Alfredo J. Artiles


Alfredo Artiles

Member Since: 2019

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Alfredo J. Artiles  is the Lee L. Jacks Professor of Education at Stanford University. His programmatic work engages the questions “how do educational equity remedies create new injustices and what are effective ways to reduce these paradoxes?” His scholarship examines the dual nature of disability as an object of protection and a tool of stratification. He aims to understand how responses to disability intersections with race, social class and language advance or hinder educational opportunities. He co-led the federally funded National Center for Culturally Responsive Educational Systems and the Region IX Equity Assistance Center. Dr. Artiles was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. He is a Fellow of the American Educational Research Association (AERA) and a Senior Research Fellow at the Learning Policy Institute. Artiles received an Honorary Doctorate from the University of Göteborgs (Sweden) and is Honorary Professor at the University of Birmingham (United Kingdom). He obtained a post-doctoral fellowship from the NAEd/Spencer Foundation and was selected Distinguished Alumnus by the University of Virginia’s School of Education. Artiles has served on three consensus panels of the National Academies of Sciences and was a Commissioner in the Obama White House Advisory Commission on Educational Excellence for Hispanics. He obtained mentoring awards from The Spencer Foundation, AERA, and Arizona State University. Artiles received the 2012 AERA’s Palmer O. Johnson Award and the 2017 AERA Review of Research Award. He edits the “Disability, Culture, & Equity” book series (Teachers College Press). Publications include: The 14th Brown Lecture – “Re-envisioning equity research: Disability identification disparities as a case in point” (Educational Researcher); “The aftermath of disproportionality citations: Situating disability-race intersections in historical and spatial contexts” (American Educational Research Journal) (with Tefera, Voulgarides, Aylward & Alvarado); “Unpacking the logic of compliance in special education: Contextual influences on discipline racial disparities in suburban schools” (Sociology of Education) (with Tefera, Voulgarides, Aylward, Alvarado, & Noguera); Inclusive education: Examining equity on five continents (with Kozleski & Waitoller) (Harvard Education Press).

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