CELASA — Teacher Education — Urban Education and Social Justice
Noah  Borrero

Noah Borrero, Ph.D.

Associate Professor, Teacher Education

Noah Borrero is an associate professor of Urban Education and Social Justice at USF. He teaches courses in bilingual/bicultural education, teaching for diversity and social justice, critical pedagogy, and action research. In 2011 he received the Distinguished Research award at USF for his scholarship in urban education and cultural identity. He earned his doctorate from Stanford University in 2006 and helped develop the master's program in Urban Education and Social Justice upon coming to USF that same year. Prior to coming to USF, Dr. Borrero worked as a middle school and high school English teacher. His goals and vision as an educator are to promote equity in schools by focusing on students' and teachers' strengths.


Ph.D., Education, Stanford University School of Education, Stanford, CA

Research Areas

Urban education; cultural assets; issues of diversity and social justice in teaching; adolescent development; bilingualism; teacher education; and immigration.

Courses Offered
  • Education of Bilingual Children: Theory and Practice
  • Action Research and Service-Learning for Urban Teachers
  • Critical Pedagogy


Borrero, N. E., Lee, D. S., & Padilla, A. P. (in press). Developing a culture of resilience for low-income immigrant youth. The Urban Review.

Yeh, C. J. & Borrero, N. E. (2012). Social, ecological, and multicultural issues related to students' spirituality, Counseling and Spirituality, 31(2), 37-56.

Borrero, N. E., Conner, J. & Mejia, A. (2012). Promoting social justice through service-learning in urban teacher education: The role of student voice. Partnerships: A Journal of Service-Learning and Civic Engagement, 30(1), 1-24.

Borrero, N. E. (2011). Shared success: Voices of first-generation college-bound Latino/as. Multicultural Education, 18(4), 24-30.

Borrero, N. E. (2011). Entering teaching for and with love: Visions of pre-service urban teachers. Journal of Urban Learning, Teaching, and Research, 7, 18-26.

Borrero, N. E. (2011). Nurturing students' strengths: The impact of a school-based student interpreter program on Latino/a students' reading comprehension and English language development. Urban Education, 46(4), 663-688.

Borrero, N. E., & Yeh, C. J. (2011). The multidimensionality of ethnic identity among urban high school youth. Identity: An International Journal of Theory and Research, 11(2), 114-135.

Yeh, C. J., Borrero, N. E., & Shea, M. (2011). Spirituality as a cultural asset for culturally diverse youth in urban schools. Counseling and Values, 55(2), 185-198.

Borrero, N. E. (2010). Urban school connections: A university-K-8 partnership. Catholic Education: A Journal of Inquiry and Practice, 14(1), 47-66.

Borrero, N. E. (2010). Teaching and teacher education for social justice: A focus on cultural assets. Teacher Education and Practice, 23(4), 471-474.

Borrero, N. E., & Yeh, C. J. (2010). Ecological language learning among ethnic minority youth. Educational Researcher, 39(8), 571-581.

Borrero, N. E., Yeh, C. J., Tito, P., & Luavasa, M. (2010). Alone and in between cultural and academic worlds: Voices of Samoan students. Journal of Education, 190(3), 47-55.

Borrero, N. E., Yeh, C. J., Cruz, I., & Suda, J. (2010). School as a context for "othering" youth and promoting cultural assets. Teachers College Record. Retrieved from http://www.tcrecord.org/Content.asp?ContentId=16246.

Borrero, N. E. (2009). The real importance of student data: Urban teachers using data to drive their instruction. Curriculum and Teaching, 24(1), 5-14.

Borrero, N. E. (2009). Preparing new teachers for urban teaching: Creating a community dedicated to social justice. Multicultural Perspectives, 11(4), 221-226.

Borrero, N. E. (2009). Top-notch supports for language learners: Young interpreters. Educational Leadership, 66(7), 60-61.

Borrero, N. E., Oh, K., & Thomas, C. (2009). Does service count for tenure? Finding meaningful service in a graduate school of education. Conversations on Jesuit Higher Education, 35(1), 38-40.

Borrero, N. E. (2008). What students see, hear, and do: Language as an asset at the Bay School. English Leadership Quarterly, 30(3), 2-5.

Borrero, N. E., & Bird, S. L. (2008). An asset approach to English language learners in U.S. classrooms: Literacy strategies for new teachers. Education and Society, 26(2), 85-92.

Borrero, N. E. (2007). Promoting cultural and linguistic diversity in American public schools: Fostering the assets of bilingual adolescents. The International Journal of Diversity in Organizations, Communities, and Nations.


Borrero, N. E., & Bird, S. L. (2009). Closing the achievement gap: How to pinpoint student strengths to differentiate instruction and help your striving reader succeed. New York: Scholastic.