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Kremen School of Education and Human Development

Patricia D. López

Assistant Professor

Curriculum and Instruction | 559-278-0115

pdlopez@csufresno.edu

Education

University of Texas at Austin         

Ph.D., Education Policy and Planning (doctoral portfolio: Mexican American and Latinx Studies)

M.A. Education (specialization: Education Policy)

University of California, Santa Cruz         

B.A., Social Psychology (minor in Latin American and Latino Studies)

Courses Taught

CI 151: Social Foundations of Education (Single Subject Credential)
CI 163: Curriculum and Pedagogy (Multiple Subject Credential)
CI 135: Sociopolitical Contexts of Education and Pedagogy (Latinx Culture of Emphasis; Bilingual Authorization)
CI 241: Social Justice and Equity (MAT Program)
Dr. Patricia D. López is a first-generation college student born and raised in Visalia, California. She holds a doctorate in Education Policy and Planning with a portfolio in Mexican American and Latinx Studies from the University of Texas at Austin, as well as bachelor and minor degrees in Social Psychology and Latina and Latin American Studies from the University of California, Santa Cruz. Her research explores the sociocultural and sociopolitical context of K12 and higher education policy and practice with a central focus on issues of race/ethnicity, class, and language. Currently, Dr. López is Assistant Professor of Social Foundations at Fresno State’s Kremen School of Education and Human Development where she teaches credential and master’s degree courses with current and future educators. She also directs the Enseñamos en el Valle Central, a TItle V initiative focused on cultivating homegrown bilingual and critically conscious educators in the Central Valley.

Sociocultural and Sociopolitical Aspects of Policy and Practice

López, P.D. (2021). Latina/o/x Teachers: History, Policies, and Politics. In Murillo, et al. (Eds). Handbook of Latinos and Education 2nd Edition, pp. 124-134. New York: Routledge.

Soltero López, A.K. & López, P. D. (2020). Expanding Our Reach: Cross-Institutional Collaborations and Teacher Preparation in Hispanic Serving Institutions. Journal of Culture and Values in Education, 3(1), 120-135. DOI: 10.46303/jcve.03.01.8 

Herrera, L.Y., Soltero López, A., López, P.D., Alamillo, L., Noel, J., Cintrón, J., Berta-Avila, M., Figueroa-Ramírez, K. & Allender, D. (forthcoming). Growing and nurturing future Latinx, bilingual teachers in California, Hispanic Serving Institutions. In C.D. Gist & T.J. Bristol, (Eds.), Handbook of Research on Teachers of Color. New York: American Educational Research Association.

López, P.D. (2019). The Sociopolitical Context of LCFF: Resource Allocation and Minoritized Communities in Silicon Valley. Peabody Journal of Education, 94(2), 142-156. DOI: 10.1080/0161956X.2019.1598109

Jimenez-Castellano, O., López, P.D. & Rivera, M. (2019). Guest Editors’ Introduction and Overview: The Politics of K-12 Local Control Funding and Accountability for Latino and ELL students: Lessons Learned from California. Peabody Journal of Education, 94(2), 115-121. DOI: 10.1080/0161956X.2019.1598099

López, P.D. & Perez, W. (2018). Latinx education policy and resistance in the Trump Era. Association of Mexican American Educators Journal, 12(3), 7-12.

López, P.D. (2017). Brown v. Board of Education. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. New York, NY: SAGE Publishing. 

López, P.D. (2016). Latina differential consciousness and race-gendering in Texas’ legislative process. In S. Navarro, S. Hernández & L. Navarro, Latinas in Politics: Changing and Embracing Political Tradition. New York, NY: Lexington Books.

López, P.D. (2016). Educational Leadership and the Politics of Change. Association of Mexican American Educators Journal, 10(3), 107-118. 

Valenzuela, A. & López, P.D. (2015). The National Latino/a Education Research and Policy Project: Origins. In M. Lavadenz & A.C. Muniz, Latino Civil Rights in Education: La Lucha Sigue. New York, NY: Routledge Press. 

López, P.D. & Valenzuela, A. (2014). Resisting epistemological exclusion and inserting La Clase Mágica into state-level policy discourses. In B. Flores, O. Vasquez & E.R. Clark. La Clase Mágica: Generating Transworld Pedagogy. New York, NY: Rowman Littlefield Publishing Group.

Valenzuela, A. & López, P.D. (2014). Cultivating a cadre of critically conscious teachers and “taking this country to a totally new place”. In P. Portes & S. Salas. U.S. Latinos in K-12 education: Seminal research-based policy directions for change we can believe in. New York: Routledge.

Cabrera, N. L., Lopez, P. D., Sáenz, V. B. (2012). Ganas: From the individual to the community, and the potential for improving college going in the “Land That Texas Forgot”. Journal of Latinos and Education, 11(4), 232-246. 

López, P.D., Valenzuela, A. & García, E. (2011). The critical ethnography of public policy: Social justice and community responsibility. In B.A. Levinson & M. Pollock (Eds.), Companion to the Anthropology of Education. Indianapolis, IN: Wiley-Blackwell.

López, P.D. (2009). The Impact of Accountability and Assessment on High School English Language Learners and their Families: The South Texas Border Context. Center for Health and Social Policy Journal, 1-18.

Dissertation 

López, P.D. (2012). The Process of Becoming: The Political Construction of Texas’ Lone STAAR System of Accountability and College Readiness. University of Texas at Austin: Dissertation.