Patricia Gándara, Ph.D.
Research Professor, UCLA Graduate School of Education; Co-Director, The Civil Rights Project at UCLA
Patricia Gándara is Research Professor and Co-Director of the Civil Rights Project at UCLA. She is also Chair of the Working Group on Education for the University of California-Mexico Initiative in which she is spearheading a number of California-Mexico education projects. Gándara is a fellow of the American Educational Research Association (AERA), the National Academy of Education, the Rockefeller Foundation Bellagio Center in Italy, the French-American Association at Sciences Po Graduate Institute, Paris, and an ETS fellow at Princeton, New Jersey. In 2011 she was appointed to President Obama’s Commission on Educational Excellence for Hispanics, and in 2015 received the Distinguished Career Award from the Scholars of Color Committee of the American Educational Research Association.
Recent articles and book chapters, published in 2015, include “Charting the Relationship of English Learners and the ESEA: One Step Forward and Two Steps Back," Russell Sage Volume on ESEA at 50; “Educating English Learners in the Aftermath of Horne v Flores," In S. Biegel, R. Kim, & K. Welner, Education and the Law, Fourth Edition. New York: West-Thomson/Reuters (American Casebook Series).
Her most recent books include The Latino Education Crisis (2009) with Frances Contreras, from Harvard University Press; Forbidden Language: English Learners and Restrictive Language Policies (2010) with Megan Hopkins, from Teachers College Press, and The Bilingual Advantage: Language, Literacy, and the U.S. Labor Market (2014), with Rebecca Callahan), a compilation of studies that demonstrates the economic value of biliteracy in a rapidly globalizing world.
Gándara’s recent reports include "Making Education Work for Latinas" (2014, Civil Rights Project with Eva Longoria Foundation) and "Fulfilling America’s Future: Latinas in the U.S. 2015" (2015, Civil Rights Project and the White House Initiative on Educational Excellence for Hispanics).
- Gándara, 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.