Rosa Jiménez

Rosa M. Jiménez’s research examines K-12 classroom pedagogies and theoretical principles necessary for conceptualizing and enacting critical language education and culturally responsive learning environments. She centers her research on family histories and auto-ethnographic counter-stories with Latina/o youth, immigrant students, and ‘English learners’. Dr. Jiménez has conducted classroom-based research in several K-12 contexts including Los Angeles, the California Central Valley, and Phoenix, Arizona. Her research stems from her life experiences as a daughter of working class Mexican immigrants and from her work experiences as a social studies teacher of bilingual immigrant youth for the Los Angeles Unified School District. Her research has been supported by the Spencer Foundation, the National Council of Teachers of English Research Foundation/Cultivating New Voices, and the American Association of Hispanics in Higher Education (AAHHE). She serves on the editorial boards of the International Multilingual Research Journal (Taylor & Francis) and Open Review of Educational Research (Routledge/Taylor & Francis). Dr. Jiménez has twenty years of experience working with K-12 public schools as a bilingual social studies teacher, literacy coach and educational researcher.

• Critical language education
• Critical pedagogies & Ethnic/Cultural Studies
• K-12 Education of Latina/o immigrant youth & "English learners"
• Qualitative Research Methodologies

• PhD, Urban Schooling, University of California, Los Angeles (UCLA)
• MA, Latin American Studies, University of California, Los Angeles (UCLA)
• Single Subject Teaching Credential (Social Studies/BCLAD), California State University, Dominguez Hills
• BA, U.S. History and Spanish, University of California, Davis

• Assistant Professor, Arizona State University

• Postdoctoral Fellow, National Academy of Education/Spencer Foundation (2014-2016)
• Cultivating New Voices Fellow, National Council of Teachers of English (NCTE) (2012-2014)
• Faculty Fellow, American Association of Hispanics in Higher Education (AAHHE)/Ford Foundation (2014)

• Arriaga-Hernandez, B., Jimenez, R. M. & Bleasdale, J. (2024). Humanizing Care, Arts, Relationships and Empathy (CARE) in a Latinx immigrant community-based summer program. In Soto-Vigil Koon, D., Fuentes, E., Philoxene, D. (Eds.) (2024) Crafting Homeplace in the Academic Borderlands. Teachers College Press.
• Jiménez, R. M. (2022). Latina/o autoethnographies of migration as counterstories. Gist, C. D. & Bristol T. J. (Eds). The Handbook of Research on Teachers of Color and Indigenous Teachers. American Educational Research (AERA) Publishing.
• Jiménez, R.M & Okhremtchouk, I.S. (Eds.) (May 2021) Special Issue: Education Stakeholders Striving for Equity and Culturally Relevant Approaches. Taboo Journal of Culture and Education, 20(2), 4-162.
• Jiménez, R. M. (2020). “Mi clase es su clase” (My class is your class): A Latina Teacher’s Culturally Sustaining Approach to Teacher Leadership. Journal of Education Human Resources (JEHR) [Formerly Journal of School Public Relations (JSPR), Winter, 38(1), 106-138. 
• Okhremtchouk, I.S., Jiménez, R.M. & Levine, J. (Eds.) (2020). Special Issue Series: Leadership for Social Justice and Equity in Educational and Community Contexts. Journal of Education Human Resources (formerly Journal of School Public Relations), Vol. 38(1) Winter; Vol. 38(2) Spring; Vol 38 (4) Fall.
• Jiménez, R. M. (2019 Online; 2020 In print). Community cultural wealth pedagogies: Cultivating autoethnographic counternarratives and migration capital. American Educational Research Journal (AERJ), 57(2), 775-807.
• Jiménez, R. M. (2016). “Nuestro camino es más largo” (Our journey is much longer): A testimonio of immigrant life in the Central Valley and the road towards the professoriate. [In Fuentes, E. H. & Pérez, M. A. (Eds). Special Issue: Testimonio as radical storytelling and creative resistance. Association of Mexican American Educators Journal (AMAE), 10(2), 65-79.
• Okhremtchouk, I. & Jiménez, R. M. (2013). “I Live in a Curled World…” Stories from immigrant students and their teacher. In Lester J. N., & Gabriel R. (Ed.) Performances of Research Critical Issues in K-12 Education.New York: Peter Lang.