panelist, St. Mary’s College of California.

Quijada, D. A. (February, 2011). Latino Leadership within Higher Education. Invited Speaker at the Latino Organization Development Institute (LODI), St. Mary’s College of California.

Quijada, D. A. (November, 2010). Making Change: Art and Social Justice. Invited Panelist, St. Mary’s College of California.

Alemán, E., Burbank, M. & Quijada, D. A. (August, 2009). Engaged Departments: Building a Critical Mass. Panelist at the Engaged Faculty Institute, University Neighborhood Partners and the Bennion Center, Salt Lake City, Utah.

Quijada, D. A. (December, 2007). Social Justice and Educational Disparity. Chair/ moderator at the Exploring Social Justice: A Student Symposium on Social Justice Issues, University of Utah.

Quijada, D. A. (January, 2006). Embodying Whiteness in the Classroom. Panelist at the Communicating Whiteness Symposium, University of Utah.

Quijada, D. A. (April, 2003). Youth Coalition Building: (Re)Thinking Self, Other, and Oppression. Paper presented at the School of Education, Language & Literacy, Society & Culture Research Colloquium, UC Berkeley, CA.

Quijada, D. A. (May, 1998). Doing Distance Education: Steps Toward Creating a True Community of Scholars. Paper presented at the Odyssey Using Technology at UC Davis: Issues, Challenges and Rewards conference, UC Davis, CA.

Quijada, D. A. (May, 1997). Latina/o Parents Views on Academic Achievement in a College Preparatory Program. Paper presented at the College of Education Graduate Student Colloquium, UC Davis, CA.

Quijada, D. A. (April, 1997). Latino Students Speaking Out: Identity Formations and College Preparatory Experiences in High School. Paper presented at the UC Linguistic Minority Research Institute, Sacramento, CA.

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Quijada, D. A. (May, 1996). School Talk: Latina/o Students Talking About College Preparatory Classes. Paper presented at the Interdisciplinary Graduate Student Symposium, UC Davis, CA.

TEACHING St. Mary’s College of California ES 1: Introduction to Ethnic Studies ES 110: Youth Cultures, Identities and New Ethnicities ES 101: Critical Race Theory ES/ Soc/ WGS 134: Contemporary Social Issues: Chicana/o Youth Cultures & Identities ES/WGS 140: Chicanx Experiences ES 196: Senior Thesis and Portfolio Seminar 20: Greek Thought Seminar 144: Multicultural Thought Seminar 123: 19th and 20th Century Thought

University of Utah ECS 7661/6661 (Graduate): Youth Cultures: A Feminist Cultural Studies Perspective ECS 7671 (Graduate): Qualitative Research Methods ECS 6632 (Graduate): Issues and Research in Multicultural Education ECS 7950/6950 (Graduate): Youth and Action Research ES 5860 (Undergraduate): Chicana/o Youth Cultures and Identities ES 2560 (Undergraduate): Chicana/o Experiences ES 5860 (Undergraduate): Researching Across Race, Class, Gender and Sexuality

Dissertation/ Master Thesis Committees Ana Andrade Ph.D. California Institute of Integral Studies Present Deanna Blackwell Ph.D. Education, Culture & Society, U of U Fall, 2010 Diane Burke- Huzieff Ph.D. Education, UC Davis Spring, 2006 Danielle DeLaMare Ph.D. Education, Culture & Society, U of U Spring, 2010 Alicia De León Ph.D. Education, Culture & Society, U of U Present Christina Endres, (Chair) M.Ed. Education, Culture & Society, U of U Spring, 2007 Kimberley Hackford-Pierce Ph.D. Education, Culture & Society, U of U Spring, 2010 Paul Humbert-Fisk M.Ed. Education, Culture & Society, U of U Fall, 2008 Mindy Layton M.Ed. Education, Culture & Society, U of U Spring, 2009 Norma Marrun M.Ed. Education, Culture & Society, U of U Spring, 2007 Melissa Moreno M.Ed. Education, Culture & Society, U of U Spring, 2008 Belinda Saltiban Ph.D. Education, Culture & Society, U of U Spring, 2012 Ricky Vides M.A. Counseling, St. Mary’s College of CA Spring, 2014 Sundy Watanabe Ph.D. Education, Culture & Society, U of U Spring, 2012

Senior Thesis Committees (St. Mary’s College of California) Janelle Atienza B.S. Ethnic Studies Spring, 2017 Brianna Carlson B.S. Business, Ethnic Studies Minor Spring, 2013 Yaneli Cevallos B.S. Business, Ethnic Studies Minor Spring, 2012 Michelleé Harris B.A. Sociology, Ethnic Studies Minor Spring, 2012 Zoe Loos B.S. Ethnic Studies Spring, 2017 Alejandro Lopez B.A. English, Ethnic Studies Minor Spring, 2013 Rachel Matsumoto B.S. Psychology, Ethnic Studies Minor Spring, 2011 Brianna Ortiz B.A. Sociology, Ethnic Studies Minor Spring, 2013 Elisa Sahagún B.A. Communications, Ethnic Studies Minor Spring, 2013 Maria Torres Hernandez B.S. Ethnic Studies Spring, 2017

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SERVICE National Mentor, “Works in Progress Session,” Council of Anthropology in Education, American Anthropological Association 2013

Member, National Planning Committee for the 2014 National Association of Ethnic Studies Conference

Member, National Planning Committee for the 2013 Free Minds, Free People Conference.

Co-Chair, Division G: Social Context of Education, Section 3: Social Context of Multiple Languages and Literacies, American Educational Research Association (2008-09).

Chair, Outstanding Dissertation Award Committee, Counsel on Anthropology and Education, American Anthropological Association (Fall 2004)

Journal Reviewer • Latinos and Education (Summer, 2015) • Aztlán: A Journal of Chicano Studies (Summer, 2008) • Handbook of Latinos and Education: Theory, Research and Practice, principal editor, Enrique G. Murillo, Jr. (Spring, 2008) • Equity & Excellence in Education’s special issue entitled, Hip-Hop and Social Justice Education, guest edited by Roderic Land and David Stovall (Winter, 2007)

State Moderator, “Youth, Activism and Social Change” for the Spanish Language Film Series and The Growing Up in Salt Lake City Youth Research Team, Salt Lake City Public Library, UT

St. Mary’s College of California -Academic Senate (at-large faculty representative), Fall 2013 – Spring 2014 -Search Committee (Dean of Students in the Division of Student Life), Summer 2013 -Search Committee (Coordinator, Intercultural Center), Summer 2012 -Ethnic Studies Advisory Board, Fall 2010- present -Women’s & Gender’s Studies (WAG’s), Advisory Board, Fall 2012- present - Administrative Program Review Committee, Spring 2012 & Spring 2013- present -Center for first Generation Students, Advisory Board, Spring 2012- present -College Committee for Inclusive Excellence (CCIE), Fall 2011 – present - Budget Committee (CCIE), Summer 2012 – Spring 2014 - Learning and Organizational Capability Committee (CCIE), Fall 2012 – Spring 2014 - Black Lives Matter (CCIE), Fall 2015 - present -Core Curriculum Implementation Committee (CCIC), American Diversity & Global Perspectives, Fall 2010- Jan Term 2013; Spring 2017- Present -Student Diversity Organization Council, Fall 2010- present -Parent and Family Weekend Planning Committee, Classroom observation, October 15, 2010 -Planning for Inclusive Excellence, School of Liberal Arts, Member, Spring 2016- Present -Program Review Committee, Fall 2017- Present -Spring Student Involvement Fair, February 16, 2011 -Annual President’s Open House, January 23, 2011 -Welcome New and Returning Black students "Meet and Greet" September 8, 2010

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University of Utah -Gender & Ethnic Studies Collaboration Committee, Ethnic Studies Program, Fall 2008 – Spring 2010 -1st year doctoral review Chair, Education, Culture, & Society, Fall 2008 – Spring 2010 -Faculty Mentor, Social Justice Scholars, University of Utah, Honors College, Fall 2008 – Spring 2010 -Faculty Research Mentor, McNair Scholars Program, Westminster College, Salt Lake City, UT (Summer, 2008) -Department Central Committee, Education, Culture, & Society, Fall 2005- Spring 2008 -Panelist, “Writing Tips,” for Education, Culture & Society Student Orientation, August 19, 2006 -Admissions Committee, Education, Culture, & Society, Fall 2004 & Spring 2005

Invited Presentations: - Communications 111 Qualitative Methods, St. Mary’s College of California, May 9, 2013 -ECS 6628: Whiteness in Cross-Race Classroom Relations, University of Utah, April 9, 2008 -Ethnic Studies 2500: Educational Equity for Students of Color, University of Utah, November 27, 2007; and November 10, 2009 (media as form of student activism) -ECS 6600: Faculty Panel (Youth, Families and Communities), November 17, 2009 -Invited Presenter, Chicana/o and Latina/o Student-Parent Welcome, July 19, 2008 -Workshop Facilitator, “Youth as Allies, Activists and Citizens! Rethinking adultcentric positions,” MEChA high school conference, March 11, 2008 -Workshop Facilitator, “Youth as Allies! : Beyond Resistance, Marginalization and Agency,” MEChA high school conference, November 7, 2007

Community Co-founder, Mestizo: Arts and Activism, Salt Lake City, UT: Spring 2008 - Present Volunteer Bilingual Instructor, Westside Leadership Institute, U of U: Fall, 2005 – Spring 2010 Mentor, DiversityWorks, Oakland, Ca: 2001 – 2004 Volunteer, Youth Together, Oakland, Ca: 2000 - 2001 Organizer, Family Learning Center, Oakland, Ca: 1995 - 1997 Volunteer, Prisoner Coalition, UC Los Angeles: 1990 - 1992 Volunteer, Amigos Del Barrio, UC Los Angeles 1990 – 1991

PROFESSIONAL AFFILIATIONS American Anthropological Association (AAA) American Educational Research Association (AERA)

LANGUAGES Fluent in Spanish (speak, write, and read)

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Applicant comment: “ Cover Letter (Quijada)

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Research Statement David Alberto Quijada

I am committed to interdisciplinary engaged scholarship that works directly with young people. My work with young people focuses on racial and social justice, activism, cultural citizenship and intercultural alliances. I do participatory community-based research with young people that engage critical youth studies, feminist approaches and critical race theories. My research addresses a broad range of urban contemporary social issues including immigration, neoliberal education, and global restructuring. These areas of research coalesce through theory and practice that contribute to social change, educational reform, public policy initiatives, and to advance scholarship in new directions. My work considers broadly how neoliberalism influences the intimate spaces of young people’s everyday lives through their experiences in school or through direct involvement in neighborhood change. Central to my research is how young people co- create intercultural alliances to craft citizenship through participation and action. I am interested in drawing out how young people navigate, resist, accommodate, and respond to global changes at the local scale and how such interactions influence Education. Trained as a feminist ethnographer I am dedicated to the advancement of youth participatory action research (YPAR), which aligns itself with feminist, critical race theories, and Chicanx studies. My research values the significant knowledge people hold about their lives and how people utilize their knowledge as stakeholders within community. In other words, I do research with, rather than on young people, privileging a “bottom-up analysis” of those who are most affected by the research. Building on the legacy of participatory and activist research I seek to better democratize the systematic production of knowledge by broadening notions of expertise, and by using diverse knowledge bases to transform inequities that young people identify as key issues of concern in their community. This is an especially exciting juncture to engage with youth participatory action research, as there is burgeoning interest across the social sciences for how young people collectively gather, ask questions and respond to educational inequities they are directly impacted by. To this end, my scholarship works directly with ethnically diverse young people and community-school partnerships to rethink everyday education, public pedagogy and schooling. I have an accomplished and active record of refereed publications in top tiered Education research journals. I have also presented my research widely to diverse audiences. My research begins with the premise that youth not only experience oppressions underlying race, class, gender and sexuality but that they also take action to dismantle oppression. While we know about youth styles, leisure activities, dress, and subcultural affiliations, we know very little how youth individually lead their lives, discuss and analyze their marginalization, and work in coalition as active social agents who contribute to the world as citizens in the here and now (not citizens in the making or future trajectories). Rather than presume youth and adults operate in distinct worlds that do not afford possibilities to bond and struggle in alliance, I move to discuss and examine youth through intercultural alliances they co-create when discussing education and schooling experiences (see Quijadam 2008). For example, I discuss how youth diversity trainers debrief their facilitation of diversity workshops to co-create what I call, “conversational contexts” to discuss oppressions underlying theirs and other’s lives and

to transform inequities they experience in schools (see Quijada, 2009). I have come to understand this participatory process of learning as “talking relationships” that forge social justice and dismantle oppressions underlying their social position as young people (see Quijada, 2007). To this end, I also discuss how young people invoke civic engagement through every day participation and cultural citizenship practices. For example, my discussion of “everyday education” describes youth as active contributing members of society who resist neoliberal discourses (See Quijada 2010) and rethink schooling (Quijada Cerecer et al., 2011) despite not having the legal rights to do so (Quijada Cerecer, 2010). My research informs public policy and the educational rights of undocumented students by fore fronting community based perspectives (Quijada Cerecer et al., 2011, 2012, 2013 and Cahill, Quijada Cerecer, & Bradley, 2010). Most recently this research discusses the school to sweatshop pipeline that undocumented students negotiate while they civically participate in their communities (Cahill, Alvarez Gutiérrez, & Quijada Cerecer, 2016; Cahill, Quijada Cerecer, & Alvarez Gutiérrez, 2015). For example, my colleagues and I co-founded and have conducted research with Mestizo Arts and Activism (MAA). MAA (see http://maacollective.org/) is a university-community partnership that engages high school students from diverse backgrounds in developing social change research projects based on their own concerns. Re-positioned as co-researchers, young people are involved in all aspects of the research process: they frame the questions to be investigated, document and collect data, collectively analyze their findings, and develop proposals for change. As an intergenerational research collective, we struggle with questions that do not solely discuss education as a question of “for” or “about” social justice. Instead we begin with the premise that young people have a right to do research. In this way, youth researchers put forth education that transforms their circumstances by creating action products that address community concerns. Here youth researchers have used mixed methods (i.e., survey, interview, participant observation, photo elicitation) to produce research that we have presented at national conferences. In addition to published research, youth researchers produce action products that serve different functions to best address their community concerns. For example, youth generated research projects are accessible to multiple audiences. Some projects have focused on immigration and higher education for undocumented students (see (Edúcate: http://educate-utah.org/ ); media representations of youth color (i.e., Dreaming of No Judgment : Mi Pleito Against Stereotypes), Youth Interactive GIS mapping projects that identify community assets and safe spaces; and a National Bill of Rights for All Students (We are part of a broader International coalition). Central to my research with MAA are issues of sustainability. Now in our 10th year, MAA has evolved from a small research project to a University- Community/ School partnership that supports the recruitment and retention of high school, undergraduate and graduate students of Color. My research on intercultural alliances also (in)forms my position on mentoring and teaching as I argue in Quijada (2006), “Collegial Alliances? Exploring One Chicano's Perspective on Mentoring into Research and Academia. This chapter contributes to the missing dialogue for and by Chicanx scholars in higher education by reconfiguring traditional faculty-student “mentorship” as academic allies who work across differences. Related is my discussion of whiteness theory in my 2010 journal article titled, “A White Guy Who Doesn't Get It, Or Does He?: A Multilayered Analysis of Activists Efforts to

Coalition.” Here I move beyond binary conceptualizations of whiteness that discuss white activists as either successful or failed in their coalition building efforts toward educational reform. Using feminist ethnographic methods and critical discourse analysis I put forth a multilayered analysis of whiteness, coalition building and educational change by asking, “what does it mean to work in an ethnically diverse community?” I have broadened my analysis and begun to ask, how do today’s youth and youth culture reconfigure inequities underlying neoliberal education? This research interrogates neoliberal discourses that equate citizenship with the cost of individual actions or calculated risks that resemble strategies invoked by markets. I ask how do youth undo and rethink the neoliberal subject that understands human relationships through enterpreneurialism. If “neoliberal subjects” are socialized into politically independent decisions makers who act as free moral agents, then what happens to youth activists who work across communities and forge intercultural alliances, as active contributing members of society who are not citizens in the making. What if everything that youth do is not measured as “earnable competence” for future individual gains but as forms of citizenship that advocate social justice education for others? Most recently I have extended my research to discuss the pedagogical and methodological implications of the Arts in participatory action research for Education (see forthcoming article, “Reimagining a politics of care: Resisting the “school to sweatshop pipeline” through participatory artistic praxes). This area of research has taken shape through recent collaborations with CUNY’s Graduate Center’s Public Science Project and the Pratt Institute. Specifically, we engage the arts as integral to the research process, which in turn has informed the pedagogical and methodological moves we utilize in youth participatory action research. Noteworthy is how the arts creates language to communicate and represent social issues that affect our lives, expand the potential for knowledge production, and at the same time amplify our outreach to broader publics as part of our commitments to action and research in urban education. I see important pedagogical moves emerging out of the Arts and community based research projects that inform the high school Ethnic studies curriculum operating at the state level. I currently am writing about the pedagogical implications of Love and liberation in the Ethnic Studies classroom. Here I take note of the pedagogical moves I have utilized both in and out of the classroom that are engage YPAR, Race logs and mapping techniques. My research relies upon partnership, community collaborations across difference, accessible action products that serve community interests and the dissemination of research. I have participated in numerous research presentations at refereed conferences and in community forums. I have also presented my research with youth researchers. My scholarship is highly collaborative as I have worked with academics, community organizations, schools, activists, artists, students, parents, teachers and public institutions to design, conduct, and support research and practice aimed at interrupting injustice and pushing the boundaries of scholarship. Lastly, I believe in the production of new knowledge and I view research as means to aid emancipatory goals that move communities toward social justice. It is within this capacity that my research interests address marginalization and dismantle oppression by legitimizing the lives of young people and by creating opportunities for communities to speak, be heard and represent education that affects theirs and others lives. Publications available upon request (See CV for references to publications)

https://recruit.ucdavis.edu/analyst/applications/53442/documents/10041 Filename: Teaching_Statement__Quijada_.pdf (147 KB) Uploaded: Oct 26, 2017

Applicant comment: “ Statement of Teaching (Quijada)

David Alberto Quijada Statement of Teaching

My teaching philosophy emerges from my diverse teaching experiences (over 20 years) as a community activist, university, public high school, and middle school teacher. I began my professional career as a bilingual middle and high school mathematics teacher, teaching linguistically and ethnically diverse student populations in the same urban, under funded public school district that I attended (San Diego, California). I later facilitated and developed a youth-led gang alternative program (AWARE: A World Acting with Respect and Equality) for a non-profit organization in Oceanside, California. My continued research with young people, including Mestizo Arts and Activism, an intergenerational social justice youth collective pushes me to explore teaching at the intersection of critical pedagogy, activism and youth participatory action research. These experiences, coupled with my life story, family lessons and interdisciplinary training in Education, Ethnic Studies and Women and Gender Studies establish my teaching foundation. As a teacher, I engage theory with practice by working with community partners, assigning service learning projects and by utilizing our everyday lived experiences.

Merging Ethnic Studies with feminist theory and youth participatory action research has led me to understand the importance of transformative teaching that raises consciousness, and that takes community concerns seriously. My courses have filled gaps in curriculum at each of the universities that I have taught. I have successfully proposed and taught new undergraduate and graduate classes that have been cross-listed in Ethnic Studies, Education, Women and Gender Studies and in Sociology.

My pedagogy merges with my scholarship. For example, I have presented on critical and anti racist pedagogies at national conferences. Most recently I have been collaborating with scholars in the Public Science Project (CUNY’s Graduate Center) to understand how youth activism and art (i.e., performance, slam poetry, graffiti) informs the critical pedagogy underlying Ethnic Studies. I am currently writing a journal article tracing the pedagogical moves I use as an Ethnic studies scholar. The article is titled, “Critical literacy, Liberation and Love: Mapping, Slamming and Logging Race and Racism in the Ethnic Studies Classroom.” My teaching is heavily informed by the mentoring relationships I’ve developed with academics, undergraduate and graduate students (see my single authored piece entitled, “Collegial Alliances? Exploring One Chicano's Perspective on Mentoring into Research and Academia”).

I believe in teaching that raises social, cultural and political consciousness. Teaching provides students the opportunity to study societal problems and enact change as allies who collectively act and participate in community. While I experience resistance to learning (in part due to internalized and institutionalized oppression/ racism and white privilege that we inherit) I still believe in teaching that creates opportunity to ask questions, re-orient assumptions, and to think critically about our lives, the lives of others and how we are positioned in society. I take teaching seriously, and I believe in asking critical questions that orient our positions as citizens living in a multicultural/linguistic society. I start from the premise that teaching can help society realize our equal capabilities and the shared intelligence all humans possess as agents who can produce change for others as well as themselves. I believe in teaching that creates opportunities for people to come together and work across our disparate positions to identify and discuss social issues, theorize our circumstances and move toward social justice. More than an individual intellectual enterprise, teaching becomes an important opportunity to collaborate across our shared and disparate positions. My teaching draws upon community partnerships where theory comes to life as it connects with social issues and everyday interactions with people.

I view the production of knowledge as a collective process such that my teaching requires students to actively participate, facilitate, read, write, respond, and act. I am as much a facilitator in this process as a learner and a teacher. I acknowledge and engage the diversity of student perspectives and group dynamics that develop within each classroom. I challenge students to critically analyze texts we read by applying

Quijada, DA learned material to their everyday lives, other peoples lives, social issues and other texts they read. This dialogical process requires students and myself to confront and articulate both theoretical and personal conflicts. My teaching creates opportunities to discuss our disparate positions by engaging informed opinions that are backed by research, scholarship and grounded theories, which also include our everyday lives.

I engage with teaching that addresses the cultural politics of knowledge production by investigating how learning is situated and subjective, and how education is not a neutral act. I encourage this process by first understanding how our lives reflect (or doesn’t reflect) the material I present, and secondly, how course content is situated within the current scholarly debates. I also view service learning and community based research as important pedagogical moves for students to learn and develop through community involvement, participation, and action. In partnership with community members, students work across groups and develop skill sets to analyze social contexts, provoke change, and rethink knowledge as a source of social justice that is active and not passive. I not only expect students to engage in this process, but I also believe it important to include myself in this process, by explicitly naming my experiences, goals, and teaching expectations for course requirements and class materials.

My teaching relies upon a diversity of approaches. I draw upon my interdisciplinary training, connecting Ethnic Studies literature with resources from across the social sciences (i.e. Youth Studies, Women and Gender Studies, Sociology, and Education) to galvanize the thinking of students. In class I have successfully (and sometimes not so successfully) utilized mixed media (digital mapping, GPS, etc.) and technological approaches (iPads, Apple TV, Smartphones) that combine popular culture examples (i.e. film, poetry, performance, music, community mapping, slam books), academic scholarship, empirical research with discussion, writing and group projects. I also draw upon my own research and scholarship by centering community based participatory action research as a collective learning process that uses research as a spring board to imagine new ideas and to create strategies to invoke change. In the classroom, I share what I have learned and the struggles I have had as means to better explain my process of learning and teaching. However I also believe students must locate their own assumptions about culture and diversity, elaborating a process of learning which itself becomes a pedagogical tool to raise awareness in others.

It is necessary to build good relationships with students and to know students by their name. I also believe students must take ownership of their education and get to know each other through the process of learning. I believe it is important to provide opportunities for students to develop positive interactions by building a respectful and safe classroom. Students in my class, work collectively by investigating social issues that affect their lives and by developing accessible action products (i.e. short film, blogs, podcasts, etc.) to report their findings and to share their research. However, products are always grounded in analysis, literature reviews, critical inquiry and theoretical frameworks. I find that short action products allow students to better conceptualize and even embody the form and function of literature reviews and theoretical frameworks they apply to research.

I believe it is important to share our passion for learning and teaching with students as a means to inspire critical and creative thoughts. I strive for transformative moments in teaching whereby new ways of looking at the world emerge while they are simultaneously examined and reread through marginalization as a means to dismantle inequality. Teaching is political and it is a form of social activism. It requires me to acknowledge my power and privilege as a teacher, my responsibility to teach content, and the necessity to create opportunities that reframe how we view and understand others and our positions in the world. I am committed to transformative teaching, it is something I enjoy doing, and I look forward to learning from.

Quijada, DA

Lastly, I end my teaching statement with student comments from my most recent course evaluations that speak to my teacher effectiveness, curriculum, pedagogy and philosophy (graduate and undergraduate Teaching Evaluations available upon request):

ES 144-01: Multicultural Thought, Spring 2017 • I really loved this class. It is the only class I have ever had where I really felt welcomed to share my ideas. I really enjoyed reading more modern readings so that students can relate to the text and ask more questions.

• Everyone should take this class, wonderful readings and an amazing teacher

• David is the best professor I've had at SMC. He is supportive, encouraging, respectful, understanding, and has every quality of an outstanding professor. I hope to be like him when I become a teacher. I would like to thank him for a transformative/reflective seminar class, I'm so thankful for the opportunity to have him as a professor. • I think Professor David is one of the most critically charged professors on campus. He is pensive and ready to tackle tough conversation that others would turn away from. David is what Saint Mary’s needs and I think he should be supported with other staff and faculty who strive to understand the core of ethnic studies and multicultural thought. Great class overall!

• David is very informative in what he wants us to know and read for each class. He is very dedicated and structured!

• Wonderful instructor!

• David has taught me to speak up and that it is ok to share even if it does not make sense. He would always find a way to help you figure out the right words come out. Wonderful Seminar instructor, the best I ever had!!!!

ES 101-01: Critical Race Theory, Spring 2017 • I appreciate Professor Quijada's commitment to the subject matter as well as his willingness to slow down whenever I or the class felt like we didn't understand. His approach to teaching and engaging in conversations is refreshing and always challenged me to think outside the box. • David really knows how to connect with his students. He's the type of professor that encourages transformational relationships. He is a resource as a professor and as someone who you can check in with personally, professionally, psychologically, etc. He understands what it means to be an educator that doesn't stand in the front of the class expecting students to retain and memorize information. He truly allows a problem-posing education. Excellent professor!

• Professor Quijada always provided the space for students to share their thoughts and ideas. He made the space safe and always challenged the class with questions to make us think about the topics and main ideas on a deeper level. He is so kind and really cares about the students and our education.

• Professor Quijada exhibited extensive academic and experiential knowledge of the subject matter (Critical Race Theory). He provided students with a safe and engaging space to discuss difficult topics and develop a thorough understanding of the various tenants of CRT and the importance of experiential knowledge.

• Overall, I wonderful professor with a strong commitment to ensuring the success of all of his students. Always willing to meet outside of class and answer any outstanding questions.

•Really enjoyed the class and the teacher! –relating to students -presenting his commitment to this course and to students -being engaged

Quijada, DA

• Enthusiastic, relate able, and very open to diverse opinions!

• He's an excellent professor overall - knows the material and explains it well and we had great discussions!

ES 110-01: Youth Cultures, Identities & New Ethnicities, Fall, 2016 • David Quijada is so passionate about teaching, and that is what makes this course so much better and interesting. You can tell write away he cares about this course, cares about students learning, and truly wants us to do our best. I don't really think this course can improve. The readings that are assigned are perfect for this course. • He creates a safe space for students to learn right from the beginning of class. He regularly checks in with students and caters to the conditions of student's mental and emotional health. He is a great facilitator and is open to different ideas. He picks out amazing texts for his students and sheds light on topics at hand. He is one of the Best professors on campus!

• This is my 3rd ethnic studies class with Professor Quijada and every class has been enjoyable. I love how Professor Quijada dialogues with us when we talk about the readings and presentations, he's interactive enough and having a class with him has always been a very comfortable feeling. Here it is always a safe space for us to discuss about the readings and ourselves.

• He did a really great job of balancing the aspect of youth cultures and sociology as well as women and gender and how that aspect can affect youth as well. He really kept the class really engaged and made the experience a very fun one and I gained tremendous knowledge as far as how youth can have an impact and both culture and sociology. I highly recommend this class for anyone that is interested in youth cultures and is also a sociology major.

• Professor Quijada was very understanding of students and treated as equals beings -- listening to our ideas, suggestions and stories instead of treating us as inferior students. I felt very safe in the classroom and the class brought out my authentic self that I could not bring out anywhere else.

• Professor Quijada made me feel comfortable to challenge myself and my knowledge of the texts with the class. I was very comfortable to speak up in class and explore different theories and ideas that developed from the knowledge I was gaining from the class. He is always open to answer questions, challenge us with questions, open to talk to us outside of class, and is an amazing professor to work with.

ES 001-01: Introduction to Ethnic Studies, Fall 2016 • Professor Quijada comes into class with a passion for Ethnic Studies every time the class meets. He is also very understanding of his students and makes sure that we understand the material.

• David is the most tolerant and understanding professor I've ever encountered. He is very open to all points of view.

• Very good at facilitating discussion and was open to all points of view. • I liked how the class was all about discussing what goes on in the world that we do not notice. Really opened the way that I think about things

• Listens to his students well.

• He was very good at helping us if there was a part of the assignment we didn't understand . He did a great job of including everybody and being in depth. • Professor Quijada is a wonderful professor. He completely sparked my interest in Ethnic Studies to the point of making me want to major or minor in the subject. He is an extremely supportive and understanding person, and that correlates to his teaching very well. There are no improvements he needs to make in his teaching. • Very passionate and open to new ideas

Quijada, DA

• Professor David, did extremely well engaging the class as a whole. Every class was eventful. No improvements needed.

• Mr Quijada is one of my favorite teachers I have ever had. He has created a welcoming and comfortable environment for students to talk and be open about their opinions. The amount of passion he has for his subject is contagious, it is very obvious he loves what he teaches. Mr Quijada never would make someone feel bad about their opinion, in fact he welcomes it. There is nothing I would change, I think that Mr Quijada is doing a wonderful job!!

• Professor Quijada taught the subject with passion and made the material interesting and engaging. The course could be improved by not assigning so much reading for homework.

ES 110: Youth Cultures, Identities and New Ethnicities (Fall & Spring 2015) • David is a great professor. He is very compassionate about all aspects of this course. He always lends a helping hand to students and is very understanding.

• David Quijada always showed up to every class very enthusiastic about having the opportunity to add value to his students. Very passionate about his work and helped create a healthy class environment.

• I really appreciate you listening, and your help in in-class discussions. I think you are a great teacher with a very unique way of teaching that actually helps a lot of us. Thank you so much for being so enthusiastic

• He knew about the subject material very well. Brought plenty of relative info regarding topic. Overall he was interesting and a fun teacher

• I LOVE THIS CLASS!!! I also love Professor Quijada! This class was awesome and I love the subject because I got to expand my mind with wonderful people and a wonderful professor. While I wish I had a magic guide of what to do with all this info that is never possible because life is not that easy. I think the class was balanced and I appreciate all the effort that was given

• This has got to be one of my favorite classes that I have taken in my four years here at St. Mary's. David was so engaged and passionate about the subject matter that it made learning so effortless and enjoyable. This was such a great class that talked about big ideas and as someone who was never taken an Ethnic Studies course David made sure that a lot of the big ideas that were discussed were explained thoroughly. This class also talked a lot about sensitive material and I felt that David was able to facilitate the discussion so that it felt like a safe space to discuss everything. I really enjoyed this class a lot and definitely left most classes with my mind blown or with a lot of my views challenged or perspectives changed. It was great.

• He was able to help me understand and transform the way that I saw youth. This class really challenged a lot of my views and ideas of youth culture and advocacy. The dialogue we had with him was very engaging and he was able to direct towards our readings. For improvement, I'd like there to be readings or a few classes in which we can practice our new knowledge and reflect on ways we can begin practicing our behavior towards youth.

• David is AWESOME! This class exceeded my expectations. I had no idea there was so much to learn about the social construction of youth!!! At first it took me some time to really understand the material and decolonize my mind, but once we went through a couple of keywords and had in-depth discussions it all became so much more clear to me! I really enjoy the format of the class because it is simple, organized, at makes sure students are on the right track. I really liked that it was a small, dialogue based classroom because I felt very comfortable voicing my opinions and questions. I so so appreciated the fact that David was understanding of us all being students with other commitments and concerns (which speaks true to youth studies!) because this made me feel more comfortable about reaching out to him if I ever had any problems. It also meant a lot to me when David explained his reasons for making the final a creative project because we all have huge papers and exams in all of our other classes and giving students the freedom to demonstrate our knowledge in a way that is most fitting to our needs made me really motivated to do my assignment! Youth logs were also another great idea because it really challenged me to think

Quijada, DA critically about my everyday life and role as a young person. I really can't think about anything I would want to be improved. It was a great class! Thank you David for everything you do! You continue to inspire me to see the world through a new lens and never underestimate my ability to create something profound with my knowledge. I am definitely going to keep everything I've learned with me, especially since I am interested in working with young people some day. I really hope I can take more classes with you. Thanks again!

ES 101: Critical Race Theory (Spring 2016) • This class was life changing and I recommend that it be made a mandatory requirement for all students to graduate SMC , especially after the walk out. This professor became my safe zone.

• This was an amazing class and I think it was a great first year *it was the first year this class happened* I learned so much and I can't wait for it to continue

• THIS COURSE NEEDS TO BE CONTINUED BY PROFESSORS LIKE QUIJADA! He is passionate and helpful in student's needs even outside the classroom. He embodies a great, helpful, effective teacher.

• It was amazing to be a part of the first ever Critical Race Theory class here at Saint Mary's. David is such a great professor as always! :)

ES 1: Introduction to Ethnic Studies (Spring 2016) • David is awesome; really engaging and established a safe environment from the beginning of the semester. I can't really think of anything to be improved upon except perhaps to have more of the course readings available on course reserve in the library?

• I think Professor Quijada did a great job in explaining what Ethnic Studies really meant to all the students. If there were any confusions, he made it a priority to explain the material in a more efficient manner.

• I enjoyed being able to learn about the different backgrounds of race to further educate myself and not be ignorant to racism and microagressions happening around me.

• He was a great professor who cares a lot about SMC. He was wonderful and this class truly opened my eyes to how this world e. I want to see change on this campus and Professor Quijada is a well suited person who can implement change.

• He was very enthusiastic about the subject matter. He made everyone feel comfortable about the material. He understood that we come from different backgrounds and did not force any ideas or beliefs on us. cool guy

• Helped open my eyes to the harsh realities with race and gender inequalities.

https://recruit.ucdavis.edu/analyst/applications/53442/documents/10042 Filename: DiversityStatement_Quijada_.pdf (90.2 KB) Uploaded: Oct 26, 2017

Statement of Contributions to Diversity Diversity contributions documented in the application file will be used to evaluate applicants. Visit http://academicaffairs.ucdavis.edu/diversity/equity_inclusion/index.html for guidelines about writing a diversity statement and why one is requested.

Applicant comment: “ Statement of Contributions to Diversity (Quijada)

David Alberto Quijada Diversity Statement

At an early age, my cultural and linguistic background made me aware of the many challenges faced by historically under-represented populations. I am a first generation Chicano, raised by divorced parents, in San Diego where I lived in Section 8 housing and attended under-funded public schools. My mother is an immigrant from La Paz, Baja California Mexico and my father is affiliated with the Pala band of Luiseño Mission Indians. My family not only taught me to affirm my cultural and linguistic identities, but to also honor and respect the diverse assets we possess.

As a Chicano faculty member who teaches in Ethnic Studies and in the field of Education, I constantly work towards social justice that affirms diversity across groups. I first began this work as a student in the UC system. While earning my Bachelor of Science degree in Applied Mathematics at UCLA, I participated in UC initiatives that supported underrepresented students of Color in the Sciences. My active role in UCLA’s, “Amigos del Barrio” supported students (majority Latinx and African American) attending underfunded schools for college. I tutored mathematics and mentored students with college admissions (applications and course requirements). I also volunteered with UCLA’s “Prisoner Coalition,” tutoring youth of Color in prison, as they worked toward their GED and pursued a college degree. After graduating from UCLA, I sought to make a difference in my community by teaching mathematics in the same ethnically diverse rural public high school and middle school district I attended as a child. I taught migrant communities and I served the ESL mathematics classroom by teaching Algebra in Spanish. My experience as a teacher raised my awareness about educational inequities that students of Color experience both in and out of school. I wanted to focus on equity and diversity initiatives by working with a community-based organization. In this capacity, I developed AWARE (A World Acting with Respect and Equality): a youth gang alternative program that forged racial justice through peer mentoring and family reconciliation.

As a graduate student at UC Davis, I maintained my deep commitment to equity and diversity by focusing on the recruitment and retention of Latinx , Chicanx and African American students. I supported the annual MEChA high school conference and I informally mentored undergraduate students and assisted them with graduate school, summer internships and career objectives (i.e. met weekly, tutored, proofread cover letters/resumes and encouraged them to contact professors and career services). I also volunteered with UC Davis’ Summer Bridge Program for underrepresented first -generation undergraduate students. As a graduate student, I was hired as the Graduate Student Assistant to the Dean of Graduate Studies and to the Chancellor. My initiative was to center diversity issues for graduate students, which had not been done before in this capacity. I worked with graduate students across disciplines to identify community spaces on campus that fostered collegial relationships and affirmed diversity. We developed the first graduate student of Color study space on campus. I also enhanced UC Davis’s Week of Welcome (WOW) by developing workshops to support graduate students of Color with funding opportunities, mentoring, research collectives, study groups, networks, and increased counseling. As part of UC Davis’s “Professors for the Future” program, I organized a year long series of diversity discussions for Graduate Students and Faculty entitled, “What’s Diversity Got to do With It”? I am especially proud that these initiatives coupled with the funding I was able to secure are still in place at UC Davis.

My commitment to diversity continues to thrive as a faculty member. I offer the following examples of my engagement with diversity across service, research, and related teaching activities.

Research: I actively work to recruit undergraduate and graduate students of Color in research. Each year I work with undergraduate students to support their research projects through the Undergraduate Research Opportunity Program and through the McNair Research Scholars program. In this capacity, I help train the next generation of researchers who are also first-generation college students with financial need, and/or students who are traditionally underrepresented in higher education. These students have gone on to graduate school and I am excited to report that my relationships have continued through out the years. For instance one of the students who I first met as a high school student has just earned his doctoral degree. These mentoring relationships demonstrate my commitment to sustaining relationships through students academic and professional trajectory.

I am especially proud of my scholarship with Mestizo Arts and Activism (MAA), an intergenerational social justice think tank that I co-founded at the University of Utah. MAA is an ethnically diverse group of students who are underrepresented in college. Not only have I helped to train these high school, undergraduate and graduate students in community based participatory action research but we have presented at national conferences and are currently co-authoring academic articles (see CV). Most recently, MAA, with the support of a $50,000 Higher Education Expansion Grant has joined the College Awareness and Preparatory Partnership called the Westside Pathways Project that was developed to retain and recruit students of Color. This partnership involves parents, teachers, educational leaders, community members, university partners, undergraduate student mentors, and nearly 50 graduate students, mostly students of Color, who have served as graduate research assistants and volunteers. My research with ethnically diverse communities in Salt Lake City was honored with various diversity awards (See CV for complete list of awards): Diversity Scholar Award (2010), Honors College Service Award, Community Engaged Faculty Fellowship (2009) and a Civically Engaged Scholarship (2009).

I believe it is important to contribute and serve the very same national conferences that have supported and awarded my scholarship. For example, I have chaired the Council on Anthropology and Education committee for the Outstanding Dissertation Award. I have served as chair and discussant of various national conference symposium panels that discuss issues of diversity. I was keynote speaker for the National MEChA conference. In addition to academic conferences, I have supported and helped organize the National Free Minds, Free People (FMFP) conference, which promotes education as a tool for liberation by bringing together community based activists, teachers, organizers and academics. FMFP brings together ethnically diverse populations who are not typically represented in the university yet are contributing to educational transformation that deals directly with diversity and social justice.

Teaching Related Activities: As a scholar, I bridge theory with practice by becoming a better ally and working in and across communities. I am honored to have received several teaching and mentoring awards including: The Brother Manuel Vega Latino Empowerment Award for Exceptional Commitment to the Latinx community (2017), The Paul Giurlanda Award for exceptional commitment to the LGBTQIA Community (2013) and The Dean Thomas Earl Brown Faculty Award for exceptional commitment to the Black community (2012) at Saint Mary's College of California. I hold a strong commitment to informally mentor working class, ethnically diverse youth, in particular a small group who have I known since they were in high school, who now attend college and will soon graduate. These mentoring relationships have unfolded in varying formal and informal capacities. Students of Color not only seek me out to discuss their research and career objectives but also to debrief racial micro-aggressions they experience in the classroom. I spend hours discussing

options and providing a safe space where students can be heard. In addition to these mentoring experiences I also participate in student led public demonstrations, rallies, marches, panel discussions and film series that educate communities about institutional racism and privileges.

I regularly attend events that affirm diversity both on and off campus. I am frequently invited to discuss and facilitate workshops on mentoring ethnic minority students at majority white institutions. For example, I work closely with the Center for Ethnic Student Affairs, Women’s Resource Center and the Intercultural Center. In these spaces, majority of students and staff know me by name and continually call upon me as a resource for collaborative programming (i.e. film/ guest speaker lectures, residence hall training, etc.). I have also organized college wide discussions on immigrant student rights. In addition to contributing to public forums, I also believe it is important to lobby and understand our legislative process. My colleagues and I at the University of Utah started a legislative internship program that mentored undergraduate and high school students at the state capital. We tracked laws, policies and lobbied our representatives to support immigrant and DACA student rights.

I have also been a faculty mentor to MEChA and to the Diversity Student Organizational Council. In this capacity I actively participate in weekly planning meetings for local high school conferences. Students of Color regularly invite me to create workshops on how to balance their education with their commitments to community and activism. I have developed special topics classes to fill student research interests in diversity, especially courses that work in community. I utilize antiracist and feminist pedagogies to promote learning across and between diverse groups of students (teaching statement available upon request). These courses center community engagement and service learning projects in an effort to expose students to neighborhoods and realities they ordinarily have no contact with and to affirm community cultural assets where some students reside. For example, while at the University of Utah, I co-created a Social Justice Scholars program that centered social justice education by working in and with communities. Most recently I have worked with the Undocumented Student Coalition and The First Generation student advisory board to retain and recruit diverse students at St. Mary’s College. In this capacity I seek to educate faculty and staff about diverse student populations on campus and further develop peer-mentoring programs for students of Color.

Service: At my current institution, I serve on the Advisory Board for the Women and Gender Studies Program and I have also directed the Ethnic Studies program. In this capacity, I have served various college-wide initiatives that focus on diversity. I serve on the Campus Committee on Inclusive Excellence (per request of the Provost), where I help to establish targets for diverse applicant pools and composition, assist in the training in inclusive recruiting and mentoring programs (i.e. Student Engagement in Academic Success program) and develop programs and structures to promote student success (i.e. the Lounge, Intercultural Center and the Women’s Resource Center). I have also served on the Campus of Difference committee that has conducted and reviewed climate surveys/diversity audits. As an elected member of Academic Senate, I supported initiatives to develop systems of accountability and assessment of diversity and equity plans in academic programs and departments in the School of Liberal Arts (see participation on the Program Review Committee and Program for Inclusive Excellence). My participation on the Bias Incident Reporting Taskforce (BIRT) reviewed policies and procedures for handling incidents of intolerance and discrimination on campus. Equally important is the work I have done with the Core Curriculum Committee (CCC) where I reviewed and assessed diversity requirements in the curriculum, especially classes seeking approval under American Diversity. I continue to assist in the recruitment of staff and faculty of Color by serving on faculty and administrator hiring committees across campus. I have also contributed toward building

infrastructure to support SMC as a Hispanic Serving Institution. Specifically, I support the Faculty of Color sub committee to address issues underlying Chicanx and Latinx faculty across campus. I currently serve on the first Black Lives Matter (BLM) sub committee at St. Mary’s College. BLM is made up of faculty, staff and students who seek to improve the quality of Black students, faculty, and staff experiences on campus through actions and methods dedicated to celebrate Blackness in programs like Black History Month, and to serve and respond to the needs of Black students, faculty, and staff of Saint Mary’s College. Amongst other initiatives, we have institutionalized the first 44 days of black history celebration on campus.