Angela Valenzuela
Biographic Data
| ID | 3638771 |
|---|---|
| NAME | Angela Valenzuela |
| GIVEN NAMES | Angela |
| FAMILY NAME | Valenzuela |
| SIGNATURE | VALENZUELA A |
| AFFILIATIONS | The University of Texas at Austin |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Organizing and youth resistance: The fight for trans rights in Texas
Struggles For/With/Through Ethnic Studies in Texas: Third Spaces as Anchors for Collective Action
Background/Context: Ethnic Studies is an umbrella term for a group of academic disciplines attentive to identifying oppression, restorying history, and creating liberatory futures. These disciplines were born from social movements, with students, educators, and community members demanding educational spaces guided by people who looked like them, curriculum that told their stories, and pedagogies that could transform their communities. Around the …
FACTSHEET – Nationwide Ethnic Studies Now
Reframing Policy Discourse on the School-to-Prison Pipeline
STEM diversity and student Latina/o resilience: A reflection
This reflection explores the contributions to this special issue in order to derive an over-arching sense on the many difficulties that Latinas attending universities designated as Hispanic Serving Institutions (HSIs) face in STEM fields where their abilities are not only questioned, but they also get marginalized, deprived of opportunities that are customarily available to their white, male peers. Notwithstanding their “HSI” designation, their s…
The Struggle to Decolonize Official Knowledge in Texas’ State Curriculum: Side-Stepping the Colonial Matrix of Power
This article relies primarily on both postcolonial theory and Critical Indigenous Studies to demonstrate how the Mexican American Studies (MAS) PreK-12 Committee of the National Association for Chicana and Chicano Studies Tejas Foco, or chapter, successfully waged battle in getting the Texas State Board of Education to officially incorporate Ethnic Studies, generally, and MAS, specifically, into state curriculum. I situate this struggle in Texas …
Academia Cuauhtli: (Re)locating the Spiritual, if Crooked, Path to Social Justice
This essay doubles as a critique of the brutal violence visited upon the immigrant community in Austin, Texas, in the wake of Donald Trump’s presidency, and a deeply personal account related to the establishment of Academia Cuauhtli, a language and culture revitalization project in Austin, Texas. It narrates our origins as a community-anchored, partnership-based effort that has culminated in a Saturday academy for east Austin fourth graders atten…
Education Policy and Youth: Effects of Policy on Practice
In this article, we discuss the ways in which the pressures of the current high-stakes testing (HST) accountability movement impacts instructional practice and student outcomes. We focus specifically on how HST impacts schools that serve poorer students and students of color. We use Bronfenbrenner's (1977) theory of development to hypothesize on the ways in which instructional practices, informed by HST pressures, may undermine students' developi…
Subtractive Schooling: U.S. - Mexican Youth and the Politics of Caring
Introduction to the Special Issue: No Child Left Behind (NCLB) and Minority Youth: What the Qualitative Evidence Suggests
This article presents an analysis of four ethnographic studies examining the impacts of the No Child Left Behind (NCLB) Act on minority youth. The analysis relies on qualitative approaches to address immediate problems of practice as well as broad theoretical questions related to NCLB. The studies reveal nuances in teacher pedagogy, curricular instruction, cultures, communities, and political influences that cannot be captured in reviews of purel…
Reflections on the Subtractive Underpinnings of Education Research and Policy
The study of teacher education generally, including that conducted by Wilson, Floden, and Ferrini-Mundy (2002 [this issue]), begs for analyses from a minority perspective. Specifically, their analysis fails to incorporate in a substantive manner the problem of unequal power relations between a dominant Anglo research and policy establishment and the diverse and often disempowered communities about whom they frequently write. Taken together, advan…
Chicano Empowerment and Bilingual Education: Movimiento Politics in Crystal City, Texas by A. Trujillo
(2000). Chicano Empowerment and Bilingual Education: Movimiento Politics in Crystal City, Texas by A. Trujillo. Bilingual Research Journal: Vol. 24, Special Issue on the Implementation of California's Proposition 227 (1998–2000), pp. 207-212
The Significance of the Taas Test for Mexican Immigrant and Mexican American Adolescents: A Case Study
This article draws primarily from a 3-year qualitative case study to offer evidence that high-stakes testing is one among a number of alienating features of schooling. The focus is on low-achieving Mexican-origin students attending a segregated, urban high school located in Houston, Texas. The data show that the Texas Assessment of Academic Skills test often discourages regulartrack, Mexican American and Mexican immigrant students from completing…
Checkin' up on My Guy: Chicanas, Social Capital, and the Culture of Romance
Le but de cet article est de montrer l'influence de la vie amoureuse sur l'attitude scolaire de jeunes femmes Chicanas de Houston scolarisees dans le secondaire. Il a ete etabli que souvent ces jeunes femmes revisent a la baisse leurs ambitions et leurs aspirations au profit du soutien et de l'aide apportee a leur ami. Cet article montre qu'en fait, cette tendance depend du capital social et qu'un ethos favorable a la scolarite peut se developper…
Liberal Gender Role Attitudes and Academic Achievement among Mexican-Origin Adolescents in Two Houston Inner-City Catholic Schools
This study examines the relation of liberal attitudes toward women to academic achievement among 97 seventh-and eighth-grade Mexican-origin adolescents attending two Houston inner-city Catholic schools. These liberal attitudes refer to views regarding the rights and roles of women in society. Results show that liberal attitudes toward women are significantly related to Mexican-originfemales'academic achievement, as measured by their grades in mat…
The Significance of the Taas Test for Mexican Immigrant and Mexican American Adolescents: A Case Study
This article draws primarily from a 3-year qualitative case study to offer evidence that high-stakes testing is one among a number of alienating features of schooling. The focus is on low-achieving Mexican-origin students attending a segregated, urban high school located in Houston, Texas. The data show that the Texas Assessment of Academic Skills test often discourages regulartrack, Mexican American and Mexican immigrant students from completing…
Liberal Gender Role Attitudes and Academic Achievement among Mexican-Origin Adolescents in Two Houston Inner-City Catholic Schools
This study examines the relation of liberal attitudes toward women to academic achievement among 97 seventh-and eighth-grade Mexican-origin adolescents attending two Houston inner-city Catholic schools. These liberal attitudes refer to views regarding the rights and roles of women in society. Results show that liberal attitudes toward women are significantly related to Mexican-originfemales'academic achievement, as measured by their grades in mat…
Education Policy and Youth: Effects of Policy on Practice
In this article, we discuss the ways in which the pressures of the current high-stakes testing (HST) accountability movement impacts instructional practice and student outcomes. We focus specifically on how HST impacts schools that serve poorer students and students of color. We use Bronfenbrenner's (1977) theory of development to hypothesize on the ways in which instructional practices, informed by HST pressures, may undermine students' developi…
Introduction to the Special Issue: No Child Left Behind (NCLB) and Minority Youth: What the Qualitative Evidence Suggests
This article presents an analysis of four ethnographic studies examining the impacts of the No Child Left Behind (NCLB) Act on minority youth. The analysis relies on qualitative approaches to address immediate problems of practice as well as broad theoretical questions related to NCLB. The studies reveal nuances in teacher pedagogy, curricular instruction, cultures, communities, and political influences that cannot be captured in reviews of purel…
Academia Cuauhtli: (Re)locating the Spiritual, if Crooked, Path to Social Justice
This essay doubles as a critique of the brutal violence visited upon the immigrant community in Austin, Texas, in the wake of Donald Trump’s presidency, and a deeply personal account related to the establishment of Academia Cuauhtli, a language and culture revitalization project in Austin, Texas. It narrates our origins as a community-anchored, partnership-based effort that has culminated in a Saturday academy for east Austin fourth graders atten…
Checkin' up on My Guy: Chicanas, Social Capital, and the Culture of Romance
Le but de cet article est de montrer l'influence de la vie amoureuse sur l'attitude scolaire de jeunes femmes Chicanas de Houston scolarisees dans le secondaire. Il a ete etabli que souvent ces jeunes femmes revisent a la baisse leurs ambitions et leurs aspirations au profit du soutien et de l'aide apportee a leur ami. Cet article montre qu'en fait, cette tendance depend du capital social et qu'un ethos favorable a la scolarite peut se developper…
Reframing Policy Discourse on the School-to-Prison Pipeline
Reflections on the Subtractive Underpinnings of Education Research and Policy
The study of teacher education generally, including that conducted by Wilson, Floden, and Ferrini-Mundy (2002 [this issue]), begs for analyses from a minority perspective. Specifically, their analysis fails to incorporate in a substantive manner the problem of unequal power relations between a dominant Anglo research and policy establishment and the diverse and often disempowered communities about whom they frequently write. Taken together, advan…
Subtractive Schooling: U.S. - Mexican Youth and the Politics of Caring
Liberal Gender Role Attitudes and Academic Achievement among Mexican-Origin Adolescents in Two Houston Inner-City Catholic Schools
This study examines the relation of liberal attitudes toward women to academic achievement among 97 seventh-and eighth-grade Mexican-origin adolescents attending two Houston inner-city Catholic schools. These liberal attitudes refer to views regarding the rights and roles of women in society. Results show that liberal attitudes toward women are significantly related to Mexican-originfemales'academic achievement, as measured by their grades in mat…
Checkin' up on My Guy: Chicanas, Social Capital, and the Culture of Romance
Le but de cet article est de montrer l'influence de la vie amoureuse sur l'attitude scolaire de jeunes femmes Chicanas de Houston scolarisees dans le secondaire. Il a ete etabli que souvent ces jeunes femmes revisent a la baisse leurs ambitions et leurs aspirations au profit du soutien et de l'aide apportee a leur ami. Cet article montre qu'en fait, cette tendance depend du capital social et qu'un ethos favorable a la scolarite peut se developper…
Chicano Empowerment and Bilingual Education: Movimiento Politics in Crystal City, Texas by A. Trujillo
(2000). Chicano Empowerment and Bilingual Education: Movimiento Politics in Crystal City, Texas by A. Trujillo. Bilingual Research Journal: Vol. 24, Special Issue on the Implementation of California's Proposition 227 (1998–2000), pp. 207-212
The Significance of the Taas Test for Mexican Immigrant and Mexican American Adolescents: A Case Study
This article draws primarily from a 3-year qualitative case study to offer evidence that high-stakes testing is one among a number of alienating features of schooling. The focus is on low-achieving Mexican-origin students attending a segregated, urban high school located in Houston, Texas. The data show that the Texas Assessment of Academic Skills test often discourages regulartrack, Mexican American and Mexican immigrant students from completing…
Reflections on the Subtractive Underpinnings of Education Research and Policy
The study of teacher education generally, including that conducted by Wilson, Floden, and Ferrini-Mundy (2002 [this issue]), begs for analyses from a minority perspective. Specifically, their analysis fails to incorporate in a substantive manner the problem of unequal power relations between a dominant Anglo research and policy establishment and the diverse and often disempowered communities about whom they frequently write. Taken together, advan…
Introduction to the Special Issue: No Child Left Behind (NCLB) and Minority Youth: What the Qualitative Evidence Suggests
This article presents an analysis of four ethnographic studies examining the impacts of the No Child Left Behind (NCLB) Act on minority youth. The analysis relies on qualitative approaches to address immediate problems of practice as well as broad theoretical questions related to NCLB. The studies reveal nuances in teacher pedagogy, curricular instruction, cultures, communities, and political influences that cannot be captured in reviews of purel…
Subtractive Schooling: U.S. - Mexican Youth and the Politics of Caring
Education Policy and Youth: Effects of Policy on Practice
In this article, we discuss the ways in which the pressures of the current high-stakes testing (HST) accountability movement impacts instructional practice and student outcomes. We focus specifically on how HST impacts schools that serve poorer students and students of color. We use Bronfenbrenner's (1977) theory of development to hypothesize on the ways in which instructional practices, informed by HST pressures, may undermine students' developi…
Academia Cuauhtli: (Re)locating the Spiritual, if Crooked, Path to Social Justice
This essay doubles as a critique of the brutal violence visited upon the immigrant community in Austin, Texas, in the wake of Donald Trump’s presidency, and a deeply personal account related to the establishment of Academia Cuauhtli, a language and culture revitalization project in Austin, Texas. It narrates our origins as a community-anchored, partnership-based effort that has culminated in a Saturday academy for east Austin fourth graders atten…
The Struggle to Decolonize Official Knowledge in Texas’ State Curriculum: Side-Stepping the Colonial Matrix of Power
This article relies primarily on both postcolonial theory and Critical Indigenous Studies to demonstrate how the Mexican American Studies (MAS) PreK-12 Committee of the National Association for Chicana and Chicano Studies Tejas Foco, or chapter, successfully waged battle in getting the Texas State Board of Education to officially incorporate Ethnic Studies, generally, and MAS, specifically, into state curriculum. I situate this struggle in Texas …
STEM diversity and student Latina/o resilience: A reflection
This reflection explores the contributions to this special issue in order to derive an over-arching sense on the many difficulties that Latinas attending universities designated as Hispanic Serving Institutions (HSIs) face in STEM fields where their abilities are not only questioned, but they also get marginalized, deprived of opportunities that are customarily available to their white, male peers. Notwithstanding their “HSI” designation, their s…
Reframing Policy Discourse on the School-to-Prison Pipeline
Struggles For/With/Through Ethnic Studies in Texas: Third Spaces as Anchors for Collective Action
Background/Context: Ethnic Studies is an umbrella term for a group of academic disciplines attentive to identifying oppression, restorying history, and creating liberatory futures. These disciplines were born from social movements, with students, educators, and community members demanding educational spaces guided by people who looked like them, curriculum that told their stories, and pedagogies that could transform their communities. Around the …
FACTSHEET – Nationwide Ethnic Studies Now
Organizing and youth resistance: The fight for trans rights in Texas
Sociology (14 works) · Political science (12 works) · Law (8 works) · Gender Studies (7 works) · Pedagogy (7 works) · Social science (7 works) · Critical Race Theory in Education (6 works) · Politics (6 works) · Anthropology (5 works) · Psychology (5 works)