CV: A. Arzubiaga

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ANGELA ARZUBIAGA

Arizona State University
College of Education
Division of Psychology in Education
PO Box 870611
Tempe, AZ 85287-0611
Phone: (480) 965-1882
Fax: (480) 965-0300

EDUCATION

Ph.D. Education, 1998, University of California Los Angeles (UCLA)

Dissertation: Relationship of parenting styles to ecological and cultural contexts of immigrant Latino families.

Chair: Ronald Gallimore.

B.A. Psychology, 1982, Hamline University

St. Paul, Minnesota

POSITIONS IN

EDUCATION

RESEARCH ASSOCIATE - VISITING SCHOLAR

Psychology Department, August, 2008 - May 2009, University of California, Santa Cruz.

ASSISTANT PROFESSOR

Division of Psychology in Education, August, 2004 to present, Arizona State University, Tempe, AZ

RESEARCH ASSOCIATE

Vanderbilt Institute for Public Policy Studies, 2000 – 2004, Vanderbilt University, Nashville, TN

RESEARCHER

Interest and Engagement as a Function of Community Context and Tasks for High-Risk Children. Funded by OERI National Center for the Improvement of Early Reading Achievement. 1999 – 2000, Education Department, University of Southern California, Los Angeles, CA

UC PRESIDENT’S POST-DOCTORAL FELLOW

1998 – 2000, Education, UCLA, Los Angeles, CA

.

PROJECT COORDINATOR

The Social Context of Competence & Performance of Hispanic Children at Risk for Educational Delay. Funded by NICHD. 1993 - 1997, Neuro-Psychiatric Institute, UCLA, Los Angeles, CA

RESEARCH ASSISTANT

Project CHILD,Funded by NICHD. 1995, Neuro-Psychiatric Institute, UCLA, Los Angeles, CA

GRANTS

SPENCER GRANT PRINCIPAL INVESTIGATOR

$ 341,700 7/1/05-6/30/08

Children of Immigrants in US Preschools: A Comparison of Parent and Teacher Perspectives. Arizona State University, Tempe, AZ

With: Joseph Tobin.

SPENCER GRANT INVESTIGATOR

$ 111,297 6/1/05-5/31/06

Effective Preschooling for Latino Children-Identifying Discontinuities Between Home and Preschool. Arizona State University, Tempe, AZ & Berkeley University, CA

With: Eugene García

CO-PRINCIPAL INVESTIGATOR

Immigrant Community Assessment Project. Funded by the Metropolitan Government of Nashville and Davidson County. January 2002 to January 2004, Vanderbilt Institute for Public Policy Studies, Nashville, TN

Principal Investigator: Dan Cornfield, Vanderbilt University

Co-Principal Investigators: Rhonda Belue, Susan Brookes, Tony Brown, Doug Perkins, Peggy Thoits, & Lynn Walker.

PRINCIPAL INVESTIGATOR

Boundaries to Bridges: Comparative Research on Learning in Schools,

Families, and Teacher Education. Funded by the Small Grants Program,

Learning Sciences Institute. Vanderbilt University. 2002 to 2004.

With Principal Investigators: Alfredo J. Artiles, David Bloome, & Victoria

Risko.

SMALL GRANTS PROGRAM

Learning from Immigrant Peruvian Families’ Adaptation Strategies.

August - December 1999, UCLA, Latin American Center.

HONORS AND

AWARDS

DEAN’S EXCELLENCE IN FACULTY RESEARCH AWARD. April, 2008, Arizona State University, College of Education

EXTERNAL FUNDING INCENTIVE PROGRAM FOR ASSISTANT PROFESSORS. October 2006, Arizona State University, College of Education

LAST LECTURE SERIES NOMINATION, Arizona State University, 2005

JUNIOR SCHOLAR INTERNATIONAL AWARD

July 2001, International Society for the Study of Behavioral Development.

INSTITUTE OF INTERNATIONAL EDUCATION SCHOLARSHIP

January 1978 - January 1982.

TEACHING

EXPERIENCE

Human Diversity. January 2007 - May, 2007, January 2008 – May 2008, January 2009 – May 2009, ASU, Tempe, AZ

Immigration, Education and the Family. August 2006 – December 2006, August 2008 – December 2008, ASU Tempe AZ

Theoretical Issues and Contemporary Research in Lifespan Development. August 2005 – December 2005, ASU, Tempe, AZ

Culture and Human Development. January 2005 - May, 2005, January – May, 2006, ASU, Tempe, AZ

Culture, Gender, and Human Development. September 2000 - December 2000, UCLA, Los Angeles, CA

Culture, Gender, and Language Development. August 1998 - June 1999, UCLA, Los Angeles, CA

Culture, Communication, and Cognitive Development. January 1998 - June 1998, UCLA, Los Angeles, CA

PUBLICATIONS

Arzubiaga, A. & Adair, J. (in press). Misrepresentations of language and culture, language and culture as proxies for marginalization: Debunking the arguments. In E. Murillo (Ed.) Handbook of Latinos and Education. Mahwah, NJ: Lawrence Erlbaum.

Gutiérrez, K., Hunter, J. & Arzubiaga, A. (2009) Re-mediating the University: Learning through socio-critical literacies. Pedagogies: An International Journal, 4, 1-23.

Arzubiaga, A., Noguerón, S. & Sullivan, A. (2008). The education of children in im/migrant families. Review of Research in Education 33, 246-271.

Arzubiaga, A., Artiles, A., King, K. & Murri, N. (2008). Beyond culturally responsive research: Challenges and implications of research as situated cultural practice. Exceptional Children, 74, 309-327.

Tobin, J., Arzubiaga, A. & Mantovani, S. (2007). Entering into Dialogue with Immigrant Parents, Early Childhood Matters, 108, 34-38.

Arzubiaga, A, (2006). Transcending deficit thinking about Latina/o parents. In L. Diaz Soto (Ed.), Latino Education in the U.S.: An Encyclopedia. Westport, CT: Greenwood Press.

Cornfield, D. B., & Arzubiaga, A. (2004). Immigrants and education in the US interior: Integrating and segmenting tendencies in Nashville, Tennessee. Peabody Journal of Education, 79, 157-179.

Rueda, R., Monzó, L., & Arzubiaga, A. (2003, September 16). Academic Instrumental Knowledge: Deconstructing cultural capital theory for strategic intervention approaches. Current Issues in Education [On-line], 6 (14). Available: http://cie.asu.edu/volume6/number14/

Arzubiaga, A., MacGillivray, L., & Rueda, R. (2002). Lessons from Latina Teachers’ Childhoods. (On-line). Available: Harvard Family Research Project (HFRP) Family Involvement Network. http://www.gse.harvard.edu/~hfrp/projects/fine/resources/digest/lessons.html

Arzubiaga, A., Rueda, R., & Monzó, L. (2002). Family matters related to the reading engagement of Latino children. Journal of Latinos and Education. 231-243.

Reprinted in Center for the Improvement of Early Reading Achievement (June, 2002) available at: http://www.ciera.org/library/reports/inquiry-1/1-015/1-015h.html

Rueda, R., MacGillivray, L., Monzó, L., & Arzubiaga, A. (2001). Engaged reading: A multi-level approach to considering sociocultural factors with diverse learners. In D. McInerny & S. VanEtten (Eds.), Research on sociocultural influences on motivation and learning. (pp. 233-264). Greenwich, Connecticut: Information Age Publishing, Inc.

Arzubiaga, A., Ceja. M., & Artiles, A. J. (2000). Transcending deficit thinking about Latinos’ parenting styles: Toward an ecocultural view of family life. In C. Tejeda, C. Martinez, Z. Leonardo, & P. McLaren (Eds.), Charting new terrains of Chicana (o)/ Latina (o) education. (pp. 93-106). Cresskill, NY: Hampton Press.

TECHNICAL/MANUALS

Cornfield, D., Arzubiaga, A., BeLue, R., Brooks, S., Brown, T., Miller, O., Perkins, D., Thoits, P., & Walker, L. (August, 2003). Immigrant Community Assessment. Prepared under contract #14830 for Metropolitan Government of Nashville and Davidson County, Tennessee. Available: http://www.vanderbilt.edu/VIPPS/Immigrant%20Finalreport.pdf

Arzubiaga, A., Gallimore, R., & Coots, J. (1997). Ecocultural Scale Manual for use with Immigrant Project. Vol. II Technical manual on the application of the ecocultural approach to immigrant families. Los Angeles: UCLA Neuropsychiatric Institute.

Weisner, T. S., Coots, J., Bernheimer, C., & Arzubiaga, A. (1997). The Ecocultural Family Interview Manual Vol. I. Los Angeles: UCLA Neuropsychiatric Institute.

SELECTED INVITED

PRESENTATIONS

Arzubiaga, A. (November, 2008). Contested notions of community in five nation’s preschools. Paper presented at the annual meeting of the American Anthropological Association. San Francisco, CA.

Arzubiaga, A., Santamaría, C. & Chen, T. (March, 2007). Immigrant and Latina/o student development related to schooling outcomes in early education. Invited paper presented at the biennial meeting of the Society for Research on Child Development. Boston, Massachusetts.

Tobin, J., Brougere, G., Santiago, G., & Arzubiaga. A. (2006, March). No soy de aquí, ni soy de allá: Identity and agency in the US . Invited paper presented at the University of Iowa. Iowa City.

Arzubiaga, A. (2001, July). Family policy matters related to the reading engagement of Latino children. Invited presentation at the International Society for the Study of Behavioral Development (ISSBD) Workshop on Research and Social Policy: Families, Peers, and Schools as Developmental Contexts. Lima, Perú.

Arzubiaga, A., & Gallimore, R. (1996, October). Using and adapting the ecocultural family interview approach. Invited paper presented at the Instituto Tecnológico y de Estudios Superiores de Occidente (Western Institute of Technology and Higher Education Studies). Guadalajara, México.

PRESENTATIONS

Arzubiaga, A. (May, 2009). Learning from (im)migrant parents and preschool teachers in five countries. Paper presented at the Center for Advanced Study in the Behavioral Sciences (CASBS) at Stanford University. Palo Alto, CA.

Arzubiaga, A. (May, 2009). Learning tensions with (im)migrant parents and preschool teachers . Paper presented at the University of California Santa Cruz (UCSC). Santa Cruz, CA.

Arzubiaga, A. (April, 2009). Expansive learning: (im)migrant parents and preschool teachers in five countries consider learning. Paper presented at the annual meeting of the American Educational Research Association. San Diego, CA.

Arzubiaga, A. (2008, September). Immigrants’ Cultural Citizenship in five countries’ preschools. Paper presented at the triannual meeting of the International Society for Cultural and Activity Research. University of California, San Diego.

Arzubiaga, A., Artiles, A., King, K. & Harris-Murri, N. (April, 2008). Beyond research on cultural minorities: Challenges and implications of research as a situated cultural practice. Paper presented at the Council for Exceptional Children Annual Convention and Expo. Boston, MA

Arzubiaga, A., Tobin, J., Adair, J. & Kurban, F. (March, 2008). Parents and teachers contest notions of belonging and citizenship in five nations’ preschools. Paper presented at the annual meeting of the American Educational Research Association. New York.

Arzubiaga, A. (2007, November). Immigrants’ Cultural Citizenship and Language Rights in U.S. Preschools. Paper presented at the annual meeting of the American Anthropological Association. Washington, DC.

Arzubiaga, A., Fuster, T. & Salazar, C. (April, 2007). Mexican Heritage Parenting Beliefs and Practices: Root Metaphors and Activity Theoretical Explanations. Paper presented at the annual meeting of the American Educational Research Association. Chicago, Illinois.

Tobin, J., Arzubiaga, A. & Adair, J. (April, 2007). The Intersection(s) of Immigrant Parents and Preschool Teachers throughout the U.S. Paper presented at the annual meeting of the American Educational Research Association. Chicago, Illinois.

Arzubiaga, A., Adair, J., (2007, January). Preschool as Borderlands and Sites of Im/migrants’ Insubordination. Paper presented at the bi-annual meeting of Children Crossing Borders. Arizona State University, AZ.

Arzubiaga, A., Adair, J., Tobin, J. (2006, November). An international study of preschool education for immigrant children. Visual images of education and schooling: Cross-cultural perspectives. Presented at the annual meeting of the American Anthropological Association. San Jose, CA.

Arzubiaga, A., Adair, J., Tobin, J. (2006, November). Preschool Borderlands: Im/migrants’ contested identities as spaces of insubordination. Paper presented at the annual meeting of the American Anthropological Association. San Jose, CA.

Adair, J., Santiago, G., Arzubiaga, A., & Tobin, J. (2006, January). Immigrant parents talk about language, race, and pedagogy in a bilingual preschool. Paper presented at the annual meeting of the National Association for Bilingual Education. Phoenix, AZ.

Arzubiaga, A., (2005, December). Extending Ogbu’s cultural-ecological theory: Emerging Latina/o communities’ participation in educational practices. Paper presented at the annual meeting of the American Anthropological Association. Washington, DC.

Arzubiaga, A., & DaSilva Iddings, A. C. (2005, September). Spanish speaking immigrants: Performing identities within literacy practices. Paper presented at the biannual meeting of the International Society for Cultural and Activity Research. Sevilla, Spain.

Arzubiaga, A. (2005, June). United States immigrant preschool report. Report presented at the annual meeting of the Children of Immigrants in Early Childhood Settings in Five Countries: A Study of Parent and Staff Beliefs funded by the Bernard van Leer Foundation. Milan, Italy.

Arzubiaga, A., Bloome, D., Artiles, A., Risko, V., & Rampulla, P. (2004, April). Theoretical and methodological issues in studying bi-literacy: Grappling with perspective, scale, and context. Paper presented at the annual meeting of the American Educational Research Association. San Diego, California.

Arzubiaga, A., & Rampulla, P. (2004, April). Mapping Latina/o children and families’ literacy practices: Space and beliefs about bilingualism and language maintenance. Poster presented at the annual meeting of the American Educational Research Association. San Diego, California.

Arzubiaga, A., & Cornfield, D. (2003, November). Spatializations: Language Group Variations among Immigrants in Nashville, Tennessee. Paper presented at the annual meeting of the American Anthropological Association. Chicago, Illinois.

Cornfield, D., Arzubiaga, A., & Walker, L. (2003, September). Incorporación de grupo y actitudes frente al empleo: Variaciones etnicas entre trabajadores inmigrantes en Nashville. Paper presented at the IV Congreso Latinoamericana de Sociología del Trabajo, Asociación Latinoamericana de Sociología del Trabajo. Havana, Cuba.

Arzubiaga, A., & Rueda, R. (2002, June). Activity theory and Latino families’ instrumental knowledge. Paper presented at the Fifth Congress of the International Society for Cultural Research and Activity Theory. Amsterdam, Netherlands.

Arzubiaga, A., MacGillivray, L., & Rueda, R. (2002, April). An ecocultural view of how Latina teachers’ early family routines and practices impact current adult routines and practices. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, Louisiana.

Rueda, R., Monzó, L., & Arzubiaga, A. (2002, April). Academic instrumental knowledge: Deconstructing cultural capital theory for strategic intervention approaches. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, Louisiana.

Rueda, R., Arzubiaga, A., Monzó, L., & MacGillivray, L. (2001, April). The relationship of Latino family’s instrumental knowledge about school. Paper presented at the annual meeting of the American Educational Research Association. Seattle, Washington.

Arzubiaga, A. (2001, March). Family matters related to the reading engagement of Latino children. Paper presented at the annual meeting of the American Psychological Association, Counseling Division. Houston, Texas.

Rueda, R., MacGillivray, L., Monzó, L., & Arzubiaga, A. (2000, November). Reading engagement and motivation to read a multilevel approach. Paper presented at the annual meeting of the National Reading Conference. Scottsdale, Arizona.

Arzubiaga, A. (2000, April). Children’s beliefs about authority and task performance at an after school program. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, Louisiana.

Alvarez, H., Arzubiaga, A., Baquedano-Lopez, P., Chiu, M., M., Howard, N., Isken, J., A., Razfar, A., & Stone, L. (1998, February). Creating Communities of Collaboration. Paper presented at the National Research Council of Teachers of English, Midwinter Research Assembly: Sociocultural Views of Literacy. University of California, Los Angeles.

Stone, L., Chiu, M., M., Alvarez, H., Arzubiaga, A., & Razfar, A. (1998, February). Creating Communities of Learners Introduction to Sociocultural Theory. Paper presented at the National Research Council of Teachers of English, Midwinter Research Assembly: Sociocultural Views of Literacy. University of California, Los Angeles.