Cortina, Regina (rc2472) | Teachers College Columbia UniversitySkip to content Skip to main navigation
Tuesday 2:00-3:00 PM (drop-in), 3:00-5:00 PM (by appointment; firstname.lastname@example.org) Thursday 2:00-3:00 PM (doctoral advisement by appointment; email@example.com)
Ph.D., Stanford University
M.A., Stanford University
B.A., Universidad Iberoamericana, Mexico City
Cortina, R. & De La Garza, K. (Eds.). (2015). Educación, pueblos indígenas e interculturalidad en América Latina (Forthcoming 2015) [Education, indigenous peoples and interculturality in Latin America]. Quito, Ecuador: Ediciones Abya Yala.
Cortina, R., & San Román, S. (Eds.). 2006. Women and Teaching: International Perspectives on the Feminization of a Profession. New York: Palgrave.
Cortina, R., & Gendreau, M. (Eds.). 2003. Immigrants and Schooling: Mexicans in New York. New York: Center for Migration Studies.
Cortina, R., & Stromquist, N. P. (Eds.). 2000. Distant Alliances: Promoting Education for Girls and Women in Latin America. New York: Routledge-Falmer.
Cortina, R. 2012. "Empoderamiento de lenguas y culturas indígenas: El impacto de la ayuda bilateral alemana en Latinoamérica." Revista Latinoamericana de Educación Comparada, 3(3).
Cortina, R. 2011. “Globalization, social movements and education.” Teachers College Record 113: 1196-1213.
Cortina, R. 2011. “Globalización, movimientos sociales y sentido de la educación.” In V. Aspe Armella (comp.), México entre el discurso público y el ámbito privado. México: Porrúa.
Cortina, R. 2011. Putting Languages on a level Playing Field. Research Paper. University of New York at Albany: NYLARnet.
Cortina, R. 2010. “Empowering Indigenous Languages and Cultures: The impact of German Bilateral Assistance in Latin America.” European Education: Issues and Studies 42 (3): 53-67.
Cortina, R. 2009. “Immigrant Youth in High School: Understanding Educational Outcomes for Students of Mexican Origin.” In Terrence G. Wiley, Jin Sook Lee, and Russell Rumberger. Eds. The Education of Language Minority Immigrants in the United States, pp. 113-135. Bristol, UK: Multilingual Matters.
Cortina, R. “Latinos and Educational Policy in the Global American South.” Latino Research Review 6 (3, 2008): 93-104.
Cortina, R., and Sánchez, M.T. “Spanish Bilateral Initiatives for Education in Latin America.” Prospects 37 (2, June 2007): 267-281
Cortina, R. (2014). Partnerships to promote the education of Indigenous citizens. In R. Cortina (Ed.) The Education of Indigenous Citizens in Latin America. Clevedon, UK: Multilingual Matters.
Cortina, R., de la Cruz, I., & Makar, C. (2013). School trajectories of Mexican immigrant youth. In A. Sawyer & B. Jensen (Eds.), Regarding Educación Mexican-American Schooling, Immigration, and Bi-national Improvement (pp.149-171). New York, NY: Teachers College Press.
Cortina, R. (2011). Globalización, movimientos sociales y sentido de la educación. In V. Aspe Armella (comp.), México entre el discurso público y el ámbito privado (pp. 3-10). México City: Porrúa. [Globalization, social movements and the meaning of education].
Cortina, R. (2011). Globalización, política educativa y migración de mexicanos hacia el sur de Estados Unidos. In M.E. D´Aubeterre Buznego & L. Rivermar Pérez (Eds.), Migraciones en la huasteca poblana. Actores y procesos (pp. 147-171). México City: Benemérita Universidad Autónoma de Puebla, Instituto de Ciencias Sociales. [Globalization, Education policy and Mexican migration to the South of the United States]
Cortina, R. (2009). Immigrant youth in high school: Understanding educational outcomes for students of Mexican origin. In Terrence G. Wiley, Jin Sook Lee and Russell Rumberger (Eds.), Bilingual education and bilingualism: The education of language minority immigrants in the USA (pp. 113-135).Clevedon, UK: Multilingual Matters.
Cortina, R. (2007). Migración y Educación. In Migración y reconfiguración transnacional: Flujos de población (p. 323-342). Puebla, México: Universidad Iberoamericana. [Migration and Education, in the volume, Migration and Transnational Reconfiguration].
Cortina, R. (2006). Women teachers in Mexico: Asymmetries of power in public education. In R. Cortina, and S. San Román (Eds.) Women and Teaching: International Perspectives on the Feminization of a Profession (pp. 107-128).New York: Palgrave
Cortina, R. (2003). Las mujeres como líderes en la educación. In R. Cortina (Ed.) Líderes y construcción de poder: Las maestras y el SNTE. México City: Ed. Santillana [Women as leader in Mexican Education].
Cortina, R. (2003). Género y poder en el sindicato de las maestras y los maestros. In R. Cortina (Ed.) Líderes y construcción de poder: Las maestras y el SNTE. México City: Ed. Santillana.Cortina, R. (2003). Transnational factors and school success of Mexican immigrants. In R. Cortina and Gendreau, M. (Eds.) Immigrants and Schooling: Mexicans in New York. New York: Center for Migration Studies.
TC Independent Work in Latin America
Professor Cortina directs a new research initiative on Civil Society Organizations and Education: Advocating for Change in Latin America, with Dr. Constanza Lafuente, who is an Adjunct Assistant Professor in the ICE program. The goal of this initiative is to study the advocacy strategies and contributions of civil society organizations in the field of education that are promoting the advancement of the right to education across the Americas. The research is looking into the success and challenges of such organizations that target governmental decision makers through the various policy stages, such as agenda setting, policy enactment, implementation and monitoring.
Professor Cortina launched The International Working Group on Indigenous Intercultural Bilingual Education, to provide opportunities for academics throughout Latin America to discuss issues related to Indigenous intercultural bilingual education (known as EIB, using the acronym in Spanish for Educación Intercultural Bilingüe). This initiative furthers our understanding of the challenges and limitations of current EIB policy arrangements for building equal educational opportunities for Indigenous children in Latin American countries. The research of the International Working Group is both relevant and timely. National governments regularly face the challenges of integrating Indigenous populations into their education systems, including the languages and cultures of these groups. With low achievement scores among Indigenous schools, some governments in Latin America are questioning further investments in Indigenous school resources, such as teacher training of EIB teachers. The Working Group can directly and positively influence this decision-making process.
2012-2013 Columbia Global Centers, for a project, “Developing Professional in International and Comparative Education.”
2012-2013 Institute of Latin American Studies, Columbia University for university-wide celebration of 50 years of Latin American Studies at Columbia University, Teachers College hosted a panel with alumni who discussed their involvement in research and work related to education in Latin America.
2012-2013 Institute of Latin American Studies at Columbia University, research grant to complete the book manuscript The Education of Indigenous Citizens in Latin America.
2011-2012 Columbia Global Centers, for a project, “Developing Professional in International and Comparative Education.”
2010-2011 Institute of Latin American Studies at
2010-2011 Institute of Latin American Studies, Poverty and Poverty Alleviation Strategies in Latin America, Project Title: “The Impact of German Cooperation and Poverty Reduction: The case of
2010-2011 Dean’s Grant for Tenure Faculty Research for project on “The European Union and Education in
2003 – Rockefeller Foundation, grant to produce Spanish translation of author’s book published in English, Poblanos en Nueva York: Migración rural, educación y bienestar [Immigrants and Schooling: Mexicans in New York].
2003 – Rockefeller Foundation, research grant, “Transnational Communities:
2002-03 – Russell Sage Foundation, research grant, “The Schooling of Immigrants in
1999 – Ford Foundation, book development grant, “Distant Alliances: Promoting Education for Girls and Women in
“Movimientos Indígenas, Etnicidad y Género en la Educación Superior”. Presented at Latin American Studies Association (LASA) 2012 Conference, San Francisco, May 23-26, 2012.
“Education and the Nation-State in the Era of Globalization”. Presented at Latin American Studies Association (LASA) 2012 Conference, San Francisco, May 23-26, 2012.
“Globalization, National Policies, and the Education of Indigenous Citizens”. Presented in the Comparative and International Education Society (CIES) Conference, Puerto Rico, April 22-27, 2012.“Primary and secondary educational institutions: A cross-national comparison” presented in “Students We Share: Mexican-Origin Children and Youth in the 21st Century.” American Education Research Association (AERA), New Orleans, April 8- 12, 2011.
"Civil Society, the German Cooperation and the Education of Indigenous Communities in
"Teachers College and the Rise of Mexican Public Education." Prepared for the
“Mexican Youth in
"Gender in the European Union's Development Aid Policy." 54th Annual Conference for the Comparative and International Education Society.
“Educational Pathways: Gender Inequality in Schooling.” Presented in 51st annual conference of Comparative and International Education Society.
“Immigrant Youth in High School: Understanding Educational Outcomes.” A paper for the UC LMRI and
“Life Chances and Challenges for Immigrant Latin American and Caribbean Women in
ITSF 4094: Education across the Americas
In this graduate seminar, students will be introduced to education and social issues in Latin America and the Caribbean. The seminar covers the time period from the consolidation of national systems of public education during the twentieth century to present-day. Using theoretical perspectives drawn from development studies and comparative education, the course will include case studies of individual nations as well as thematic issues pertaining to the region as a whole.
Topics include social and political dimensions of education, ethnicity and indigenous education, academic achievement, women’s education and social change, teacher preparation, student movements, social movements and patterns of migration. The seminar incorporates and analyzes the perspectives of different actors in education, including international organizations, civil society organizations, teachers and students. The effects of projects financed by international organizations will be evaluated in terms of improved access, teacher training and intercultural understanding within the education systems of Latin America and the Caribbean.
ITSF 4060: Latinos in Urban Schools
Students will be introduced to theories and research explaining why Latinos in the United States are least likely of all major social groups to be enrolled in school and, as adults, are most likely to lack a high school diploma. The course will explore the racial/ethnic differences that exist between and within recent immigrant groups, drawing especially on research that shows the diversity of cultural backgrounds within Latino subgroups. Topics will include assimilation of new immigrants, educational achievement and persistence in school, language and schooling, the interplay of race and gender and class with educational attainment, and transnational communities.
ITSF 5008: Gender, Education, and International Development
This seminar examines the field of international education development from the standpoint of feminist and gender studies. We will read and discuss relevant studies in anthropology, economics, history, political science, and sociology, as well as interdisciplinary research in the fields of development studies and gender studies. We will begin by considering the political and legal advances in women’s rights within the daily reality of people’s lives in developing countries through the multiple lenses of democratic theory, neoliberal policies and multiculturalism
ITSF 5043: Critical Theories on Latin American and Latino Education
In this graduate seminar, we will explore the application of critical theories to Latin American and Latino Studies to advance new perspectives and knowledge in comparative education. We will frame the discussion within relevant theories, such as Critical Thinking (Pensamiento Crítico), Dependency Theory, Internal Colonialism, Liberation Theory, and Indigenous Ways of Knowing. Among the issues to be discussed are the rights of Indigenous peoples to education and the preservation of cultural and linguistic diversity of people in the developing world in parallel with the struggles of Latinos in the United States to improve their educational opportunity at the high school and postsecondary levels. Topics include the right to education, the nature of citizenship, intercultural and bilingual education, transnational networks in support of Indigenous movements, Indigenous resistance, and internal colonialism in the United States. An overarching theme is national policies to improve access, teacher training, and intercultural understanding within education systems across the Americas.