Member Since: 2019
Sylvia Hurtado is Professor in the Graduate School of Education and Information, and served as Director of the Higher Education Research Institute at the University of California, Los Angeles for more than a decade. Previous to UCLA, she also served as Director of the Center for the Study of Higher and Postsecondary Education at the University of Michigan. She has written extensively on racial campus climate, the experiences of underrepresented identity groups in college, and diversity in higher education. She has over 100 publications, seven books/monographs, and co-edited two books that won awards from the International Latino Book Awards in 2016 for Hispanic-Serving Institutions: Advancing Research and Transformative Practice (Routledge Press) and in 2017 for The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond (University of Texas Press). She received the 2018 Social Justice in Education Award from the American Educational Research Association; the 2015 Research Award from the Division J, and was named an AERA Fellow in 2011. She served as President of the Association for the Study of Higher Education (ASHE) in 2005, and Chaired the University of California System-wide Academic Senate’s Board of Admissions and Relations with Schools in 2010 that resulted in policy changes in statewide eligibility for college admission. Her research, in collaboration with scholars, was used as strong evidence for using race in college admissions as part of the University of Michigan’s affirmative action cases, informing the 2003 Supreme Court case decisions in Grutter v. Bollinger and Gratz v. Bollinger. Black Issues in Higher Education (Diverse magazine), named her among the Top 15 influential faculty who personify scholarship, service and integrity and whose work has had substantial impact on the academy. She has led several federally-funded (NIH, NSF, IES) projects on diverse learning environments and student retention, STEM education and diversification of the scientific workforce, and innovation in undergraduate education. Her most recent work involves collaborating with scholars to advance culturally aware mentoring practices and assessment in graduate education; and the impact of culturally responsive, student-centered interventions on transformation in the university.
Dr. Hurtado grew up in San Antonio, Texas and received an A.B. degree from Princeton University in Sociology; an M.Ed. in Administration and Social Policy from the Harvard Graduate School of Education; and a Ph.D from UCLA in Education.