UT Experts : University Communications : The University of Texas at Austin

Director , John L. Warfield Center for African and African American Studies
+1 512 471 4745, makalani@austin.utexas.edu

Minkah Makalani is Director for the John L. Warfield Center for African and African American Studies, and Associate Professor in the Department of African and African Diaspora Studies. His work and teaching focus on intellectual history, black political thought, radical social movements, Caribbean independence, Black Power, race and racial identity, and hip-hop. His first book, In the Cause of Freedom: Radical Black Internationalism from Harlem to London, 1917-1939 (University of North Carolina Press, 2011), examines the black radical encounter within organized Marxism among early twentieth century Caribbean radicals in Harlem and London, and considers how these activist-intellectuals drew on their experiences of racial oppression, colonial domination, and diasporic interactions prompted their independent political organizing and informed their engagement with western radical thought to articulate a black internationalist politics. He is also co-editor of Escape from New York: The New Negro Renaissance beyond Harlem (University Press of Minnesota, 2013), with Davarian Baldwin. His articles have appeared in Small Axe, Social Text, South Atlantic Quarterly, Souls, The Journal of African American History, and Women, Gender, and Families of Color.

Professor , Department of Curriculum and Instruction , College of Education
+1 512 232 4129, urrieta@austin.utexas.edu
Spanish Speaker

Dr. Luis Urrieta, Jr. is Professor of Cultural Studies in Education. He is (by courtesy) affiliated faculty in the Center for Mexican American Studies (CMAS), the Native American & Indigenous Studies Program (NAIS), and the Lozano Long-Benson Institute of Latin American Studies (LLILAS). Dr. Urrieta's research interests center around 1) cultural and racial identities, 2) agency as social and cultural practices, 3) social movements and collective action related to education, and 4) learning in family and community contexts. He is specifically interested in Chicanx, Latinx, and Indigenous (P'urhépecha) cultures and identities, activism as a social practice in educational spaces, in oral and narrative traditions in qualitative research, and Indigenous knowledge systems and research methodologies. Luis Urrieta received his Ph.D. at the University of North Carolina at Chapel Hill in 2003. He has been a resident scholar at the School for Advanced Research (SAR) in Santa Fe, New Mexico; a Fulbright Garcia Robles Fellow in Mexico; a fellow of the American Educational Research Association, the Spencer Foundation, and the American Association of Hispanics in Higher Education. Dr. Urrieta held the Lee Hage Jamail Regents Chair in Education from 2006 to 2008, and currently holds the Suzanne B. and John L. Adams Professorship in Education. In 2012 he was honored with the Alumni Achievement Award from the School of Education at the University of North Carolina at Chapel Hill. Dr. Urrieta is the author of the award winning book, "Working from Within: Chicana and Chicano Activist Educators in Whitestream Schools" (2009, University of Arizona Press), in addition to an extensive publishing record. Hi most recent book is a co-edited volume (with George W. Noblit) titled Cultural Constructions of Identity: Meta-ethnography and Theory (2018, Oxford University Press). Dr. Urrieta was also honored as a César E. Chávez champion of change by the White House in 2014.

Professor Emeritus , Lyndon B Johnson School of Public Affairs
, eddorn@utexas.edu

Ed Dorn became Dean of the LBJ School of Public Affairs in September 1997, after spending 20 years in Washington shaping and studying public policy. His last Washington job was at the Pentagon, where he served from 1993 to 1997, initially as an Assistant Secretary and later as an Under Secretary of Defense. Mr. Dorn also worked at the US Education Department and at two "think tanks"--the Joint Center for Political and Economic Studies and the Brookings Institution. His first position in Washington, in 1977, was as a special assistant to the then-Secretary of Health, Education and Welfare Joseph Califano. As Under Secretary of Defense for Personnel and Readiness, Mr. Dorn's policy responsibilities included recruiting, training, pay and benefits for the total force of more than three million military and civilian personnel. He also oversaw the Defense Health Program, the Commissary System, Overseas Dependent Schools and the Defense Equal Opportunity Management Institute. A native Texan, Mr. Dorn is a Phi Beta Kappa graduate of UT-Austin. In 1967-68, he was a Fulbright Scholar at the Center for West African Studies at the University of Birmingham, England. He completed an M.A. in African studies at the University of Indiana-Bloomington and a Ph.D. in political science at Yale. From 1970-72, he served on active duty with the US Army in Germany. Mr. Dorn's major publications include "Rules and Racial Equality" (Yale, 1979) and an edited volume, "Who Defends America?" (Joint Center, 1989). He has been an advisor to two PBS-TV Series: "Congress: We The People" and the civil rights documentary "Eyes on the Prize." His affiliations include the Institute for Defense Analyses, the Kettering Foundation and the United Way/Capital Area. In 1999, Dorn was named a Distinguished Alumnus of the University of Texas at Austin.

Professor , Department of Curriculum and Instruction , College of Education
, jadair@austin.utexas.edu
Spanish Speaker

Jennifer Keys Adair, PhD is Associate Professor of Curriculum and Instruction and the Director of the Agency and Young Children Research Collective at The University of Texas at Austin. A trained cultural anthropologist and former preschool teacher, Using video-cued ethnography, Dr. Adair works with young children, teachers, parents and administrators to understand how racism and white supremacy impact the learning experiences of young children. Dr. Adair focuses on the importance of agency for childrens capability expansion as well as ways to locate/measure agency to overcome the overly-controlled schooling environments many children of color experience, even in the early years of school. Dr. Adair is a former Young Scholars Fellow with the Foundation for Child Development and recently completed a major Spencer Foundation study on civic agency in preschool classrooms. Dr. Adair is the author of the book, Segregation by Experience: Agency, Racism and Early Learning (The University of Chicago Press, 2021; Awarded the Council on Anthropology and Education 2021 Outstanding Book Award) with Dr. Kiyomi Sánchez-Suzuki Colegrove. Dr. Adair has published in numerous journals including Harvard Educational Review, Teachers College Record, Race, Ethnicity and Education, Young Children, Anthropology and Education Quarterly, and Contemporary Issues in Early Childhood. She currently serves on multiple, national editorial and advisory boards, and lectures in multiple countries. In addition to academic conferences, Jennifer has spoken at SXSW and Blackademics on why white parents need to talk to their children about racism and white supremacy. Jennifers work and expertise can be found in a variety of media Washington Post, NPR, New America, Code Switch, Huffington Post, Edweek, The Conversation, Chicago Register and the Migration Policy Institute and NAEYCs recent equity statement.

Professor , Department of Curriculum and Instruction , College of Education
+1 512 232 4257, keffrelyn@austin.utexas.edu

Keffrelyn D. Brown (Ph.D., University of Wisconsin-Madison) is the Suzanne B. and John L. Adams Endowed Professor of Education and Distinguished University Teaching Professor of Cultural Studies in Education in the Department of Curriculum and Instruction. She is the co-founder and co-director (with Dr. Anthony Brown) of the Center for Innovation in Race, Teaching, and Curriculum. She also holds a faculty appointment in the Department of African and African Diaspora Studies, the John L. Warfield Center for African and African American Studies and the Center for Women and Gender Studies. Her research and teaching focuses on the sociocultural knowledge of race in teaching and curriculum, critical multicultural teacher education and the educational discourses and intellectual thought related to African Americans and their educational experiences in the U.S. Keffrelyn has published over 50 books, journal articles, book chapters and other educational texts. She serves on the editorial boards for several well-recognized peer-reviewed journals including Teachers College Record, Race, Ethnicity and Education, Teaching and Teacher Education and Urban Education. Her most recent book, After the "At-Risk" Label: Reorienting Risk in Educational Policy and Practice was published by Teachers College Press. Keffrelyn has received recognition for both her research and teaching. In 2017 she received the Division K Mid-career Award from the American Educational Research Association (AERA). In 2013 she was awarded the Kappa Delta Pi/Division K Early Career Research Award from AERA. She is also the recipient of numerous fellowships, including the Ford Foundation Dissertation Fellowship and the Wisconsin-Spencer Foundation Research Training Grant. In 2012 she received the Regent's Outstanding Teaching award, the highest teaching honor given for excellence in undergraduate teaching across the University of Texas system. She was inducted in the Provost's Teaching Fellows program at UT-Austin in 2017 and in its Academy of Distinguished Teaching in 2019. Keffrelyn is a sought after presenter in her local, regional and national communities. She is active in the multiple roles she has as a researcher, teacher, teacher educator and critically engaged community member. As a former elementary and middle school teacher, school administrator, and curriculum developer, Keffrelyn is keen to the everyday challenges of schooling.

Department Chair , Department of Educational Psychology , College of Education
+1 512 471 7498, kcokley@austin.utexas.edu

Kevin Cokley's research can be broadly categorized in the area of African American psychology, with a focus on racial and ethnic identity development, academic motivation and academic achievement. A theme of much of his research is understanding the psychological and environmental factors that impact African American student achievement. Cokley's research and scholarship have led him to challenge the notion that African American students are anti-intellectual, and to critically re-examine the impact of racial and ethnic identity and gender on academic achievement. Recently Cokley has started exploring the impostor phenomenon and its relationship to mental health and academic outcomes among ethnic minority students. Cokley's publications have appeared in professional journals such as the Journal of Counseling Psychology, Journal of Black Psychology, Cultural Diversity and Ethnic Minority Psychology, Individual Differences and Personality, Measurement and Evaluation in Counseling and Development, the Journal of Multicultural Counseling and Development, Educational and Psychological Measurement, and the Harvard Educational Review. Cokley has a joint appointment in the College of Education's Department of Educational Psychology and the College of Liberal Arts' Department of African and African Diaspora Studies. He is the Past Editor-in-Chief of the Journal of Black Psychology and the Director of the Institute for Urban Policy Research & Analysis. He has written several Op-Eds in major media outlets including the St. Louis Post Dispatch, Dallas Morning News, San Antonio Express, The American Prospect, The Huffington Post, The Conversation and The Hill on topics such as Blacks rational mistrust of police, police shootings of Blacks, the aftermath of Ferguson, the use of school vouchers, racial disparities in school discipline, and Black students graduation rates. [italic]Kevin Cokley is not currently accepting new graduate students for the 2022-23 Academic Year.[/italic]

Associate Professor , Department of Educational Leadership and Policy , College of Education
, tgreen@austin.utexas.edu

Terrance L. Green is an associate professor at the University of Texas at Austin in the Department of Educational Leadership and Policy. Dr. Green's research examines the relationship between educational leadership, schools and neighborhood communities with a focus on racial and educational equity. His work centers on three related research strands: 1) the role of educational leaders in equity-focused school-family-community partnerships, 2) the intersection of school reform and equitable community development with a focus on the impacts of neighborhood gentrification on schools and 3) institutional change approaches to racial and educational equity in school districts and schools. His research has been published in several journals including Teachers College Record, Educational Administration Quarterly, Journal of School Leadership, The Urban Review and Urban Education. In addition, Dr. Green's research has been nationally recognized, and he has received several prestigious awards and grant funding to support his work. In 2018, he was awarded one of thirty National Academy of Education (NAEd) Spencer Postdoctoral Fellowships, and in 2017, Dr. Green received the Early Career Award from the American Educational Research Associations (AERA) Division A (which focuses on Administration, Organization, and Leadership). In 2016, he was the recipient of the William J. Davis Award for the most outstanding article published in a volume of Educational Administration Quarterly, which is the top journal in the field of educational leadership and administration. Dr. Green's research has been funded by the Spencer Foundation and the William T. Grant Foundation. Dr. Green has written several opinion editorials on key education topics that have been featured in a variety of popular press venues such as: TIME.com, The Houston Chronicle, Dallas Morning News, Austin American Statesman, Texas Tribune, Detroit Free Press and the McAllen Monitor. Dr. Green earned a Ph.D. in Educational Leadership & Policy Analysis from the University of Wisconsin-Madison and a B.S. in Biology Education from Kentucky State University, a Historically Black College & University (HBCU). Prior to earning his doctorate, he was a high school science teacher. Check out some of Dr. Green's work below: [link:https://www.youtube.com/watch?v=hrF2ZW9Cbv4]College of Education Video[/link] Op-ed: [link:http://time.com/4446768/back-to-school-questions/TIME.com[/link] Op-ed: https://www.houstonchronicle.com/opinion/outlook/article/Why-Texas-school-districts-should-rethink-13476262.php Op-ed: [link:http://www.freep.com/story/opinion/readers/2015/07/17/detroit-schools-segregation/30322513/]What it will take to truly desegregate Detroit schools[/link] https://www.fox7austin.com/video/610239

Research Professor , Lyndon B Johnson School of Public Affairs
+1 512 471 3779, cheinrich@austin.utexas.edu

Carolyn Heinrich (Ph.D., University of Chicago) is the Sid Richardson Professor of Public Affairs and affiliated Professor of Economics and the Director of the Center for Health and Social Policy at the Lyndon B. Johnson School of Public Affairs, University of Texas at Austin. Prior to her appointment on July 1, 2011, she was the Director of the La Follette School of Public Affairs at the University of Wisconsin-Madison. Heinrich's research focuses on social welfare policy, labor force development, public management and econometric methods for program evaluation. She works directly in her research with governments at all levels, including with the federal government on evaluations of workforce development programs, with states on their social welfare and child support programs, and school districts in the evaluation of supplemental educational services and other educational interventions. She also collaborates with nongovernmental organizations such as the World Bank, Inter-American Development Bank, UNICEF and others in research to improve program and policy design and the impacts and effectiveness of economic and social investments in middle-income and developing countries. Other ongoing projects involve the study of labor market intermediaries and labor market outcomes for low-skilled and disadvantaged workers, performance management and contracting, health-care reform provisions and policy factors that support effective provision of substance abuse treatment services, and conditional cash transfers and related poverty-reduction interventions. She is the President and a founding board member of the Public Management Research Association and served as the editor of the Journal of Public Administration Research and Theory from January 2005 through December 2008. She also served on the Policy Council of the Association for Public Policy Analysis and Management from 2004-2007 and as its chair of the Board of Institutional Representatives through spring 2011. In 2004, Heinrich received the David N. Kershaw Award for distinguished contributions to the field of public policy analysis and management by a person under age 40, and in 2010, she and was elected to the National Academy of Public Administration. She has published more than 60 peer-reviewed books and journal articles.

Associate Dean for Equity, Community Engagement, and Outreach , College of Education
+1 512 471 7551, +1 512 475 8587, richard.reddick@austin.utexas.edu

Richard J. Reddick, Ed.D. is the [link:https://education.utexas.edu/about/college-leadership/richard-reddick]inaugural associate dean for equity, community engagement, and outreach[/link] for the College of Education at The University of Texas at Austin. He is also Professor in the [link:https://education.utexas.edu/departments/educational-leadership-policy/graduate-programs/program-higher-education-leadership-phd-edd-program]Program in Higher Education Leadership[/link] in the [link:https://education.utexas.edu/departments/educational-leadership-policy]Department of Educational Leadership and Policy (ELP)[/link] at [link:https://www.utexas.edu]The University of Texas at Austin[/link], where he has served as a faculty member since 2007. Additionally, Dr. Reddick serves as the Assistant Director of the [link:https://liberalarts.utexas.edu/plan2/]Plan II Honors Program[/link] in the College of Liberal Arts. Dr. Reddick is a faculty member by courtesy in the [link:https://liberalarts.utexas.edu/aads/index.php]Department for African and African Diaspora Studies[/link], the [link:https://liberalarts.utexas.edu/caaas/]John L. Warfield Center for African and African American Studies[/link], and a fellow at the [link:https://liberalarts.utexas.edu/iupra/]Institute for Urban Policy Research and Analysis[/link]. Dr. Reddick co-chairs the [link:https://provost.utexas.edu/diversity/council-racial-and-ethnic-equity-and-diversity]Council for Racial and Ethnic Equity and Diversity (CREED)[/link], serves on the [link:https://ugs.utexas.edu/sig/faculty-involvement/scac]Signature Course Advisory Committee (SCAC)[/link], and was named to the [link:https://provost.utexas.edu/news/inaugural-cohort-announced-provosts-distinguished-service-academy]inaugural cohort of the Provost's Distinguished Service Academy[/link]. Dr. Reddick is the faculty co-chair for the [link:https://www.gse.harvard.edu/ppe/program/institute-educational-management-iem]Institute for Educational Management (IEM)[/link] at Harvard University, and teaches in the [link:https://www.gse.harvard.edu/ppe/program/institute-management-and-leadership-education-mle]Institute for Management Leadership in Education[/link]. In spring 2018, Dr. Reddick was appointed as a Visiting Associate Professor at the [link:https://www.gse.harvard.edu/]Harvard Graduate School of Education[/link]. Dr. Reddick is an award winning teacher and scholar; awarded the Eyes of Texas Excellence Award in 2008, the [link:https://texasexes.org/involved/oytex-current-recipients.aspx]Outstanding Young Texas Ex Award[/link], and the John L. Warfield Center for African and African American Studies Teaching Award, both in 2012, the Black Faculty Staff Association Faculty Member of the Year in 2013, and the recipient of the John L. Warfield Center for African and African American Studies Teaching Award in 2013. He spent the 2010-2011 academic year as a Woodrow Wilson National Fellowship Foundation Career Enhancement Scholar. Dr. Reddick received the 2018 Austin L.E.A.D.S. Award from the [link:http://sites.austincc.edu/equityandinclusion/ideal/]Austin Community College Office of Equity and Inclusions I.D.E.A.L. Center[/link] and was named [link:https://diversity.utexas.edu/communityengagement/the-tower-awards/past-winners/]Outstanding Community Based Learning Professor[/link] at the 2019 Tower Awards. Dr. Reddick teaches graduate courses on the history of higher education, multicultural modes of mentoring, social and cultural contexts of education, and qualitative research methods. He also teaches undergraduate courses in Plan II Honors and the Signature Course program in Undergraduate Studies. Dr. Reddick earned his B.A. in Plan II Liberal Arts Honors and was named a College of Liberal Arts [link:http://www.utexas.edu/cola/alumni-and-giving/alumni-relations/DDG-Alumni-Association/Past-Recipients.php]Distinguished Deans Graduate[/link] in 1995. He then went on to teach elementary and middle school in the Fifth Ward community of Houston, Texas. Dr. Reddick went on to work in the student affairs field at the Massachusetts Institute of Technology, California Polytechnic State University, San Luis Obispo, and Emory University. Dr. Reddick earned masters and doctoral degrees from the Harvard Graduate School of Education in 1998 and 2007, respectively. While a graduate student, Dr. Reddick worked closely with the School Leadership Program, helping to train teacher leaders, principals, and school developers, and also served as a School Director with Teach For America, training corps members. Additionally, Dr. Reddick edited the Harvard Educational Review and was a co-founder of the [link:http://www.facebook.com/HgseAlumniOfColorConference2013]Alumni of Color Conference (AOCC)[/link], a convening of scholars and practitioners focused on the educational experiences of scholars and students of color, now in its fifteenth year. Dr. Reddick was selected as [link:http://www.gse.harvard.edu/news-impact/2008/06/commencement-marshal-richard-reddick-the-role-of-mentors/]Class Marshal of the Graduate School of Education[/link] at the 372nd Harvard University Commencement. Dr. Reddick served as the 2013 co-chair of the Faculty, Curriculum, and Teaching section for the Division J (Postsecondary Education) Program Committee for the American Educational Research Association (AERA). Dr. Reddick conducts ethnographic research on the experiences of faculty of color in predominantly White university settings, mentoring relationships in higher education, Black families in American society, and work-family balance in junior faculty fathers. Dr. Reddicks research has been highlighted on [link:http://www.npr.org/search/index.php?searchinput="richard+reddick"&tabId=all&dateId=0&programId=0&topicId=0]NPR[/link], the [link:http://www.chron.com/news/houston-texas/article/Texas-ranks-40th-in-residents-with-associate-s-1713809.php]Associated Press[/link], [link:https://www.pbs.org/video/reddick-fox-foster-t8ulbm/]PBS[/link], the [link:https://www.bbc.co.uk/programmes/b0b2gs81]BBC[/link], the [link:http://chronicle.com/article/Men-on-the-Tenure-Track/130295/]Chronicle of Higher Education[/link], and he regularly presents his research at the annual meetings of the American Educational Research Association (AERA) and the Association for the Study of Higher Education (ASHE). Dr. Reddick has published articles in the top journals in education, and is the co-author and co-editor of four books. In addition to these scholarly activities, Dr. Reddick is a Wheel of Fortune and Jeopardy! champion, husband to Sherry, and most importantly, dad to a 12- and 10-year old. Dr. Reddick is the board chair of [link:http://www.montessoriforall.org/]Montessori For All[/link], the first public Montessori school in East Austin, and serves on the Austin Regional Board for [link:https://ideapublicschools.org/regions/austin/]IDEA Public Schools[/link]. He is a proud graduate of Department of Defense Dependent Schools and the former Johnston High School in East Austin. You can follow Dr. Reddick on Twitter: [link:https://twitter.com/DrRichReddick]@DrRichReddick[/link]

Acting Associate Dean, Equity and Inclusive Excellence , College of Education
+1 512 232 7519, +1 512 471 7551, vsaenz@austin.utexas.edu
Spanish Speaker

Victor B. Sáenz, Ph.D. currently serves as the acting associate dean, equity and inclusive excellence for the College of Education and as the chair and L. D. Haskew Centennial Professor in Public School Administration of the [link:https://education.utexas.edu/departments/educational-leadership-policy]Department of Educational Leadership and Policy[/link] at the University of Texas at Austin and the. He also holds courtesy appointments with the [link:https://lbj.utexas.edu/]LBJ School of Public Affairs[/link], the [link:https://liberalarts.utexas.edu/cmas/]Center for Mexican American Studies[/link], the [link:https://liberalarts.utexas.edu/mals/]Department of Mexican American and Latina/o Studies[/link], the [link:https://liberalarts.utexas.edu/ppi/]Irma Rangel Public Policy Institute, the Institute for Urban Policy Research & Analysis[/link], and the [link:https://heri.ucla.edu/]UCLA Higher Education Research Institute[/link]. Sáenz's current work advances research-informed best practices and policy solutions that improve educational outcomes for underserved students in education, with a special emphasis on boys and young men of color. In 2010 Sáenz co-founded an award-winning initiative at UT-Austin called [link:http://diversity.utexas.edu/projectmales/]Project MALES (Mentoring to Achieve Latino Educational Success)[/link], a multi-pronged effort focused on advancing educational outcomes for male students of color (based within the Division of Diversity and Community Engagement). Under Project MALES he launched a nationally recognized Student Mentoring Program that partners with local schools to connect undergraduate peer mentors with middle school and high school male students. He also co-created a network of K-12 and higher education institutions called the [link:http://diversity.utexas.edu/txedconsortium/]Texas Education Consortium for Male Students of Color[/link] that focuses on advancing educational outcomes for this critical student population. Supported by grants from the Greater Texas Foundation (GTF), the Trellis Foundation, and the Kresge Foundation, this statewide collaborative focuses on improving educational outcomes for male students of color across the state of Texas. The Consortium is made up of over thirty institutional partners in K-12 and higher education, and it seeks to align and coordinate existing programs and services that target underrepresented male students across the education continuum. Over the years, Sáenz has received various research and service recognitions for his support of schools, students, and communities (e.g., Somos Austin, Seedling Mentors, Catch the Next). In 2009 he was named by Diverse Magazine as "One of 25 to Watch" diversity leaders in American higher education. In fall 2010, he was recognized as one of seven "ING Professors of Excellence" among over two thousand faculty members at the University of Texas. In 2018 he received a Research Award from the AERA Hispanic Research Issues SIG. He has also earned several faculty fellowships at UT-Austin and is currently the holder of the W.K. Kellogg Professorship in Community College Leadership. Sáenz has co-authored three books and has published dozens of peer-reviewed articles and book chapters, and his work has been cited in numerous policy reports, scholarly publications, and by local and national media. He has presented his research at countless conferences and meetings across the country, including at the White House, the National Press Club, and on Capitol Hill. Sáenz is a member of two distinguished editorial boards for peer-reviewed journals in his field, and he is an active member of several national associations focused on higher education issues, including ASHE, AERA, AIR, AAHHE, and TACHE. He has also served on the national boards of the Association for the Study of Higher Education, the American Association of Hispanics in Higher Education, the National Resource Center for the First Year Experience, the Hispanic Scholarship Consortium, and the Texas Puente Project (Catch the Next). Locally he serves on the UT Elementary School Management Board, the Ann Richards School Foundation Board, and the Texas Lyceum Board. He is currently the Board Chair of AAHHE, a national association committed to advancing leadership opportunities for the Latinx community in higher education. Dr. Sáenz earned his Ph.D. in Higher Education and Organizational Change in 2005 from the University of California, Los Angeles (UCLA), where he also completed a Master's in Education in 2002. He also earned a Master's degree in Public Affairs (1999, LBJ School of Public Affairs) and a Bachelors degree in Mathematics (1996, College of Natural Sciences) from the University of Texas at Austin. Dr. Sáenz is a fourth-generation Texan and a second-generation Longhorn.

Other University Affiliate , Vice President for Student Affairs
+1 512 471 5017, +1 512 475 6547, audrey.sorrells@austin.utexas.edu

[bold]Audrey M. Sorrells, Ph.D.[/bold] is associate dean of students for research in the Office of the Dean of Students, Division of Student Affairs. She is also associate professor of special education in the College of Education, Senior Ford Fellow, National Research Council and past Fellow in the Lee Hage Jamail Regents Chair in Education at The University of Texas at Austin. Prior to her appointment in the Office of the Dean of Students, Dr. Sorrells served as undergraduate advisor and minority liaison officer in the Department of Special Education, as well as chair of several department, college and university committees. She has 27 years of higher education teaching and research experience, from 1987 to 1997 at Southeastern Louisiana University, and since 1997 at UT Austin. Prior to her university appointments, Dr. Sorrells taught in K-12 settings, teaching at risk students and in high poverty rural and urban schools, including students with learning and behavioral disabilities. Dr. Sorrells' research in higher education has focused on the first-year experience, first-generation students, Veteran students with posttraumatic stress, mild traumatic brain injury (mTBI), and substance use disorders, students with disabilities, professional development, and interdisciplinary partnerships in higher education. Other areas on which she has focused her research include minority and disproportionate representation in K-12 schools for students with disabilities, reading instruction in middle and secondary schools, and college readiness. In addition to having authored and coauthored many refereed publications, Dr. Sorrells is a consultant and presenter at local, statewide and national levels, and currently serves as a principal investigator or co-investigator of several state and federally funded grants. She served as co-editor of Journal of Multiple Voices for Ethnically Diverse Exceptional Learners and is co-author of the book, Critical Issues in Special Education: Access, Diversity and Accountability. The recipient of many honors, including a Doctoral Leadership Award from the University of Florida, Dr. Sorrells has also been a Ford Foundation Postdoctoral Fellow, a Dean's Fellow at The University of Texas at Austin and is listed in Who's Who Among Educators in America. Dr. Sorrells earned a Bachelor of Arts in business administration and education and Master of Education degree in special education from Southeastern Louisiana University. She holds a Doctor of Philosophy degree in education from the University of Florida.

Professor , Department of Curriculum and Instruction , College of Education
+1 512 232 4129, urrieta@austin.utexas.edu
Spanish Speaker

Dr. Luis Urrieta, Jr. is Professor of Cultural Studies in Education. He is (by courtesy) affiliated faculty in the Center for Mexican American Studies (CMAS), the Native American & Indigenous Studies Program (NAIS), and the Lozano Long-Benson Institute of Latin American Studies (LLILAS). Dr. Urrieta's research interests center around 1) cultural and racial identities, 2) agency as social and cultural practices, 3) social movements and collective action related to education, and 4) learning in family and community contexts. He is specifically interested in Chicanx, Latinx, and Indigenous (P'urhépecha) cultures and identities, activism as a social practice in educational spaces, in oral and narrative traditions in qualitative research, and Indigenous knowledge systems and research methodologies. Luis Urrieta received his Ph.D. at the University of North Carolina at Chapel Hill in 2003. He has been a resident scholar at the School for Advanced Research (SAR) in Santa Fe, New Mexico; a Fulbright Garcia Robles Fellow in Mexico; a fellow of the American Educational Research Association, the Spencer Foundation, and the American Association of Hispanics in Higher Education. Dr. Urrieta held the Lee Hage Jamail Regents Chair in Education from 2006 to 2008, and currently holds the Suzanne B. and John L. Adams Professorship in Education. In 2012 he was honored with the Alumni Achievement Award from the School of Education at the University of North Carolina at Chapel Hill. Dr. Urrieta is the author of the award winning book, "Working from Within: Chicana and Chicano Activist Educators in Whitestream Schools" (2009, University of Arizona Press), in addition to an extensive publishing record. Hi most recent book is a co-edited volume (with George W. Noblit) titled Cultural Constructions of Identity: Meta-ethnography and Theory (2018, Oxford University Press). Dr. Urrieta was also honored as a César E. Chávez champion of change by the White House in 2014.

Professor , Department of Educational Leadership and Policy , College of Education
+1 512 232 6008, valenz@austin.utexas.edu
Spanish Speaker

Angela Valenzuela is a professor in both the Educational Policy and Planning Program within the Department of Educational Administration at the University of Texas at Austin and holds a courtesy appointment in the Cultural Studies in Education Program within the Department of Curriculum & Instruction. She also serves as the director of the University of Texas Center for Education Policy. A Stanford University graduate, her previous teaching positions were in Sociology at Rice University in Houston, Texas (1990-98), as well as a Visiting Scholar at the Center for Mexican American Studies at the University of Houston (1998-99). She is also the author of award-winning Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring (1999) Leaving Children Behind: How "Texas-style" Accountability Fails Latino Youth (2005), and Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth (Teachers College Press, 2016). She also founded and operates an education blog titled, Educational Equity, Politics, and Policy in Texas. She served as co-editor of the Journal of Qualitative Studies in Education, as well as the Anthropology and Education Quarterly. A previous Fulbright Scholar, Valenzuela spent her 2007-08 academic year in Mexico where she taught in the College of Law at the University of Guanajuato in Guanajuato, Guanajuato and conducted research in the areas of immigration, human rights, and binational relations. Most recently, she was honored to have been selected to be a scholar in residence in the School of Education at the University of Colorado at Boulder. Valenzuela's research and teaching interests are in the sociology of education, minority youth in schools, educational policy, urban education reform, culturally relevant curriculum, Ethnic Studies, and indigenous education. Valenzuela also directs the National Latino Education Research and Policy Project (NLERAP) that aims to create a teacher education pathways for Latino/a youth, nationally. With prior funding support from grants from both the Ford and Kellogg Foundations, this work builds on the efforts and advocacy of Latino/a education and business leaders nationwide. NLERAP has been housed at the University of Texas at Austin since November 6, 2009. Locally, she directs Academia Cuauhtli, a partnership-based, community-anchored Saturday school with district-wide Impacts in Austin, Texas.

Professor , Lyndon B Johnson School of Public Affairs
+1 512 471 1244, galbraith@mail.utexas.edu

James Galbraith holds the Lloyd M. Bentsen, Jr. Chair in Government/ Business Relations, Lyndon B. Johnson School of Public Affairs, where he teaches economics and a variety of other subjects, and a professorship in the Department of Government at the University of Texas at Austin. He served on the staff of the U.S. Congress, including as Executive Director of the Joint Economic Committee in 1981-82. Dr. Galbraith is a senior scholar of the Levy Economics Institute, chair of the Board of Economists for Peace and Security, a global professional network, and a managing editor of Structural Change and Economic Dynamics. He directs the University of Texas Inequality Project, an informal research group based at the LBJ School. He is a member of the Accademia Nazionale dei Lincei (elected, 2010), and was President of the Association for Evolutionary Economics in 2012. In addition to numerous articles, book chapters and various scholarly works, Dr. Galbraith published books on economic policy and inequality, including "Welcome to the Poisoned Chalice: The Destruction of Greece and the Future of Europe," (2016); "Inequality: What Everyone Needs to Know" (2016); "The End of Normal: The Great Crisis and the Future of Growth" (2014); "Inequality and Instability: A Study of the World Economy Just Before the Great Crisis" (2012); "Galbraith: The Affluent Society & Other Writings 1952-1967" (2010); "The Predator State: How Conservatives Abandoned the Free Market and Why Liberals Should Too" (2008), Created Unequal (1998) and Balancing Acts: Technology, Finance and the American Future, (1989). He has co-authored two textbooks, "The Economic Problem" with Robert L. Heilbroner and "Macroeconomics " with William Darity Jr.. The work of the University of Texas Inequality Project may be found at http://utip.lbj.utexas.edu

Department Chair , Department of Educational Psychology , College of Education
+1 512 471 7498, kcokley@austin.utexas.edu

Kevin Cokley's research can be broadly categorized in the area of African American psychology, with a focus on racial and ethnic identity development, academic motivation and academic achievement. A theme of much of his research is understanding the psychological and environmental factors that impact African American student achievement. Cokley's research and scholarship have led him to challenge the notion that African American students are anti-intellectual, and to critically re-examine the impact of racial and ethnic identity and gender on academic achievement. Recently Cokley has started exploring the impostor phenomenon and its relationship to mental health and academic outcomes among ethnic minority students. Cokley's publications have appeared in professional journals such as the Journal of Counseling Psychology, Journal of Black Psychology, Cultural Diversity and Ethnic Minority Psychology, Individual Differences and Personality, Measurement and Evaluation in Counseling and Development, the Journal of Multicultural Counseling and Development, Educational and Psychological Measurement, and the Harvard Educational Review. Cokley has a joint appointment in the College of Education's Department of Educational Psychology and the College of Liberal Arts' Department of African and African Diaspora Studies. He is the Past Editor-in-Chief of the Journal of Black Psychology and the Director of the Institute for Urban Policy Research & Analysis. He has written several Op-Eds in major media outlets including the St. Louis Post Dispatch, Dallas Morning News, San Antonio Express, The American Prospect, The Huffington Post, The Conversation and The Hill on topics such as Blacks rational mistrust of police, police shootings of Blacks, the aftermath of Ferguson, the use of school vouchers, racial disparities in school discipline, and Black students graduation rates. [italic]Kevin Cokley is not currently accepting new graduate students for the 2022-23 Academic Year.[/italic]

Professor , Department of Human Development and Family Sciences , College of Natural Sciences
+1 512 471 5524, +1 512 475 6014, su.yeong.kim@utexas.edu

Kim focuses on how culturally specific factors, such as acculturation and language brokering, influence the development and well-being of children in immigrant families. Su Yeong Kim, Ph.D., is an Associate Professor of Human Development and Family Sciences at the University of Texas at Austin. She studies the intersection of family and cultural contexts in understanding the development of children of immigrants in the United States, with a focus on children of Chinese and Mexico-origin. Her research has been funded by the National Science Foundation and the National Institutes of Health. She examines how culturally relevant developmental processes (acculturation) and stressors (physiological, culture-specific) directly, indirectly, or interactively show stability, change, or growth to shape parent-child relationships (parenting, tiger parenting, father-child relationships) and adjustment transitions and outcomes (academic achievement, depressive symptoms) among minority adolescents and young adults. She also develops and tests the measurement invariance of culturally relevant measures for use with ethnic minorities. For example, she developed measures of language brokering to capture the subjective experiences of adolescents translating for monolingual, immigrant parents with limited English skills. Her research has revealed that the commonly held perception of Asian American parents as tiger parents being responsible for producing child prodigies is inaccurate. In fact, her eight year longitudinal study of Chinese American families demonstrate supportive parenting as the most common type of parenting leading to the most optimal outcomes in terms of both academic and socio-emotional adjustment in Chinese American adolescents. Her studies on language brokering among Mexican American adolescents reveals that children experience both a sense of burden and efficacy in translating for their non-English fluent, Spanish-speaking parents, and that their perceptions of the language brokering experience relate directly to their socio-emotional adjustment.

Professor Emeritus , Lyndon B Johnson School of Public Affairs
, eddorn@utexas.edu

Ed Dorn became Dean of the LBJ School of Public Affairs in September 1997, after spending 20 years in Washington shaping and studying public policy. His last Washington job was at the Pentagon, where he served from 1993 to 1997, initially as an Assistant Secretary and later as an Under Secretary of Defense. Mr. Dorn also worked at the US Education Department and at two "think tanks"--the Joint Center for Political and Economic Studies and the Brookings Institution. His first position in Washington, in 1977, was as a special assistant to the then-Secretary of Health, Education and Welfare Joseph Califano. As Under Secretary of Defense for Personnel and Readiness, Mr. Dorn's policy responsibilities included recruiting, training, pay and benefits for the total force of more than three million military and civilian personnel. He also oversaw the Defense Health Program, the Commissary System, Overseas Dependent Schools and the Defense Equal Opportunity Management Institute. A native Texan, Mr. Dorn is a Phi Beta Kappa graduate of UT-Austin. In 1967-68, he was a Fulbright Scholar at the Center for West African Studies at the University of Birmingham, England. He completed an M.A. in African studies at the University of Indiana-Bloomington and a Ph.D. in political science at Yale. From 1970-72, he served on active duty with the US Army in Germany. Mr. Dorn's major publications include "Rules and Racial Equality" (Yale, 1979) and an edited volume, "Who Defends America?" (Joint Center, 1989). He has been an advisor to two PBS-TV Series: "Congress: We The People" and the civil rights documentary "Eyes on the Prize." His affiliations include the Institute for Defense Analyses, the Kettering Foundation and the United Way/Capital Area. In 1999, Dorn was named a Distinguished Alumnus of the University of Texas at Austin.

Founding Director, Center for Sports Leadership and Innovation , Center for Sports of Leadership and Innovation
+1 512 471 2320, daronroberts@utexas.edu

Daron K. Roberts is a former NFL coach and author of, Call an Audible: Let My Pivot from Harvard Law to NFL Coach Inspire Your Transition (Greenleaf 2017). Call an Audible was named a #1 New Release and Best Seller by Amazon and Sports Illustrated selected the book as one of its Best Sports Business Books of 2017. Roberts serves as founding director of the Center for Sports Leadership and Innovation (CSLi) at the University of Texas. He created CSLi in the fall of 2014. The Center is the first university-based institute dedicated to developing leadership and character curricula for high school, collegiate and professional athletes. Roberts is also a lecturer in the Liberal Arts Honors Program and he focuses on issues of leadership and innovation in the sports arena. He also developed a course A Gameplan for Winning at Life that he teaches to incoming freshmen student-athletes at the University of Texas. During the course of each academic year, Roberts teaches nearly 300 students. After graduating from Harvard Law School (2007), Roberts served coaching stints with the Kansas City Chiefs, Detroit Lions, West Virginia Mountaineers and Cleveland Browns. He holds a B.A. in Plan II Honors and Government from the University of Texas (2001) and an M.P.P. from Harvards Kennedy School (2004). Roberts served as Student Body President during his tenure at the University of Texas. Before entering graduate school, Roberts worked as an aide to Senator Joe Lieberman. In 2010, Daron launched a nonprofit football camp 4th and 1, Inc. 4th and 1 provides free SAT prep, life skills development and football training to at-risk youth in Michigan, Texas and Florida. The camp has served nearly 500 student-athletes since 2010. The Presidential Leadership Foundation a joint venture between Presidents Bill Clinton and George W. Bush tabbed Roberts as a Presidential Leadership Scholar for 2015. He was one of 60 members in the inaugural class. Roberts has been featured in ESPN the Magazine, Bloomberg Businessweek and Sports Illustrated and is a contributor to Forbes.com. His articles have appeared in The Dallas Morning News, Fortune, Houston Chronicle, and Time. Roberts is the host of an industry-leading podcast A Tribe Called Yes (available on iTunes and Stitcher).

Professor , Department of Theatre and Dance , College of Fine Arts
+1 215 983 6383, charles.o.anderson@austin.utexas.edu

Hailing from Philadelphia, PA, Charles O. Anderson is joining UT Austin's Dept. of Theatre and Dance as a tenured Associate Professor of African American and African Diasporic Dance with a courtesy appointment in the John L. Warfield Center for African and African American Studies. Having received his B.A. in dance from Cornell University and his M.F.A. in choreography from Temple University, Charles is also artistic director of dance theatre X, a critically acclaimed afro-contemporary dance company whe he founded in 2002. In 2007, Charles was the recipient of a prestigious $60,000 Pew Fellowship in the Arts having been recognized for his choreographic achievements nationally and internationally. He has also had the honor of being named one of the ?Top 25 Artists to Watch? in the country by Dance Magazine, and most recently was named one of ?12 Rising Stars in the Academy? by Diverse Issues in Higher Education Magazine. His choreographic work with undergraduate students has twice been nationally showcased at the Kennedy Center through the American College Dance Festival Association and he has also been twice recognized for outstanding achievement in experimental dance theatre by the Kennedy Center American College Theatre Festival. His current choreographic and scholarly research in experimental African Diasporic dance theatre entitled The Parables of Mutants and Madmen Trilogy. Through The Parables Trilogy Anderson is examining the theory of afrofuturism, which is an emergent literary and cultural aesthetic that combines elements of science fiction, historical fiction, Afrocentricity and magic realism with non-Western cosmologies in order to critique not only the present-day dilemmas of people of color, but also to revise, interrogate, and re-examine the historical events of the past. He looks forward to sharing his work with the UT Austin community soon and is honored to be working as part of this vibrant academic community.

Assistant Dean , Lyndon B Johnson School of Public Affairs
+1 512 471 8324, +1 512 656 6592, srgreenberg@austin.utexas.edu

Sherri Greenberg served for 10 years as a member of the Texas House of Representatives, completing her final term in January 2001. In 1999, she was appointed by the Speaker of the House to chair the House Pensions and Investments Committee, which oversees the Texas State Employee Retirement System, state employee health insurance program, Teacher Retirement System, local public employee retirement systems, and regulation of state investments and public securities. After the 1999 legislative session, the Speaker appointed her as chair of the Select Committee on Teacher Health Insurance. Greenberg served two terms on the House Appropriations Committee, which is the House's budget writing committee, and served on the Appropriations Committee's Education and Major Information Systems Subcommittees. Other committee assignments included the House Economic Development Committee and the Welfare-to-Work Committee. Greenberg's professional background is in public finance. She served as the Manager of Capital Finance for the City of Austin from 1985 to 1989, overseeing the City's debt management, capital budgeting, and capital improvement programs. Prior to that she worked as a Public Finance Officer for Standard & Poor's Corporation in New York, where she analyzed and assigned bond ratings to public projects across the country. Greenberg has a B.A. in Government from UT Austin and an M.S. in Public Administration and Policy from the London School of Economics. At the LBJ School she teaches courses in public financial management, policy development, and public administration and management. Her teaching and research interests include public finance and budgeting, Texas state government, local government, health care, education, utilities, transportation, and campaigns and elections.

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