University of California, Riverside

Faculty Profile System

Louie F Rodriguez

Louie F Rodriguez

Associate Dean, Associate Professor

Graduate School of Education
1207 Sproul
(951) 827-6017

Research Areas

His research centers on urban schooling and typically focuses on three keys areas: 1) students' voices and experiences in the school and community context, 2) critical ways to understand and use school culture to boost student engagement, particularly among Latina/o and other youth of color, 3) and engaging educational communities in institutional and community excellence. His work privileges a qualitative paradigm and focuses on engaging and understanding the voices and experiences of the people. Specifically, he uses participatory and community-centered methodologies to engage with research. The goal of this work is to shape educational policy and practice at the local and national levels.


  • EdD, Harvard University, Graduate School of Education
  • EdM, Harvard University, Graduate School of Education
  • EdM, Harvard University, Graduate School of Education
  • BA, California State University, San Bernardino
  • AA, San Bernardino Valley College


Dr. Louie F. Rodríguez is the Associate Dean of Undergraduate Education Programs and an Associate Professor in Educational Policy Analysis and Leadership and Education, Society, and Culture in the Graduate School of Education at UC Riverside.  He earned his doctorate in education from the Harvard Graduate School of Education in 2005. Over the last 12 years he has led several research initiatives including The PRAXIS Project, a school/community-based initiative aimed at understanding student engagement and disengagement from the student perspective. From this work he developed a 10-Point Plan and published his second book, The Time is Now: Understanding and Responding to the Black and Latina/o Dropout Crisis in the U.S. Over the last several years he has also spent time collaborating with schools and districts to implement many of the lessons learned from this research.   

From his research, he has also published two other books Small Schools and Urban Youth (with Gil Conchas) (2007) and Intentional Excellence:  The Pedagogy, Power, and Politics of Excellence in Latina/o Schools and Communities(2015).  Intentional Excellence chronicles collaborative work that focuses on the power, pedagogy, and politics of excellence within the urban school and community context. In this book he proposed a Pedagogy of Excellence for educators, researchers, and policymakers to consider as they develop opportunities for and with the Latina/o community specifically. In addition to books, he has also published in several peer-reviewed journal articles, such as Equity and Excellence in Education, Educational Policy, The Urban Review, Education and Urban Society, and Teachers College Record. He has also published blogs and practitioner-oriented articles about Latinas/os in education, student engagement, and educational policy issues. 

Born and raised in Southern California (the Inland Empire), Dr. Rodriguez began his journey in higher education at San Bernardino Valley College and with the support of mentors and meaningful academic opportunities, transferred to CSU, San Bernardino.  As a college student at CSU, San Bernardino he became a McNair Scholar and became passionate about using research to understand and transform educational opportunities for historically marginalized students.  After completing a summer research internship at Harvard, he applied and was admitted to the Harvard Graduate School of Education. After serving as a middle-school counselor/intervention specialist and later a high school math teacher, he completed two master’s degrees and a doctorate in Administration, Planning and Social Policy from Harvard University.  

Prior to UCR, he was an associate professor in Educational Leadership and Technology and Co-Director of the Doctoral Program in Educational Leadership at California State University, San Bernardino (CSUSB) and was also on the faculty at Florida International University in Miami for three years.

In 2015 he was named Outstanding Latino Faculty by the American Association of Hispanics in Higher Education (AAHHE) and an “Emerging Leader” designation in 2014 by Phi Delta Kappa International in Washington, DC.  In 2013 Dr. Rodriguez was named Outstanding Professor of the Year for Research in the College of Education at CSU, San Bernardino.  In 2012 he was selected as a Fellow for the Executive Leadership Academy at UC Berkeley and also as a Kika De La Garza Education Fellow with the United States Department of Agriculture.  In 2011 he received a Person of Distinction award by San Bernardino Valley College and was a Faculty Fellow for the American Association of Hispanics in Higher Education.  In 2010, he was the recipient of the 30 Under 35 Award for Latinas/os and Native Americans for his service to the community by California State Assembly Member Wilmer Amina Carter and received special recognition from Assembly Member Manuel Perez for this service to the 62nd assembly district in California.  He is the past Co-Chair of the Faculty Fellows Program for the American Association of Hispanics in Higher Education (AAHHE). He is a frequently invited speaker to address student engagement and educational equity issues for schools, districts, and communities.

Current Curriculum Vitae


Publication Listing


  • Ayala, J., Cammarota, J., Rivera, M., Rodriguez, L.F., Berta-Avila, M. (forthcoming, 2018). PAR Entremundos: A Pedagogy of Las Americas.

  • Rodriguez, L.F. (2015). Intentional Excellence: The Pedagogy, Power, and Politics of Excellence in Latina/o Schools and Communities (Peter Lang Publishing).

  • Rodriguez, L. F. (2014). The Time is Now: Understanding and Responding to the Black and Latino Dropout Crisis. (Peter Lang Publishing).

  • Conchas, G. Q. & Rodríguez, L. F. (2007). Small Schools and Urban Youth: Using the Power of School Culture to Engage Students. Thousand Oaks, CA: Corwin Press.

Peer Reviewed Manuscripts

  • Rodriguez, L. F. (2017). Institutionally Responsive Pedagogies: A Community Cultural Wealth Approach to Engaging Latina/o Students Across the Educational Pipeline. Association of Mexican American Educators Journal, 10 (3), 68-89.

  • Brown, T.M. & Rodriguez, L. F. (2017). Collaborating with Urban Youth to Engage Pre- Service Teachers. Teacher Education Quarterly, 44 (3), 75-92.

  • Rodriguez, L .F. & Greer, W. (2017). (Un)Expected Scholars: Counternarratives from Two (Boys) Men of Color Across the Educational Pipeline. Equity and Excellence in Education, 50 (1), 108-120.

  • Rodriguez, L. F. & Oseguera, L. O. (2015). Our Deliberate Success: Recognizing What Work for Latina/o Students Across the Educational Pipeline. Journal of Hispanics in Higher Education, 14 (2), 128-150.

  • Scott, S. & Rodriguez, L.F. (2014). “A Fly in the Ointment”: African American Male Pre- service Teachers Experiences with Stereotype Threat in Teacher Education. Urban Education, doi:10.1177/0042085913519335. **(With Graduate Student).

  • Rodríguez, L. F. (2013). Moving Beyond Test Prep Pedagogy: Dialoguing with Multicultural Pre-Service Teachers for a Quality Education. Multicultural Perspectives, 15 (3), 133-140.

  • Rodriguez, L. F. (2013). The PUEDES Approach: Understanding and Responding to the Latina/o Dropout Crisis in the U.S. Journal of Critical Thought and Praxis. 2 (1), 122-153

  • Rodriguez, L. F., Mosqueda, E., Nava, P. & Conchas, G. (2013). Reflecting on the Institutional Process of College Success: The Experiences of Four Chicanos in the Context of Crisis. Latino Studies Journal, 11, 411-427.

  • Rodríguez, L. F. (2012). “Everybody Grieves, but Still Nobody Sees”: Toward a Praxis of Recognition for Latina/o Students in U.S. Schools. Teachers College Record, 114 (1), 1-31.

  • Rodriguez, L. F. & Wasserberg, M. (2010). From the Classroom to the Country: Project POWER Engages Miami’s Youth in Action Research Initiatives for Educational Rights. The Journal of Urban Education: Focus on Enrichment, 7 (30), 103-107. **(With Graduate Student).

  • Rodríguez, L. F. & Brown, T. M (2009). Engaging youth in participatory action research for education and social transformation. New Directions for Youth Development, 123, 19-34.

  • Brown, T.M. & Rodriguez, L.F. (2009). Editors’ Introduction. New Directions for Youth Development.

  • Rodríguez, L. F. (2009). Over-Coming Test Prep Pedagogy: Getting Urban High School Students to Educate Pre-Service Teachers Using Liberatory Pedagogy. The Sophist’s Bane: The Journal of the Society of Professors of Education, 5, (1/2), 30-36

  • Rodríguez, L. F. (2009). Dialoguing, Cultural Capital and Student Engagement: Using Hip Hop Culture in the High School and University Classroom. Equity and Excellence in Education, 42 (1), 20-35.

  • Rodríguez, L. F. & Conchas, G. Q. (2009). Preventing Truancy and Dropout among Urban Middle School Students: Understanding Community-Based Action from the Student Perspective. Education and Urban Society, 41 (2), 216-247.

  • Rodríguez, L. F. (2008). “I’ve Never Heard of the Word Pedagogy Before”: Using Liberatory Pedagogy to Forge Hope for New Teachers in Our Nation’s Public Schools. Interactions: UCLA Journal of Education and Information Studies, 4 (2),

  • Rodríguez, L. F. (2008). Struggling to Recognize Their Existence: Student-Adult Relationships in the Urban High School Context. The Urban Review, 40 (5), 436-453.

  • Rodríguez, L. F. (2008). Integrate or Adapt? Reflections on Educating for Critical Consciousness. The New Educator, 4 (4). 291-308.

  • Rodríguez, L. F. (2008). Latino School Dropout and Popular Culture: Envisioning Solutions to a Pervasive Problem. Journal of Latinos and Education, 7 (3). 258-264.

  • Rodríguez, L. F. (2008). “Teachers Know You Can Do More”: Manufacturing Deliberate Cultures of Success for Urban High School Students. Educational Policy, 22 (5), 758-780.

  • Brown, T. M. & Rodríguez, L. F. (2008). School and the Co-Construction of Dropout. International Journal for Qualitative Studies in Education, 22 (2), 221-242.

  • Normore, A. H., Rodríguez, L. F., & Wynne, J. (2007). Making All Children Winners: Confronting Social Justice Issues to Redeem America’s Soul. Journal of Educational Administration, 45(6), 653-671.

Book Chapters

  • Rodriguez, L. F. & Brown, T. M. (forthcoming). Toward Transformative Practices in Teacher Development: Lessons from Research with Youth of Color. In Transformative Pedagogies for Teacher Education: Moving Towards Critical Praxis in an era of Change. Information Age Publishing. Charlotte, NC.

  • Rodriguez, L. F. (forthcoming). A Testimonio Rooted in the Community: Three Pedagogical Approaches to Develop Equity-Minded Educational Leaders for and with the Latina/o Community. In C. Rodriguez (Ed.), Latino Educational Leadership:
    Serving Latino Communities and Preparing Latina/o Leaders Across the P-20 Pipeline. Information Age Publishing. Charlotte, NC.

  • Rodriguez, L. F. (accepted, forthcoming, 2016). Nuestra Excelencia: Building an Institutional Culture of Excellence through a Latina/o Excellence Pedagogy at the Post- Secondary Level. In A. de los Santos (Ed.). New Directions: Assessement and Preparation of Hispanic College Students. Bilingual Press.

  • Cammarota, J., Berta-Avila, M., Ayala, J., Rivera, M, & Rodriguez, L. F., (2016). PAR Entremundos: A Practitioner’s Guide. In A. Valenzuela’s (Ed.), Growing Critically Conscious Teachers: A Social Justice Curriculum for Educations of Latina/o Youth (pp. 67-89). Teachers College Press.

  • Rodriguez, L. F. (2015). “Listen to Us”: Using Participatory Action Research to Engage Latina/o High School Intellectuals in Transforming Race and School Inequality. In G. Conchas,(Ed.), Cracks in the Schoolyard Critical Case Studies in Latino Education. Teachers College Press.

  • Rodriguez, L.F. (2013). Learning From Catalina: Reflections on Bridging Communities and Schools in the Context of a “Post-racial” Society. In D. Carter & F. Tuitt (Eds.) Contesting the Myth of a ‘Post-Racial Era:’ The Continued Significance of Race in U.S. Education. Peter Lang Publishing.

  • Rodriguez, L. F. (2012). Beyond School Structures and Individual Blame: Centralizing School Culture to Understand and Respond to the Latina/o Dropout Crisis. In B. Gastic and R. R. Verdugo’s (Eds.), The Education of the Hispanic Population: Selected Essays. Information Age Publishing.

  • Rodriguez, L.F. (2011). Over-Coming Test Prep Pedagogy: Getting Urban High School Students to Educate Pre-Service Teachers Using Liberatory Pedagogy. In, B. Schultz (Ed.), Listening to and Learning from Students: Possibilities for Teaching, Learning, and Curriculum. Charlotte, NC: Information Age Publishing.

Research Reports

  • Rodriguez, L. F. (2011). Learning from the Voices and Experiences of Students: Towards a 10-Point Plan to Reduce Dropout, Promote Student Engagement, and Build 21 st Century Schools Across the Inland Empire and Beyond. The PRAXIS Project.
  • Rodriguez, L. F. (2011). Executive Summary on Research Report, “Learning from Our Students.”
  • Rodriguez, L. F. (2011). Polimemo Series based on report, “Learning from Our Students.”

Other Publications

  • Rodriguez, L. F. (2014). “School is like…”: What Students Can Teach Us about the Power of Relationships in Public Schools. Praxis,1, (3), 1-2. A publication of the San Bernardino City Unified School District.
  • Rodriguez, L. F. (2011). From the Inland Empire to the White House: Building Community and Winning Our Future. Published on US DOE Website:
  • Rodriguez, L. F. (2011). White House Summit Lights a Spark in the Inland Empire’s Education Community. Submitted to The Los Angeles Times, November 12, 2011.
  • Rodriguez, L. F. (2011). Occupying Our Schools with Excellence to Respond to the Dropout Crisis in the Inland Empire. Submitted to The San Bernardino Sun, November 17, 2011.
  • Rodriguez, L. F. (2010). What Schools Can Do About the Dropout Crisis. Leadership, 40 (1), 18-22.
  • Rodríguez, L. F. (2007). Recognizing the Wealth that Parents Bring to Urban Schools. In, Project GATE Gazette, 1 (7), 5-6. A publication by the Miami-Dade County Public Schools.
  • Rodríguez, L. F. (2005). “Yo, Mister! An Alternative Urban High School Offers Lessons on Respect.” Educational Leadership, 62, 7, 78-80.
  • Rodríguez, L. F. (2004). “Latinos and School Reform: Voice, Action, and Agency.” ReVista: Harvard Review of Latin America, 3(2), 38-39. David Rockefeller Center for Latin American Studies, Harvard University.
  • Rodríguez, L. F. (2003). Book Review of The Latino Student's Guide to College Success, by L. A. Valverde (2001) in the Journal of Latinos and Education, 2 (3), 187- 191, 2003.
  • Rodríguez, L. F. (2002). Article Abstract of "The Political Construction of Accountability: When Rhetoric Meets Reality", by L. D. Fusarelli, in Education and Urban Society, Vol. 33, No. February 2001, pp. 157-69. SAGE Race Relations Abstracts, Vol. 27 (4): 126, 2002.
  • Rodríguez, L. F. (2002). Article Abstract of "Conclusion: Polar Positions on the Texas Assessment of Academic Skills (TAAS): Pragmatism and the Politics of Neglect," by H. T. Trueba, in Education and Urban Society, Vol. 33, No. 3, May 2001, pp. 333-44. SAGE Race Relations Abstracts, Vol. 27 (4): 126, 2002.




More Information 

General Campus Information

University of California, Riverside
900 University Ave.
Riverside, CA 92521
Tel: (951) 827-1012

Department Information

Graduate School of Education
1207 Sproul Hall

Tel: (951) 827-5234
Fax: (951) 827-3942


Last Modified: 1/17/18