Noah Borrero is a full professor and chair of the Teacher Education Department at USF. He teaches courses in bilingual/bicultural education, teaching for diversity and social justice, critical pedagogy, and action research. Dr. Borrero's scholarship focuses on promoting equity in schools by focusing on students' and teachers' strengths, and in 2011 he received the Distinguished Research award at USF for his research in urban education. 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 was a middle school and high school English teacher.
- PhD, Education, Stanford University School of Education, Stanford, CA
- Urban education
- Cultural assets
- Issues of diversity and social justice in teaching
- Adolescent development
- Teacher education
Borrero, N. E., & Sanchez, G. (2017). Enacting culturally relevant pedagogy: Asset mapping in urban classrooms. Teaching Education. Advance online publication. http://dx.doi.org/10.1080/10476210.2017.1296827
Borrero, N. E. & Yeh, C. J. (2017). Fostering the cultural experiences and school engagement of Samoan American students in urban schools. Urban Education. Advance online publication. https://doi.org/10.1177/0042085916674057
Borrero, N. E., Flores, E., & de la Cruz, G. (2016). Developing and enacting culturally relevant pedagogy: Voices of new teachers of Color. Equity and Excellence in Education, 49(1), 27-40.
Borrero, N. E., & Yeh, C. J. (2016). Ecological asset mapping as a pedagogical tool for new urban teachers. International Journal of Multicultural Education, 18(3), 114-137.
Borrero, N. E. (2016). New teachers for change: Considering the perspectives of pre-service urban teachers. Journal of Urban Learning, Teaching, and Research, 12(1), 107-115.
Borrero, N. E., & Reed, J. (2016). A case for community partnership and professional development: A nine-week service-learning seminar for faculty. Partnerships: A Journal of Service-Learning and Civic Engagement, 7(1), 27-51.
Yeh, C. J., Borrero, N. E., Lusheck, C., Placencia, L., Kilano, K., Mase, M., Suesue, T., & Tito, P. (2015). Fostering social support, leadership competence, community engagement and resilience among Samoan American youth. Asian American Journal of Psychology, 6(2), 145-153.
Borrero, N. E. (2015). Bilingualism across contexts: Latino/a high school students reflect on their own success. Bilingual Research Journal, 38(1), 6-22.
Yeh, C. J., Borrero, N. E., Tito, P., Petaia, L. S. (2014). Intergenerational stories of “othered” youth through insider cultural knowledge and community assets. The Urban Review, 46(2), 225-243.
Borrero, N. E., Lee, D. S., & Padilla, A. P. (2013). Developing a culture of resilience for low-income immigrant youth. The Urban Review, 45(2), 99-116.
Yeh, C. J., Borrero, N. E., & Tito, P. (2013). Family and cultural predictors of depression among Samoan American middle and high school students. Journal of Multicultural Counseling and Development, 41(2), 96-107.
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.
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., Yeh, C. J., Cruz, I., & Suda, J. (2012). School as a context for “othering” youth and promoting cultural assets. Teachers College Record, 114(2), 1-37.
Yeh, C. J., & Borrero, N. E. (2012). Evaluation of a health careers program for Asian American and Pacific Islander high school students, Journal of Multicultural Counseling and Development, 40(4), 227-239.
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. (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., Camangian, P. R., Ayers, R., Martinez, S. (in contract). Culturally relevant pedagogy in action: Learning from K-12 teachers and students. Rowman & Littlefield.
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.