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Patricia Gándara, Ph.D.

Research Professor, UCLA Graduate School of Education; 
Co-Director, The Civil Rights Project at UCLA

Photo: Patricia GándaraPatricia Gándara is Research Professor of Education in the Graduate School of Education and Information Sciences at UCLA. She received her PhD in educational psychology from UCLA. She has been a bilingual school psychologist, a social scientist with the RAND Corporation, and a director of education research in the California State Legislature. Since 1990 she has been a professor of education in the University of California system. She also served as commissioner for postsecondary education for the State of California, associate director of the Linguistic Minority Research Institute, and the co-director of PACE (Policy Analysis for California Education. She is currently co-director of the Civil Rights Project/Proyecto Derechos Civiles at UCLA.

Dr. Gándara is a commissioner on President Obama's Advisory Commission on Educational Excellence for Hispanics and is a fellow of the American Educational Research Association and recipient of its Presidential Citation at the 2011 AERA annual conference.  Patricia is a past fellow at the Rockefeller Foundation Bellagio Center in Bellagio, Italy, and the Educational Testing Service in Princeton. She was a French-American Foundation/Sciences Po visiting scholar at Sciences Po in Paris. In 2005, she was awarded the Distinguished Public Service Award from UC Davis and the Outstanding Researcher in Higher Education Award from the American Association of Hispanics in Higher Education.

She has written or edited seven books and more than 100 articles and reports on educational equity for racial and linguistic minority students, school reform, access to higher education, the education of Latino students, and language policy. Her most recent books are The Bilingual Advantage (Millenium Matters, 2014), Forbidden Language: English Learners and Restrictive Language Policies (Teachers College Press, 2010) and The Latino Education Crisis: The Consequences of Failed Social Policies (Harvard University Press, 2009).

Other recent publications include:

  • Gándara, P. (2012) From González to Flores:  A return to the Mexican room? In Santa Ana, O. & Bustamante, C. (eds). Arizona Firestorm.  Lanham, MD: Roman & Littlefield Publishers.
  • Maxwell-Jolly, J. & Gándara, P. (2012) Teaching all our students well. Teachers and teaching to close the academic achievement gap.  In Timar, T. & Maxwell-Jolly, J. (eds) Connecting the Dots and Closing the Gap: Multiple Perspectives for Closing the Academic Achievement Gap.  Cambridge:  Harvard Education Press.
  • Gándara, P. & Orfield, G. (2012) Historical, legal, and political contexts of Arizona’s instructional policies for English learners, Language Policy, 11, 1  
  • Martinez-Wenzl, M., Pérez, K., & Gándara, P. (2012) Is Arizona’s approach to educating its English learners superior to other forms of instruction? in Horne v. Flores and the Future of Language Policy: Special Issue. Teachers College Record, 114, 9  
  • Gándara, P., & Orfield, G. (2012) Segregating Arizona’s English learners: A return to the “Mexican Room”? in Horne v. Flores and the Future of Language Policy: Special Issue. Teachers College Record, 114, 9 
  • Rios-Aguilar, C. & Gándara, P. (Eds). (2012) Horne v. Flores and the Future of Language Policy: Special Issue.  Teachers College Record, 114, 9
  • Gándara, P. (2011) Latinos, language, and segregation:  Options for a more integrated future, in Frankenberg, E., & DeBray, E. (Eds.).  Integrating Schools in a Changing society: New policies and Legal  Options for a Multiracial Generation. University of North Carolina Press.  Pp. 265-278.
  • Gándara, P. (2010). Addressing housing equity, Educational Leadership, 68, 31.  November.
  • Gándara, P. (2010). Overcoming triple segregation, Educational Leadership, 68, 60-64.  November.
  • Gándara, P. (2010). The Latino Education Crisis, Educational Leadership, 67, 24-30.  February 2010.
  • Gándara, P. & Rumberger, R. (2009). Immigration, Language, and Education: How Does Language Policy Structure Opportunity? in J. Holdaway and R. Alba (Eds), Education and Immigrant Youth: The Role of Institutions and Agency. New York: Social Science Research Council.
  • Gándara, P., & Gomez, M. Cecilia (2009). Language Policy in Education. in B. Schneider, G. Sykes, & D. Plank (Eds.) AERA Handbook on Educational Policy Research. Washington DC: AERA.
  • Gándara, P., Maxwell-Jolly, J. & Rumberger, R. (2008). Resource Needs for English Learners: Getting Down to Policy Recommendations. UC Santa Barbara: Linguistic Minority Research Institute
  • Gándara, P. & Rumberger, R. (2008). Defining an Adequate Education for English Learners. Education Finance and Policy.
  • Maxwell-Jolly, J. & Gándara, P. (2006). Critical Issues in the Preparation of Teachers for English Learners in E. Burr et al. (Eds) Crucial Issues in California Education 2000. Berkeley: PACE.
  • Gándara, P, Orfield, G., & Horn, C., (Eds) (2005). Expanding Opportunity in Higher Education: Leveraging Promise SUNY Press.
  • Gándara, P. (2005). Fragile Futures: Risk and Vulnerability Among Latino High Achievers. Policy Brief. Princeton: ETS.
  • Gándara, P. (2005). Latino Achievement: Identifying Models that Foster Success, National Center for the Gifted and Talented, University of Connecticut.
  • Gándara, P., Orfield, G. & Horn, C. (2005). The Access Crisis in California Higher Education: Harbinger of the Future. Educational Policy.
  • Gándara, P., Moran, R. & Garcia, E. (2004) Legacy of Brown: Lau and Language Policy in the United States. Review of Research in Education, 28, 27-46.
  • Callahan, R. & Gándara, P. (2004). Nobody's Agenda: English Learners and Post-secondary Education, in M. Sadowski, (Ed.) Immigrant and English-Language Learners: Strategies for Success. Cambridge: Harvard Education Press.
  • Rumberger, R. & Gándara, P. (2004). Seeking Equity in the Education of California's English Learners. Teachers College Record, 106, 2031-2055.
  • Gibson, M., Gándara, P. & Koyama, J., (2004). School Connections: U.S. Mexican Youth, Peers, and School Achievement. Teachers College Press.
  • Gándara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R. (2003). English Learners In California Schools: Unequal Resources, Unequal Outcomes. Educational Policy Analysis Archives.
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