Lindsay Pérez Huber

Dr. Lindsay Pérez Huber is Professor in the Equity, Education and Social Justice master's program in the College of Education at California State University, Long Beach. Dr. Pérez Huber's research agenda is concerned with using interdisciplinary perspectives to analyze racial inequities in education, the structural causes of those inequities, and how they mediate educational trajectories and outcomes of students of color. In addition, she examines how those students challenge and resist the oppression they encounter within and outside of education. She has conducted studies within each segment of the educational pipeline including K-12 schools, community colleges, and four-year universities. Her research specializations include critical race theory; race, immigration and education; racial microaggressions, and developing critical qualitative methodologies for more humanizing research approaches. Her work is known for further developing theoretical and conceptual frameworks in Critical Race Theory (CRT), bridging CRT and Chicana Feminist perspectives in Education, and for her contributions in understanding Latinx undocumented student experiences. Ultimately, the goal of her work is to create greater education and life opportunities for Communities of Color. Dr. Pérez Huber has served as Vice President for the Critical Race Studies in Education Association (CRSEA), a national organization of critical race scholars, activists, and educators committed to racial justice in education across the P-20 spectrum (see www.crsea.org). She is also a National Academies Ford Foundation Fellow and Visiting Scholar at the UCLA Center for Critical Race Studies (CCRS). Selected peer-reviewed articles (listed below) are available on academia.edu at http://csulb.academia.edu/LPerezHuber. Dr. Perez Huber is author of “Racial Microaggressions: Using CRT to Respond to Everyday Racism” (Teachers College Press, 2020) and “Why They Hate Us: How Racist Rhetoric Impacts Education” (Teachers College Press, 2021).

Graduate courses taught:

  • SCAE 550: Foundations of Social and Cultural Analysis in Education
  • SCAE 551: Critical Pedagogies
  • SCAE 560: History of Social and Educational Inequalities
  • SCAE 561: Urban Educational Policy
  • SCAE 562: Identity, Agency and Resistance in Education
  • EDP 595: Qualitative Research Methods in Education
  • EDLD 722: History and Systems of Education in the United States

  • Ph.D., Social Science and Comparative Education, specialization in Race and Ethnic Studies, UCLA

  • M.A., Social Science and Comparative Education, specialization in Race and Ethnic Studies, UCLA

  • B.A. Chicano/Latino Studies, UC Irvine

  • B.A. Political Science, UC Irvine

  • Critical race theory (CRT) in education

  • Latina/o education

  • Racist nativism, immigration, and education

  • Undocumented students

  • Racial microaggressions

  • Testimonio as methodology

  • Critical race-gendered epistemologies in educational research

Peer-Reviewed Journal Articles

Pérez Huber, L. Solorzano, D. (2018). Teaching racial microaggressions: Implications of critical race hypos for social work. Journal of Ethnic and Cultural Diversity in Social Work 27(1), 54-71.

Pérez Huber, L.Vélez, V., Solorzano, D. (2017). More than “papelitos:” A QuantCrit counterstory to critique Latina/o degree value and occupational prestige. Race, Ethnicity and Education 21(2), 208-230.

Pérez Huber, L. (2016). “Make America great again!:” Donald Trump, racist nativism, and the virulent adherence to white supremacy amid U.S. demographic change. Charleston Law Review, 10, 215-248.

Pérez Huber, L. (2015). Constructing “deservingness”: DREAMers and Central American unaccompanied children in the national immigration debate. Association of Mexican American Educators (AMAE) Journal, 9(3), 22-34.

Pérez Huber, L. (2015). Como una jaula de oro (It's like a golden cage): The impact of DACA and the California DREAM Act on undocumented Chicanas/Latinas. UCLA Chicana/o Latina/o Law Review, 33(1), 91-128.

Pérez Huber, L. Solorzano, D. G. (2015). Visualizing everyday racism: Critical race theory, visual microaggressions, and the historical image of Mexican banditry. Qualitative Inquiry, 21(3), 223-238.

Pérez Huber, L. Solorzano, D. G. (2015). Racial microaggressions as a tool for critical race reserach. Race Ethnicity and Education, 18(3), 297-320.

Delgado Bernal, D., Calderón, D., Pérez Huber, L., Malagón, M. C, Vélez, V. N., (2012). A Chicana feminist epistemology revisited: Cultivating ideas a generation later. Harvard Educational Review, 82(4), 513-539.

Pérez Huber, L. Cueva, B. M. (2012). Chicana/Latina testimonios on effects and responses to microaggressions. Equity and Excellence in Education, 45(3), 392-410.

Pérez Huber, L. (2011). Discourses of racist nativism in California public education: English dominance as racist nativist microaggressions. Journal of Educational Studies, 47(4), 379-401.

Pérez Huber, L. (2010). Beautifully powerful: A LatCrit reflection on coming to an epistemological consciousness and the power of testimonio. Journal of Gender, Social Policy & the Law, 18(3), 339-851.

Pérez Huber, L. (2010). Using Latina/o critical race theory (LatCrit) and racist nativism to explore intersectionality in the educational experiences of undocumented Chicana college students. Journal of Educational Foundations, 24(1-2), 77-96.

Pérez Huber, L. (2009). Challenging racist nativist framing: Acknowledging the community cultural wealth of undocumented Chicana college students to reframe the immigration debate. Harvard Educational Review, 79(4), 704-729.

Pérez Huber, L. (2009). Disrupting apartheid of knowledge: Testimonio as methodology in Latina/o critical race research in education. International Journal of Qualitative Studies in Education, 22(6), 639-654.

Malagon, M., Pérez Huber, L., Velez, V. (2009). Our experiences, our methods: A research note on developing a critical race grounded theory methodology in educational research. Seattle University Journal for Social Justice, 8(1), 253-272.

Pérez Huber, L. (2008). Building critical race methodologies in educational research: A research note on critical race testimonio as method. Florida International University Law Review, 4(1), 159-173.

Pérez Huber, L., Benavides Lopez, C., Malagon, M., Velez, V., Solorzano, D. (2008). Getting beyond the “symptom,” acknowledging the “disease”: Theorizing racist nativism. Contemporary Justice Review, 11(1), 39-51.

Velez, V., Pérez Huber, L. Benavides Lopez, C., De la Luz, A., Solorzano, D. (2008). Battling for human rights and social justice: A Latina/o critical race theory analysis of Latina/o student youth activism in the wake of 2006 anti-immigrant sentiment. Journal of Social Justice, 34(2), 7-27.

Pérez Huber, L., Huang, Y., Jimenez, R., Velez, V. (2007). “We are here”: (Im)migrant youth at the center of social activism and critical scholarship. InterActions: UCLA Journal of Education and Information Studies, 3(2), 1-9.

Pérez Huber, L., Malagon, M. (2007). Silenced struggles: The experiences of Latina and Latino undocumented college students in California. Nevada Law Journal, 7(3), 841-861.

Pérez Huber, L., Johnson, R. N., Kohli, R. (2006). Naming racism: A conceptual look at internalized racism in U.S. schools. UCLA Chicana/o-Latina/o Law Review, 26, 183- 206.

Pérez Huber, L., Velez, V., Solorzano, D. (2016). A critical race critique on the discourse of ‘value’ in Latina/o degree attainment. American Educational Research Association (AERA), Washington, D.C.

Pérez Huber, L. Solorzano, D.G., Huber-Verjan, L. (2016). “But I’m Latino, so they’re saying I’m a bandit!” Critical race theory, visual microaggressions, and the historical image of Mexican banditry. American Educational Research Association (AERA), Washington, D.C.

Pérez Huber, L. (2016). “Como una jaula de oro” (It’s like a golden cage): The impact of DACA and the California DREAM Act on Undocumented Chicanas/Latinas. American Educational Research Association (AERA), Washington, D.C.

Pérez Huber, L. (2016). Constructions of “Deservingness:” DREAMers and Central American Unaccompanied Children in the Immigration Debate. Critical Race Studies in Education Association. University of Denver, Denver, CO.

Watson, K., Pérez Huber, L. Solorzano, D. (2016). Mapping microaggressions across intellectual space. Critical Race Studies in Education Association. University of Denver, Denver, CO.

Pérez Huber, L. (2015). “Como una jaula de oro” (It’s like a golden cage): The impact of DACA and the California DREAM Act on Undocumented Chicanas/Latinas. Challenging Borders Symposium. University of California, Riverside, Riverside, CA.

Pérez Huber, L. (2015). Constructions of “Deservingness” as Mechanism for Interest Convergence. Latina/o Critical Theory (LatCrit) Conference. Costa Mesa, CA.

Pérez Huber, L., Velez, V., Solorzano, D. (2015). A critical race critique on the discourse of‘value’ in Latina/o degree attainment. Critical Race Studies in Education Association, Vanderbilt University, Nashville, TN.

Pérez Huber, L. (2015). Testimonios on undocumented Chicana/Latina pedagogies of resistance. National Association of Chicana and Chicano Studies (NACCS). San Francisco, CA.

Pérez Huber, L., Villanueva Pulido, B. (2014). “Still DREAMing? Latina testimonios on the implications of DACA and the California DREAM Act.” 9th Annual Latina/o Education Summit, UCLA Chicano Studies Research Center, Los Angeles, CA.

Pérez Huber, L. (2014). “Still DREAMing? Examining the impact of the California DREAM Act and DACA on Undocumented Chicana/Latina College Graduates. Pennsylvania State University, State College, PA.

Pérez Huber, L. Solorzano, D.G., Huber-Verjan, L. (2014). “But I’m Latino, so they’re saying I’m a bandit!” Critical race theory, visual microaggressions, and the historical image of Mexican banditry. Critical Race Studies in Education Association (CRSEA), Nashville, TN.

Pérez Huber, L. Solorzano, D.G.  (2014) Visualizing everyday racism: Critical race theory, visualmicroaggressions, and the historical image of Mexican banditry. American Educational Research Association (AERA), Philadelphia, PA.

Pérez Huber, L. (2014). How racial microaggressions affect the learning environments of Latina/o students. Invited community group presentation for Los Vecinos de South Pasadena. Pasadena, CA.

Velez, V., Valdes, F., Pérez Huber, L., Malagon, M. Montoya, M. (2013). Building community within the new social imaginary: A cross-disciplinary dialogue with Racecrits in education and the law. Latina/o Critical Theory (LatCrit) biennial conference. Chicago, IL.

Pérez Huber, L. Solorzano, D.G. (2013). Racial microaggressions as a tool for critical race research and praxis. Critical Race Studies in Education Association, Nashville, TN.

Pérez Huber, L. Solorzano, D.G. (2013). Racial microaggressions as a tool for critical race research and praxis. American Educational Research Association (AERA), San Francisco, CA.

Pérez Huber, L. Cueva, B. M. (2012). Chicana/Latina testimonios on effects and responses to microaggressions. Mujeres Activas en Letras y Cambio Social (MALCS) Conference, Santa Barbara, CA.

Solorzano, D.G., Pérez Huber, L. (2012) How do we challenge deficit perspectives of Communities of Color?: Microaggressions and community cultural wealth as CRT tools. Critical Race Studies of Education Association (CRSEA), New York, NY.

Pérez Huber, L. (2012). “Setting the agenda” for undocumented college students: Examining the role of racist nativism in California higher education policy. American Educational Research Association (AERA), Vancouver, British Columbia.

Pérez Huber, L. (2011). Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions. Latina/o Critical Theory (LatCrit) Conference, San Diego, CA.

Pérez Huber, L. (2011). Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions. UC Berkeley Center for Latino Policy Studies, Berkeley, CA. Invited Presentation.

Pérez Huber, L. (2011). Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions. Critical Race Studies in Education Association Conference (CRSEA), San Antonio, TX.

Pérez Huber, L. (2011). Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions. American Educational Research Association (AERA), New Orleans, LA.

Pérez Huber, L. (2010). Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate. American Educational Research Association (AERA), Denver, CO.

Pérez Huber, L. (2009). Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate. Annual Conference of Ford Fellows, Irvine, CA.

Pérez Huber, L. (2009). “They Would Call Out ¡La Migra!”: Discourses of Racist Nativism and its Consequences in the Educational Experiences of Undocumented and U.S. born Chicana College Students. Latina/o Critical Legal Theory Conference, Washington, D.C.

November 2015

Dr. Pérez Huber is co-coordinating the 2015 UCLA Latina/o Education Summit, "Still Falling Through the Cracks: Revisiting the Latina/o Education Pipeline" bringing together researchers, policymakers, students and community members to theorize strategies and offer recommendations for improving the Latina/o educational pipeline in California.This is a special tenth annual event. For more information, click here.

October 2014

Dr. Pérez Huber is lead author on the 2014 UCLA Chicano Studies Research Center research report titled,

"DACAmented in California: The Impact of the Deferred Action for Childhood Arrivals Program on Latina/os." The federal DACA program, enacted in 2012, has helped thousands of undocumented students pursue their dreams of a college education by protecting them from deportation. The authors assess the impact of the program for Latina/os in California. Access report here:

http://www.chicano.ucla.edu/publications/report-brief/dacamented-california

Dr. Pérez Huber is lead author on the 2014 UCLA Chicano Studies Research Center Latino Policy and Issues Brief titled,

"The Growing Equity Gap for California's Latina/o Students." Although recent studies suggest that educational attainment for Latina/os has been improving, the authors show that when demographic change is taken into consideration, it is clear that Latina/o students in California are not making gains but falling further behind. Access brief here:

http://www.chicano.ucla.edu/publications/report-brief/growing-educational-equity-gap-california%E2%80%99s-latinao-students

January 2014

Dr. Pérez Huber recently co-authored a report commissioned by the Eva Longoria Foundation to examine the supports and barriers low-income Latina students encounter on the road to educational success. The report, "Making Education Work for Latinas in the U.S." and a short film featuring the interviews she conducted for the study can be found on the Eva Longoria Foundation website at:

http://www.evalongoriafoundation.org/news-media.

UPDATE 06/03/14: The report is now cited by the U.S Department of Education, White House Initiative on Educational Excellence for Hispanics at:

http://www.ed.gov/edblogs/hispanic-initiative/2014/06/making-education-work-for-latinas-in-the-u-s/