Oscar Jiménez-Castellanos
Biographic Data
| ID | 2388728 |
|---|---|
| NAME | Oscar Jiménez-Castellanos |
| GIVEN NAMES | Oscar |
| FAMILY NAME | Jiménez-Castellanos |
| SIGNATURE | JIMÉNEZ-CASTELLANOS O |
| AFFILIATIONS | Arizona State University |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Banning Spanish-Inclusive Picturebooks
Current book bans are operating in direct opposition to research that has, for about a century, supported the value of diverse children’s literature in PreK-12 classroom spaces—and serving as conduits to the irreparable harm inflicted upon young people of color. While the anti-Critical Race Theory, anti-Black, and anti-LGBTQ + rhetorics of book-ban policies have been highly publicized, less emphasis has been placed on the growing number of Latiné…
Introduction to Lau 50th anniversary special issue
After Castañeda
The Politics of K–12 Local Control Funding and Accountability for Latinx and ELL Students
Historically, education scholars have underscored the notion that education and politics are implicitly and explicitly intertwined (Chubb & Moe, 1990; Tyack, 1974). Accordingly, policies are viewed
Coeditors’ introduction
This special issue in the Bilingual Research Journal is a result of an Invited Presidential Session that took place at the 2018 American Education Research Association’s (AERA) annual conference in
School expenditures and academic achievement differences between high-ELL-performing and low-ELL-performing high schools
English Language Learners (ELLs) are one of the fastest-growing K–12 populations across the nation. Educating secondary ELLs poses a unique challenge to U.S. schools. For instance, ELLs tend to experience high rates of poverty and attend segregated, underfunded, and unsafe schools. With the League of United Latin American Citizens vs. Texas case that focuses on the appropriateness and effectiveness of secondary ELL programs as a backdrop, this st…
Beginning English Literacy Development and Achievement Among Spanish-Speaking Children in Arizona’s English-Only Classrooms
This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under its English-only law, the state-mandated classroom instruction is only in English through a structure…
Arizona
Applying Racist Nativism Theory to K-12 Education Policy in Arizona, 2000-2010
Research Article| September 01 2013 Applying Racist Nativism Theory to K–12 Education Policy in Arizona, 2000–2010 Oscar Jiménez-Castellanos, Oscar Jiménez-Castellanos Oscar Jiménez-Castellanos is an assistant professor of education policy and evaluation in the Mary Lou Fulton Teachers College at Arizona State University. He has published widely in K-12 education policy and finance as it relates to low-income and ethnically and linguistically div…
Understanding the Impact of Micro-Aggressions on the Engagement of Undocumented Latino Immigrant Fathers
This article attempts to refute the deficit-thinking perspectives that permeate the parent involvement literature to better understand the micro-aggressions experienced by undocumented Latino immigrant fathers as they engage with their children. We explore the following 3 questions: (a) What types of micro-aggressions do undocumented Latino immigrant fathers endure on a daily basis? (b) How do these micro-aggressions impact their lives and their …
Relationship Between Educational Resources and School Achievement
Intradistrict Resource Reallocation for Latino English Language Learners
This article seeks to contribute to the recent discussion regarding school finance, teacher quality, and English language learners (ELLs) based on a comparative study within a school district with a significant ELL population. The study described in this article utilizes an exploratory multiple case study methodology to examine the complex relationship between resource allocation (both fiscal and personnel) and educational outcomes for ELL studen…
The Power of Parents
In The Power of Parents: A Critical Perspective of Bicultural Parent Involvement in Public Schools, Dr. Edward M. Olivos has added complexity yet at the same time clarity to the field of parent inv
Understanding the Impact of Micro-Aggressions on the Engagement of Undocumented Latino Immigrant Fathers
This article attempts to refute the deficit-thinking perspectives that permeate the parent involvement literature to better understand the micro-aggressions experienced by undocumented Latino immigrant fathers as they engage with their children. We explore the following 3 questions: (a) What types of micro-aggressions do undocumented Latino immigrant fathers endure on a daily basis? (b) How do these micro-aggressions impact their lives and their …
Relationship Between Educational Resources and School Achievement
School expenditures and academic achievement differences between high-ELL-performing and low-ELL-performing high schools
English Language Learners (ELLs) are one of the fastest-growing K–12 populations across the nation. Educating secondary ELLs poses a unique challenge to U.S. schools. For instance, ELLs tend to experience high rates of poverty and attend segregated, underfunded, and unsafe schools. With the League of United Latin American Citizens vs. Texas case that focuses on the appropriateness and effectiveness of secondary ELL programs as a backdrop, this st…
After Castañeda
Intradistrict Resource Reallocation for Latino English Language Learners
This article seeks to contribute to the recent discussion regarding school finance, teacher quality, and English language learners (ELLs) based on a comparative study within a school district with a significant ELL population. The study described in this article utilizes an exploratory multiple case study methodology to examine the complex relationship between resource allocation (both fiscal and personnel) and educational outcomes for ELL studen…
Coeditors’ introduction
This special issue in the Bilingual Research Journal is a result of an Invited Presidential Session that took place at the 2018 American Education Research Association’s (AERA) annual conference in
Applying Racist Nativism Theory to K-12 Education Policy in Arizona, 2000-2010
Research Article| September 01 2013 Applying Racist Nativism Theory to K–12 Education Policy in Arizona, 2000–2010 Oscar Jiménez-Castellanos, Oscar Jiménez-Castellanos Oscar Jiménez-Castellanos is an assistant professor of education policy and evaluation in the Mary Lou Fulton Teachers College at Arizona State University. He has published widely in K-12 education policy and finance as it relates to low-income and ethnically and linguistically div…
The Power of Parents
In The Power of Parents: A Critical Perspective of Bicultural Parent Involvement in Public Schools, Dr. Edward M. Olivos has added complexity yet at the same time clarity to the field of parent inv
Intradistrict Resource Reallocation for Latino English Language Learners
This article seeks to contribute to the recent discussion regarding school finance, teacher quality, and English language learners (ELLs) based on a comparative study within a school district with a significant ELL population. The study described in this article utilizes an exploratory multiple case study methodology to examine the complex relationship between resource allocation (both fiscal and personnel) and educational outcomes for ELL studen…
Relationship Between Educational Resources and School Achievement
Understanding the Impact of Micro-Aggressions on the Engagement of Undocumented Latino Immigrant Fathers
This article attempts to refute the deficit-thinking perspectives that permeate the parent involvement literature to better understand the micro-aggressions experienced by undocumented Latino immigrant fathers as they engage with their children. We explore the following 3 questions: (a) What types of micro-aggressions do undocumented Latino immigrant fathers endure on a daily basis? (b) How do these micro-aggressions impact their lives and their …
Applying Racist Nativism Theory to K-12 Education Policy in Arizona, 2000-2010
Research Article| September 01 2013 Applying Racist Nativism Theory to K–12 Education Policy in Arizona, 2000–2010 Oscar Jiménez-Castellanos, Oscar Jiménez-Castellanos Oscar Jiménez-Castellanos is an assistant professor of education policy and evaluation in the Mary Lou Fulton Teachers College at Arizona State University. He has published widely in K-12 education policy and finance as it relates to low-income and ethnically and linguistically div…
Beginning English Literacy Development and Achievement Among Spanish-Speaking Children in Arizona’s English-Only Classrooms
This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under its English-only law, the state-mandated classroom instruction is only in English through a structure…
Arizona
School expenditures and academic achievement differences between high-ELL-performing and low-ELL-performing high schools
English Language Learners (ELLs) are one of the fastest-growing K–12 populations across the nation. Educating secondary ELLs poses a unique challenge to U.S. schools. For instance, ELLs tend to experience high rates of poverty and attend segregated, underfunded, and unsafe schools. With the League of United Latin American Citizens vs. Texas case that focuses on the appropriateness and effectiveness of secondary ELL programs as a backdrop, this st…
Coeditors’ introduction
This special issue in the Bilingual Research Journal is a result of an Invited Presidential Session that took place at the 2018 American Education Research Association’s (AERA) annual conference in
The Politics of K–12 Local Control Funding and Accountability for Latinx and ELL Students
Historically, education scholars have underscored the notion that education and politics are implicitly and explicitly intertwined (Chubb & Moe, 1990; Tyack, 1974). Accordingly, policies are viewed
After Castañeda
Introduction to Lau 50th anniversary special issue
Banning Spanish-Inclusive Picturebooks
Current book bans are operating in direct opposition to research that has, for about a century, supported the value of diverse children’s literature in PreK-12 classroom spaces—and serving as conduits to the irreparable harm inflicted upon young people of color. While the anti-Critical Race Theory, anti-Black, and anti-LGBTQ + rhetorics of book-ban policies have been highly publicized, less emphasis has been placed on the growing number of Latiné…
Psychology (8 works) · Political science (7 works) · Sociology (7 works) · Mathematics education (6 works) · Multilingual Education and Policy (5 works) · Parental Involvement in Education (5 works) · Pedagogy (5 works) · Critical Race Theory in Education (3 works) · Economics (3 works) · Law (3 works)