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Faculty Research Profiles: Rochelle Gutierrez

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Associate Professor

Curriculum & Instruction

392 Education Building

1310 S. 6th St. MC 708

Champaign, IL 61820USA

rg1@illinois.edu

business217 244-3904

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Research Biography

My research focuses on the structural and pedagogical factors involved in equity for marginalized students, especially African American and Latina/Latino students. In the past, I have focused upon understanding the organizational, cultural, and pedagogical aspects of high school mathematics departments that support students of color and students in poverty taking high levels of mathematics by grade 12.

My current research focuses upon understanding the development of teacher practice and teaching communities that achieve equity in students' mathematics participation and achievement. I strive to situate teacher practice in a socio-cultural and political context of schooling and broader society. I am currently involved in three related research projects. The first project attempts to understand how a partnership between the mathematics department in a Chicago high school and a group of pre-service teachers at the University of Illinois influences the dispositions and practices of those (pre- and inservice-) teachers and their students. A second project is a year-long case study of 2 "secundarias" (middle schools) in Mexico, one of which has a long standing tradition of strong teacher community and student advancement and the other is a more traditional/individualistic teacher environment. The goals of that project are to undertand some of the cultural practices in mathematics teaching in Mexican secondary schools, as well as some of the relationships and tensions between teacher community and individual teacher practice. The third research project is more theoretical in its approach and builds upon the work of scholars in Latina/Latino Studies, specifically the notion of "Nepantla" and "conocimiento" in the work of Gloria Anzaldúa, in order to help reconceptualize what might count as knowledge for equity teaching. A long term goal is to understand what it takes to build equity-based teacher communities in places where they do not already exist.

Degrees

Ph.D., Curriculum and Instruction, University of Chicago, 1995
M.A., Curriculum and Instruction, University of Chicago, 1995
B.A., Human Biology, Stanford University, 1990

Key Professional Appointments

Associate Professor, Mathematics Education, Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2002--
Associate Professor, Latina/o Studies, College of Liberal Arts and Sciences, University of Illinois at Urbana-Champaign, 2002--
Assistant Professor, Latina/Latino Studies, College of Liberal Arts, University of Illinois at Urbana-Champaign, 1998--
Assistant Professor, Curriculum and Instruction, University of Illinois at Urbana-Champaign, 1996--

Activities & Honors

Editor, Special Issue on Identity and Power, Journal for Research in Mathematics Education, 2008-2011

Member, Dissertation Award Committee, The Spencer Foundation, 2007-2008

Editorial Board Member, Research and Publications Editorial Board, TODOS--Mathematics for ALL, 2006-2008

Visiting Scholar, Learning Sciences Institute, Vanderbilt University, 2006-2007

Incomplete List of Teachers Ranked as Excellent by Their Students, University of Illinois at Urbana-Champaign, 2006

Editorial Board Member, Journal of Mathematics Teacher Education, 2005-2008

Member, editorial board., Journal of Mathematics Teacher Education, 2005-2008

Consultant, multicultural and bilingual literature, Latino families, Champaign Public Library, 2003

Reviewer, Journal for Research in Mathematics Education, 2003

Selected Scholar in Education, University of Wisconsin--Madison, 2002-2003

Invited Member, Committee on Increasing Students' Engagement and Motivation to Learn, National Academy of Sciences, 2001-2003

Invited Member, Minority Student Dissertation Award Committee, American Educational Research Association, 2000- present

Invited Member, National Study Panel on Mathematics, RAND, 2000-2003

Incomplete List of Teachers Ranked as Excellent by Their Students, University of Illinois at Urbana-Champaign, 1996-1998

Grants

Principal Investigator, Understanding Mathematics Teacher Work Groups as a Model for Professional Development: Learning from México, U.S. Department of State, 2004
Principal Investigator, A Community of Practice Model for Teacher Education: Developing Teacher Candidates' Understandings to Teach Quality Mathematics to Urban Students, American Educational Research Association, 2003
Fellow, Understanding Teacher Candidates' Knowledge and Disposition to Teach Mathematics to Diverse Students, Bureau of Educational Research, 2002
Fellow, Faculty Fellows Program, Bureau of Educational Research, 1999
Principal Investigator, NAE/Spencer Postdoctoral Fellowship, The Spencer Foundation (National Academy of Education), 1998
Fellow, Center for Advanced Study in the Behavioral Sciences, Urban Education Institute, Stanford University, 1996

Selected Publications

Gutiérrez, R. (in press). Embracing the inherent tensions in teaching mathematics from an equity stance. Democracy and Education.
Gutierrez, R. (in press). Embracing the sociopolitical turn: Changing the conversation in mathematics education. Journal for Research in Mathematics Education.
Gutiérrez, R. (2008). A "gap gazing" fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357-364.
Lubienski, S. T., & Gutiérrez, R. (2008). Bridging the "gaps" in perspectives on equity in mathematics education. Journal for Research in Mathematics Education, 39(4), 365-371.
Gutiérrez, R. (2008). Framing equity: Helping students "play the game" and "change the game." Noticias, 4(1), 1-3.