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Kremen School of Education and Human Development

Ángel de Jesus González

Assistant Professor

Educational Leadership | Office: 369

angonzalez@csufresno.edu

Education

  • San Diego State University - Ed.D. in Community College Leadership 
  • San Diego State University - M.A. in Postsecondary Educational Leadership with a Specialization in Student Affairs
  • Whittier College -  B.A. in Environmental Science and Spanish

Courses Taught

Higher Education Administration and Leadership
  • HEAL 220: Introduction to Higher Education
Doctoral Program in Educational Leadership
  • EDL 535: Professional and Ethical Issues of Education
Ángel de Jesus González, Ed.D. (he/they/elle) is an Assistant Professor of Higher Education Administration and Leadership (HEAL) at Fresno State University. 

As a first-generation queer, Latinx, joto, they engage their scholarship through post-structuralist and transformative paradigms rooted in Xicana/Latina feminists epistemologies. Dr. González’s research agenda focuses on three strands; 1) examining the conditions, experiences, and outcomes for queer and/or trans communities; 2) Latinx Leadership and organizational change; and 3) racial equity policy implementation all within the community college context. Dr. González's foundational research has been published in many leading community college and higher education journals such as the Community College Journal of Research and Practice (CCJRP), the Journal of Research for Community Colleges (JARCC), the Journal for Student Affairs Research and Practice (JSARP), New Directions for Community Colleges (NDCC), and the International Journal of Qualitative Studies in Education (IJQSE).

Prior to Dr. González's appointment at Fresno State, they were a postdoctoral scholar in the Pullias Center for Higher Education at the University of Southern California (USC) Rossier School of Education. Dr. González informed the creation and development of the Change Leadership Toolkit (CLT) funded by the Bill & Melinda Gates Foundation. Dr. González has over 10 years of Higher Education and Student Affairs experience having worked across institution types (private, state, R1, community colleges, HSIs, MSIs, PWIs) and functional areas (residence life, student development, student government, student life, student conduct, academic advising, retention based programs). 

As an interdisciplinary scholar, Dr. González employs critical theories and methods such as jotería studies, intersectionality, queer pláticas, testimonio, queer chisme, queer phenomenology, critical policy analysis, and QuantCrit to name a few. Dr. González is a Faculty Affiliate for the Queer and Trans Latinx/a/o in HigherEd Collective and the Community College HigherEd Access Leadership Equity Scholarship (CCHALES) research collective at San Diego State University (SDSU). They is part of the Queer Trans People in Education (QTPiE) Research Team as an Emerging Scholar at the University of Vermont (UVM). Their work has been celebrated and acknowledged by a myriad of organizations. Dr. Gonzalez was the 2022 recipient of the NASPA Community College Division Research and Scholarship Award and ACPA’s Gender and Sexuality Coalition D.L. Stewart Research Award for their scholarship that advances queer and trans people of color well-being in community colleges and higher education.

Dr. González is involved in various national and regional leading Higher Education and Student Affairs associations including the American College Personnel Association (ACPA), the American Association of Hispanics in Higher Education (AAHHE), the Association for Jotería Arts, Activism, and Scholarship (AJAAS), the Association for the Study of Higher Education (ASHE), the American Education Research Association (AERA), and Student Affairs Administrators in Higher Education (NASPA).
Dr. González’s research agenda includes three strands;
  1. Examining the conditions, experiences, and outcomes for queer and/or trans communities
  2. Latinx Leadership and organizational change
  3. racial equity policy implementation
Theoretical Approaches
  • Borderlands Theory
  • Jotería Studies
  • Intersectionality
  • Path of Conocimiento
  • Queer of Color Critique
  • Queer Theory
Qualitative and Quantitative Methodologies and Methods Employed
  • Case Study
  • Critical Policy Analysis
  • Descriptive Statistics
  • Grounded Theory
  • QuantCrit
  • Queer Pláticas
  • Queer Chisme
  • Queer Phenomenology
  • Systematic Literature Review
  • Testimonio

Google Scholar

Selected Publications 

González, Á.D.J., Vasquez, M.C., & Abeyta, M. (2024). "The Traits That a Woman Has, a Man Can  Have, Too": How Collegiate Latino Men Navigate Masculinity Performance. Journal of College  Student Development65(1), 18-34. https://doi.org/10.1353/csd.2024.a919348

González, Á.D. J., & Duran, A. (2023). Category is, supporting BIQTPoC at community colleges: a systematic literature review to aid community college leaders in advocacy. In J. Burmicky & C. Hartman (Eds.), Equity-driven and social justice-oriented leadership. New Directions for Community Colleges, 202, pp. 169–183. John Wiley & Sons, Inc. https://doi.org/10.1002/cc.20577  

González, Á.D.J., Orozco, R.C. & González, S. (2023). Joteando y Mariconadas: Theorizing Queer Pláticas. In D. Delgado Bernal, A. Flores, T. Gaxiola Serrano, and C. Socorro Morales (Eds.), Chicana/Latina Feminista Pláticas in Educational Research. (International Journal of Qualitative Studies in Education, pp.1-16.).https://doi.org/10.1080/09518398.2023.2181433

González, Á.D.J., & Cataño, Y. (2022). Queering the Query: A Call to HSI Community Colleges to Include LGBTQIA + Latinx Students. About Campus, 27(1), 4–9. https://doi.org/10.1177/10864822221084728

González, Á. D. J. (2022). Advancing LatinX Leadership at California Community Colleges. Journal of Applied Research in the Community College, 28(3), 101-114

González, Á. D. J., & Hernández I. (2022). From the Guest Editors: Caminos, Puentes, y Posibilidades (Paths, Bridges, and Possibilities): Latinx Community College Leadership. Journal of Applied Research in the Community College, 28(2), iii-xii.

Pryor, J., González, Á. D. J., & Lamb, C. (2022). Exploring 20 Years of LGBTQ+ Practitioner Scholarship: Applying Scholarship to Practice?. Journal of Student Affairs Research and Practice (JSARP). https://doi.org/10.1080/19496591.2021.2006677 

Cataño, Y., & González, Á. D. J. (2021). Examining Servingness at California Community College Hispanic-Serving Institutions (HSI) for LGBTQ+ Latinx Students, Alliance for Hispanic Serving Institution Educators (AHSIE) Journal,1(1)34-54

González, Á. D. J., Burgos-López, L., Felix, E. R., & Nienhusser, H. K. (2021). Policy implementation as a tool for advancing equity in community college. Education Policy Analysis Archives, 29(25). In E.R. Felix & H. K. Nienhusser (Eds.), Policy Implementation as an Instrument to Achieve Educational Equity in the Community College Context (Education Policy Analysis Archives). https://doi.org/10.14507/epaa.29.6689.

Vasquez, M., González, Á. D. J., Cataño, Y., & Garcia, F. (2021). Exploring the role of women as validating agents in Latino male transfer success. Community College Journal of Research and Practice (CCJRP). https://doi.org/10.1080/10668926.2021.1873874

Felix, E. R., & González, Á. D. J. (2020). Using Institutional Planning to Support Men of Color in Community College. Community College Journal of Research and Practice, 1-15. https://doi.org/10.1080/10668926.2020.1841043

González, Á. D. J., & Cataño, Y. (2020). Queering community college HSIs: An environmental scan of current programs and services for Latinx students. Journal of Applied Research in the Community College, 27(1), 81-95.

Vasquez, M. C., Salinas Jr, C., Rodriguez, S. L., & González, Á. (2020). Landing spaces and capital: Transfer resiliency and knowledge building among Latino men. New Directions for Community Colleges, 2020 (190), 87-101. https://doi.org/10.1002/cc.20389