Francisco Rios, Ph.D., MA
Francisco Rios, Ph. D., is Professor of Secondary Education at Western Washington University (WWU). From 2011-2017, he served as Dean of the Woodring College of Education at WWU. He received his Ph.D. from the University of Wisconsin and worked at California State University San Marcos and the University of Wyoming before arriving in Washington.
Francisco’s research interests include teachers of color, Latinos in education, and preservice teacher education with a multicultural focus. Francisco served as the Senior Associate Editor of Multicultural Perspectives, the Journal of the National Association for Multicultural Education. Francisco served as program chair for Division K, (Teaching and Teacher Education) for the AERA Annual Program, 2007. Francisco was the founding director of the University of Wyoming’s Social Justice Research Center. Francisco served as President of the National Association for Multicultural Education from 2014-2016.
Francisco spent spring, 2005 as a Fulbright Fellow at the Pontificia Universidad Católica Valparaíso in Chile. In 2008, he received the Distinguished Scholar Mid-Career Award, from the Committee of Scholars of Color in Education from the American Educational Research Association. In 2017, he received WWU’s Diversity Achievement Award.
Selected (Contemporary) Works:
Rios, F., & Longoria, A (in press). Creating a home in schools: Sustaining identities for Black, Indigenous, and Teachers of Color. Teachers College Press
Rios, F., & Rogers Stanton, C. (2011). Understanding multicultural education. Rowman-Littlefield.
Zamudio, M., Russell, C., Rios, F., & Bridgeman, J. (2011). Critical race theory matters: Education and ideology. New York: Routledge/Taylor & Francis.
Journal Articles/Chapters in Books
Rios, F., & Cueto, D. (in press). Teachers of Color: Induction and human resource development (section editors). Conra Gist and Travis Bristol (Eds.), Handbook of Research on Teachers of Color and Indigenous Teachers.
Cueto, D., & Rios, F. (2020). Multicultural education and critical race theory in the academy: An essential synthesis. In V. Farmer and E. Winn (Eds). Critical Race Theory in the Academy (pp. 43-60). Information Age Publishing.
Rios, F. (2018). The legacy and trajectories of multicultural education: Recognition, refusal, and movement building in troubling times, Multicultural Education Review, 1-19, DOI: 10.1080/2005615X.2018.1497876
Markus, S., & Rios, F. (2018). Multicultural education and human rights: Toward achieving harmony in a global age. In Y-K. Cha, S-H. Ham, & M, Lee. (Eds.), The Routledge International Handbook of Multicultural Education Research in Asia Pacific (pp. 37-50). Routledge.
Salazar, M. del Carmen, & Rios, F. (2016). Just scholarship! Publishing academic research with a social justice focus. Multicultural Perspectives, 18(1), 3-13.
Rios, F. (2013/2008). From Chicano/a to Xicana/o: Critical activist teaching re/visited. Multicultural Education, 15(4), 2-9. ***Reprinted in 2013, Multicultural Education (25th Anniversary Edition), 20(3&4), pp. 58-65. ***Reprinted in fall, 2008, Notes and Abstracts in American and International Education.
Rios, F. (2020, December). Taking an anti-oppressive stance in education. University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
Rios, F. (2018, May). The legacy and trajectories of multicultural education: Epistemologies, pedagogies, and the affirmation of difference in troubling times. Korean Association for Multicultural Education, Seoul, S. Korea.
Rios, F. (2016, September). Multicultural education and human rights: Toward achieving harmony in a global age (with S. Markus). International Association for Intercultural Education, Budapest, Hungary.
*Pilot to Policy Grant, Washington State Professional Educator Standards Board, $20,000, Co-Project Investigator, 2018-2020.
*Diversity Achievement Award, Western Washington University, 2017.
*College Climate Award, College of Education, University of Wyoming, 2010.
*Distinguished Scholar Award, Committee on Scholars of Color in Education, American Educational Research Association, 2008.