Margaret
A. (Greta) Gibson is Professor of Education and
Anthropology at the University of California, Santa Cruz. Over
the past 30 years she has focused her research on the school performance
of immigrant and minority youth with particular attention to home-school-community
relationships and to how school contexts and peer relations influence
student participation and achievement in high school settings.
Her major publications include School Connections: U.S. Mexican
Youth, Peers, and School Achievement (edited with P. Gándara
and J. Koyama, 2004, Teachers College Press), Minority Status
and Schooling (edited with J. Ogbu, 1991, Garland), and Accommodation
without Assimilation: Sikh Immigrants in an American High School
(1988, Cornell). In addition to her ongoing work in several multiethnic
high schools in California, Gibson has conducted field research
in the U.S. Virgin Islands, northern India, and Papua New Guinea.
She also serves as co-principal investigator for the Children
of Immigrants in Schools research and training program currently
underway in 5 European countries and the United States.
Mechtild
Gomolla is a professor and researcher at the
University of Muenster (Germany) in the Department of Educational
Science and Social Sciences and the Institute of Education (International
and Intercultural Educational Research). Her research interests
include education and migration with a focus on the institutional
preconditions of educational success and educational justice,
and ethnic diversity-based school development. She has published
extensively in the areas of education and immigration.
Desirée
Baolian Qin received her doctoral degree from the Harvard
Graduate School of Education and is currently an Assistant Professor
of Human Development at Michigan State University. Her research
focuses on adolescents from immigrant families, specifically on
how immigration, culture, gender, and ecological contexts (e.g.,
family and school environments) impact adolescent development.
Along with with Marcelo Suárez-Orozco and Carola Suárez-Orozco,
she is the co-editor of the six-volume series titled Interdisciplinary
Perspectives on the New Immigration (Routledge, 2001) and co-editor
(with Marcelo Suárez-Orozco) of Globalization: Education
and Culture in the New Millennium (UC Press, 2004). Her most recent
publication is “’Our Child Doesn’t Talk to Us
Any More’: Alienation in Chinese Immigrant Families, Anthropology
and Education Quarterly, v. 37 Summer 2006.
Sina
Mossayeb is a PhD student in Comparative and
International Education at Teachers College, Columbia University
with a concentration in Political Science. He is the founding
editor of Cieclopedia (an international bibliographical
encyclopedia). His research interests include international development
theory, globalization discourse and educational transfer in the
Middle East, and the study of discriminatory educational policies
targeting marginalized groups.
Jacqueline
Mosselson is Assistant Professor of International
Development and Education at the Center for International Education,
University of Massachusetts Amherst. She received her Ph.D. in
Comparative Education with Developmental Psychology with distinction
from Teachers College, Columbia University in 2002. Her research
and teaching interests include political, social and cultural
contexts of international development; critical psychology; international
& comparative education; and cultural studies. She is the
author of Roots & Routes: Bosnian Adolescent Refugees in New
York City (Peter Lang 2006) and her most recent article will appear
in the February 2007 Comparative Education Review.
Anne
Ríos Rojas is a PhD candidate in Education at
the University of California, Santa Cruz. Her research interests
center on understanding the experiences of immigrant/migrant and
minority youth in schools, particularly with regards to the multiple
barriers and borders that immigrant and migrant children and their
families traverse as they negotiate their educational trajectories.
Her work has focused on exploring notions of citizenship and belonging
and the various mechanisms and practices through which schools
(and larger society) serve to include and exclude immigrant/minority
youth. For her dissertation work, she will be working with Moroccan-descent
youth in Spain as part of a larger international and comparative
project that looks at the experiences of children of immigrants
across six national contexts.
Ana
Serrano received her Ph.D. in Education, Curriculum
and Instruction, from U.C.L.A. and is currently an Associate Professor
at Loyola Marymount University, School of Education. Her research
interests are in the teaching-learning collaboration across economic,
linguistic and socio-cultural contexts, focusing on how thinking
develops and changes during involvement in inquiry-based collective
activities. She has studied issues of diversity in K-12 education
and has taught courses on diversity for students in teacher education
programs. She is an immigrant to the United States and lived in
Ecuador for a year where she was first introduced to the Otavalos.
Roozbeh
Shirazi is a PhD student in Comparative and International
Education at Teachers College, Columbia University with a concentration
in Political Science. His research interests include political
socialization and the formation of political identity, the educational
history of the Middle East, relationships between foreign aid
and development assistance, the globalization of democratization
discourse, and the Iranian diaspora. His dissertation research
focuses on the discourse of democracy promotion in education reform
in Egypt and Jordan.
Jeffrey
Walker is completing the requirements for an
Ed.M. at Teachers College, Columbia University in Comparative
and International Education, with a concentration in Political
Science. He has a previously earned M.A. in Religion and is presently
a candidate for an M.A. in Jewish History at The Jewish Theological
Seminary in New York City. His research interests include the
sociology of religion, multicultural and diversity education,
globalization, and cosmopolitanism. During the 2005-2006 school
year Jeffrey collaborated with Dr. Serrano as a Teaching and Diversity
Fellow, participating in a research project entitled, "Redesigning
the Diversity and Social Studies Curriculum Course." His
present plans are to apply to Ph.D. programs in Sociology where
he would like to focus on the theory of cosmopolitanism and its
socio-cultural and political implications.
