Adriana Villavicencio
Assistant Professor
School of Education
School of Education
B.A., Columbia University, 2000, English
M.A., Columbia University, 2002, English Education
Ph.D., New York University, 2010, Educational Leadership and Policy
M.A., Columbia University, 2002, English Education
Ph.D., New York University, 2010, Educational Leadership and Policy
Email: adriana.v@uci.edu
University of California, Irvine
,
,
Research Interests
K-12 policy and practice, educational equity for minoritized communities, research-practice partnerships
Websites
Short Biography
Dr. Villavicencio is an Assistant Professor in the School of Education at the University of California Irvine. Her research is focused on K-12 educational policy and practice that deepen or disrupt inequities for students who are typically marginalized because of race, ethnicity, and immigration status. For nearly a decade, she conducted research at the Research Alliance for New York City Schools at NYU—a research-practice partnership with the NYC Department of Education. Her book, Am I My Brother’s Keeper: Educational Opportunities and Outcomes for Black and Brown Boys (Harvard Education Press), is a recipient of the 2022 American Educational Studies Association Critics’ Choice Book Award. Dr. Villavicencio’s current work focuses on reducing inequalities for newly arrived immigrant multilingual students and exploring the outcomes of racial justice programming in K-12 schools.
Dr. Villavicencio has received over $11 million in grants (as PI or co-PI) from several different funding sources, including the National Science Foundation, the Spencer Foundation, and the William T. Grant Foundation. Her work has appeared in a number of peer-reviewed journals, including Educational Policy, Harvard Educational Review, Peabody Journal of Education, and Teaching and Teacher Education. She is currently on the Editorial Board of Review of Educational Research. In 2021, she received a Faculty Mentorship Award for Inclusive Excellence. Prior to becoming a researcher, Dr. Villavicencio taught middle and high school English in Brooklyn, New York and Oakland, California. She earned her Ph.D. in education leadership and policy from the NYU Steinhardt School of Culture, Education, and Human Development. She also holds an M.A. in English Education from Teachers College, Columbia University, and a B.A. in English from Columbia University.
Dr. Villavicencio has received over $11 million in grants (as PI or co-PI) from several different funding sources, including the National Science Foundation, the Spencer Foundation, and the William T. Grant Foundation. Her work has appeared in a number of peer-reviewed journals, including Educational Policy, Harvard Educational Review, Peabody Journal of Education, and Teaching and Teacher Education. She is currently on the Editorial Board of Review of Educational Research. In 2021, she received a Faculty Mentorship Award for Inclusive Excellence. Prior to becoming a researcher, Dr. Villavicencio taught middle and high school English in Brooklyn, New York and Oakland, California. She earned her Ph.D. in education leadership and policy from the NYU Steinhardt School of Culture, Education, and Human Development. She also holds an M.A. in English Education from Teachers College, Columbia University, and a B.A. in English from Columbia University.
Publications
*Conlin, D., & Villavicencio, A. (2023). In their own words: Student perspectives on culturally responsive practices and programs. Urban Education.
https://doi.org/10.1177/00420859231180138
Santagata, R., Villavicencio, A., Gatlin, B., *Cawelti, L., & *Wegemer, C. (2023). “I’m stretching myself as a teacher everyday”: Teacher professional growth and innovation during COVID-19. Journal of Educational Change.
Villavicencio, A., Pagan, O., & *Conlin, D. (2022). Research-practice partnerships in pursuit of racial justice in schools: Navigating an adverse political climate. PEA Yearbook Issue on the Politics of Educational Research-Practice Partnerships. Educational Policy. https://doi.org/10.1177/0895904822113035
Villavicencio, A., Klevan, S., *Conlin, D., & Hill, K. (2022). “It’s a marathon not a sprint”:
The implementation and outcomes of a yearlong racial justice intervention. AERA Open.
The implementation and outcomes of a yearlong racial justice intervention. AERA Open.
Villavicencio, A., Miranda, C.P, Liu, J., & Cherng, H.Y.S. (2021) “‘What’s Going to Happen to Us?’: Cultivating Alliances with Immigrant Families in an Adverse Political Climate. Harvard Educational Review.
Jaffe-Walter, R. & Villavicencio, A. (2021). Negotiating Policy: Leaders’ Enactment of Teacher Evaluation in Immigrant-Serving Schools. Educational Policy.
Villavicencio, A. (2021). “School Leadership for Latinx, Immigrant Students and their Families: A Model of Advocacy and Critical Care.” Journal of Leadership, Equity, and Research, 7(2), 1-20.
Villavicencio, A., Jaffe-Walter, & Klevan, S. (2020). “’You can’t close your door here:’ Leveraging teacher collaboration to improve outcomes for immigrant English Learners.” Teaching and Teacher Education, 97.
Villavicencio, A., Hill. K., & Klevan, S. (2020). Building Teacher Capacity to Interrupt Racism in Schools: Studying the Work of the Center for Racial Justice in Education. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A., Klevan, S., & Kemple, James. (2018). The Expanded Success Initiative: Challenges and Progress in the Pursuit of College and Career Readiness for Black and Latino Young Men. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A., Fancsali, C., Martin, W., Mark, J., & Cole, R. (2018). Computer Science in New York City; An Early Look at Teacher Training Opportunities and the Landscape of CS Implementation in Schools. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A. & Tung, R. (Eds.) (2018) The Boys Aren’t Broken, The Systems Are Changing the Narrative about Young Men of Color. Voices in Urban Education, 48. Providence: Annenberg Institute for School Reform at Brown University.
Tung, R. & Villavicencio, A. (2018) Disrupting Structural Racism: Counter-Narratives of Pride, Growth, and Transformation. Voices in Urban Education 48: 3-6. Providence: Annenberg Institute for School Reform at Brown University.
Villavicencio, A., Goldenberg, S., & Klevan, S. (2018). Understanding and Dismantling Barriers to College and Career Success for Black and Latino Young Men. In B. Bowser (Ed.) Racial Inequality in New York City: Looking Backward and Forward. Albany, NY: SUNY Press.
Villavicencio, A. (2017). Turning Around from Within: Using Internal Capacity to Improve Low-Performing Schools. In C. Meyers & M. Darwin (Eds.) Enduring Myths that Inhibit School Turnaround. Charlotte, NC: Information Age Publishing.
Klevan, S., & Villavicencio, A. (2017). Evaluating an Initiative for Black and Latino Male High School Students: A Mixed-Method Study. SAGE Research Methods Cases.
Byrne-Jimenez, M., Villavicencio, A., Rivera-McCutchen, R., & Torres, C. (2015). “Of and With: Stories of Belonging and Forging Multiple Latino/a Identities in Four Voices.” In F. Hernandez (ED.), Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds), 63-73. Charlotte, NC: Information Age Publishing.
Kirkland, D., Villavicencio, A., & Fergus, E. (2016). How can we improve school climate and discipline practices? Schools can do it, but not alone. New York: Steinhardt School of Culture, Education, and Human Development, New York University.
Klevan, S., & Villavicencio, A. (2016). Strategies for Improving School Culture: Educator Reflections on Transforming the High School Experience for Black and Latino Young Men. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A., Schwab, B., & Layafette, C. (2016). Bridging The Gap: How the NYC DOE is Working to Bring Ed-Tech and Classrooms Together. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A. & Laing, T. (2016). Guides for Educators: Inside the ESI Schools’ Efforts to Boost College Readiness for Black and Latino Young Men. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A., Siman, N., Lafayette, C., & Kang, D. (2016). Connecting Teachers and Ed-Tech Developers: Lessons from NYC's "Gap App" Program. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A., Klevan, S., & Kang, D. (2015). Changing How High Schools Serve Black and Latino Young Men: A Report on NYC’s Expanded Success Initiative. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A. (2015). Creating and Maintaining Student Diversity in Charter Schools: Strategies and Challenges for School Leaders. International Journal of Leadership in Education. 19(3), 300-326.
Villavicencio, A. & Marinell, W. (2014). Understanding Success: The Strategies of 25 Effective Small Schools in NYC. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A., Klevan, S., & Wulach, S. (2014). Promising Opportunities for Black and Latino Young Men: Findings from the Early Implementation of the Expanded Success Initiative. New York, NY: The Research Alliance for New York City Schools.
Klevan, S., Villavicencio, A., & Wulach, S. (2013). Preparing Black and Latino Males for College and Careers: A Description of the Schools and Strategies in NYC’s Expanded Success Initiative. New York, NY: Research Alliance for New York City Schools.
Villavicencio, A., Bhattacharya, D., & Guidry, B. (2013). Moving the Needle: Exploring Key Levers to Boost College Readiness among Black and Latino Males in NYC. New York NY: The Research Alliance for New York City Schools.
Villavicencio, A. & Grayman, J. (2012). Learning from “Turnaround” Middle Schools: Strategies for Success. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A. (2013). “It’s Our Best Choice Right Now:” Examining the Choice Options of Charter School Parents. Education Policy Analysis Archives, 21(73).
Scott, J. & Villavicencio, A. (2009). School Context and Charter School Achievement: A Framework for Understanding the Performance “Black Box.” Peabody Journal of Education, 84(2), 227-243
Villavicencio, A. (2009). Culturally Responsive Education: Reviews. Ethnicity and Race in a Changing World: A Review Journal, 1(2), 62-63, 63-64, 72-73.
Villavicencio, A., Fancsali, C., Martin, W., Mark, J., & Cole, R. (2018). Computer Science in New York City; An Early Look at Teacher Training Opportunities and the Landscape of CS Implementation in Schools. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A. & Tung, R. (Eds.) (2018) The Boys Aren’t Broken, The Systems Are Changing the Narrative about Young Men of Color. Voices in Urban Education, 48. Providence: Annenberg Institute for School Reform at Brown University.
Tung, R. & Villavicencio, A. (2018) Disrupting Structural Racism: Counter-Narratives of Pride, Growth, and Transformation. Voices in Urban Education 48: 3-6. Providence: Annenberg Institute for School Reform at Brown University.
Villavicencio, A., Goldenberg, S., & Klevan, S. (2018). Understanding and Dismantling Barriers to College and Career Success for Black and Latino Young Men. In B. Bowser (Ed.) Racial Inequality in New York City: Looking Backward and Forward. Albany, NY: SUNY Press.
Villavicencio, A. (2017). Turning Around from Within: Using Internal Capacity to Improve Low-Performing Schools. In C. Meyers & M. Darwin (Eds.) Enduring Myths that Inhibit School Turnaround. Charlotte, NC: Information Age Publishing.
Klevan, S., & Villavicencio, A. (2017). Evaluating an Initiative for Black and Latino Male High School Students: A Mixed-Method Study. SAGE Research Methods Cases.
Byrne-Jimenez, M., Villavicencio, A., Rivera-McCutchen, R., & Torres, C. (2015). “Of and With: Stories of Belonging and Forging Multiple Latino/a Identities in Four Voices.” In F. Hernandez (ED.), Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds), 63-73. Charlotte, NC: Information Age Publishing.
Kirkland, D., Villavicencio, A., & Fergus, E. (2016). How can we improve school climate and discipline practices? Schools can do it, but not alone. New York: Steinhardt School of Culture, Education, and Human Development, New York University.
Klevan, S., & Villavicencio, A. (2016). Strategies for Improving School Culture: Educator Reflections on Transforming the High School Experience for Black and Latino Young Men. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A., Schwab, B., & Layafette, C. (2016). Bridging The Gap: How the NYC DOE is Working to Bring Ed-Tech and Classrooms Together. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A. & Laing, T. (2016). Guides for Educators: Inside the ESI Schools’ Efforts to Boost College Readiness for Black and Latino Young Men. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A., Siman, N., Lafayette, C., & Kang, D. (2016). Connecting Teachers and Ed-Tech Developers: Lessons from NYC's "Gap App" Program. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A., Klevan, S., & Kang, D. (2015). Changing How High Schools Serve Black and Latino Young Men: A Report on NYC’s Expanded Success Initiative. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A. (2015). Creating and Maintaining Student Diversity in Charter Schools: Strategies and Challenges for School Leaders. International Journal of Leadership in Education. 19(3), 300-326.
Villavicencio, A. & Marinell, W. (2014). Understanding Success: The Strategies of 25 Effective Small Schools in NYC. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A., Klevan, S., & Wulach, S. (2014). Promising Opportunities for Black and Latino Young Men: Findings from the Early Implementation of the Expanded Success Initiative. New York, NY: The Research Alliance for New York City Schools.
Klevan, S., Villavicencio, A., & Wulach, S. (2013). Preparing Black and Latino Males for College and Careers: A Description of the Schools and Strategies in NYC’s Expanded Success Initiative. New York, NY: Research Alliance for New York City Schools.
Villavicencio, A., Bhattacharya, D., & Guidry, B. (2013). Moving the Needle: Exploring Key Levers to Boost College Readiness among Black and Latino Males in NYC. New York NY: The Research Alliance for New York City Schools.
Villavicencio, A. & Grayman, J. (2012). Learning from “Turnaround” Middle Schools: Strategies for Success. New York, NY: The Research Alliance for New York City Schools.
Villavicencio, A. (2013). “It’s Our Best Choice Right Now:” Examining the Choice Options of Charter School Parents. Education Policy Analysis Archives, 21(73).
Scott, J. & Villavicencio, A. (2009). School Context and Charter School Achievement: A Framework for Understanding the Performance “Black Box.” Peabody Journal of Education, 84(2), 227-243
Villavicencio, A. (2009). Culturally Responsive Education: Reviews. Ethnicity and Race in a Changing World: A Review Journal, 1(2), 62-63, 63-64, 72-73.
Grants
Providing Anti-Racist Training for Educators: An Evaluation of Border Crossers’ Core Programming. W.K. Kellogg Foundation. $110K. July 2017-December 2019.
Examining the Causes, Consequences, and Solutions to Educational Inequalities in NYC: Diversity Postdoctoral Research Fellowship. NYU Steinhardt School of Culture, Education and Human Development, $85K. September 2017-August 2019.
Maker Partnership: A Research Practice Partnership to Integrate Computer Science and Computational Thinking into Science Instruction. National Science Foundation, $1.25M, January 2018-December 2020.
Improving the Experiences and Outcomes of Immigrant Youth: An Examination of the International Network for Public Schools. William T. Grant Foundation, Co-PI, $588K, June 2017-December 2020.
Studying Systemic Efforts to Improve Educational Outcomes for Black and Latino Males.
AERA Education Research Conference Award. $35K, September 2017.
Computer Science is Fundamental: Evaluating the Reach, Quality, and Impact of CS4ll. The
Fund for Public Schools, PI, $5M, September 2016-June 2025.
Evaluating the Implementation and Impact of the Expanded Success Initiative. Open Society
Foundation, PI, $2M, September 2012-June 2016.
Data Use in Action. Spencer Foundation, $350K, 2014-2015.
A Lever for More Equitable Access to Schools? Evidence from San Francisco. William T. Grant Foundation, Co-PI, $600K, July 2020-June 2023.
Reimagining Educational Equity and Opportunity (REEO) during the COVID-19 Pandemic. University of California, Irvine, Office of Inclusive Excellence, Co-PI, $25K, June 2020-May 2021.
Reimagining Educational Equity and Opportunity (REEO) during the COVID-19 Pandemic. Office of Inclusive Excellence, University of California, Irvine, Co-PI, $25K, June 2020-May 2021.
A Lever for More Equitable Access to Schools? Evidence from San Francisco. William T. Grant Foundation, Co-PI, $600K, July 2020-June 2023.
William T. Grant Foundation. Reducing Inequalities for Immigrant, Multilingual Students in Secondary Schools. Principal Investigator, July 2022-June 2025 $600,000.
Spencer Foundation. Disrupting Racism in Schools: A Mixed Methods Study of Educators’ Racial Dispositions and Organizational Change. Principal Investigator, 2022-2024, $250,000.
Reducing Inequalities in Opportunities to Learn Mathematics through Adaptive Teacher Professional Development. William T. Grant Foundation. Co-PI, 2022-2025, $600,000.
Link to this profile
https://faculty.uci.edu/profile/?facultyId=6635
https://faculty.uci.edu/profile/?facultyId=6635
Last updated
10/19/2023
10/19/2023