Publications June, 2014 Stanton-Salazar 1

Ricardo D. Stanton-Salazar, Ph.D.

Stanton-Salazar is an educator, social theorist, and student advocate with 30 years

experience; he began his career as a bilingual elementary school teacher in National City,

CA. His most current work on a more theoretically-rigorous conceptualization of

“mentorship” was in collaboration with researchers at the Center for Urban Education

(CUE), at the University of Southern California.

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PROFESSIONAL HISTORY _____________________________________________________________________________ Associate Professor, Rossier School of Education, University of Southern California, Los Angeles, CA, 2000-May, 2011 Research Consultant, Center for Urban Education, Rossier School of Education, University of Southern California, 2009-June, 2010 Associate Director, Center for American Studies and Ethnicity, University of Southern California, 2001-2002 Assistant Professor, Department of Sociology, University of California, San Diego, 1992-2000 Elementary School Teacher, National School District, San Diego, CA. Grades taught: 3, 4, 5, 6, model "bilingual maintenance" program; 1980-83 EDUCATIONAL BACKGROUND

• Ph.D. Education, Stanford University, July 1990 (sociologist) • M.A. Education, Stanford University, 1984 • B.A. Sociology, University of California, San Diego, 1979

FELLOWSHIPS & HONORS Woodrow Wilson International Center for Scholars, Washington, D.C. Visiting Scholar Fellowship, 2003-2004 [Winter, Spring] American Sociological Association Latino Section Award for Distinguished Contributions to Research, 2003 recipient

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PUBLICATIONS _________________________________________________________________________________ Book: Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York: Teachers College Press, 2001. http://store.tcpress.com/0807741086.shtml ____________________________________ Unpublished Papers:

Stanton-Salazar, R. D., Macias, R. & Bensimon, E. M. (2010). The role of institutional agents in creating Latinos’ pathways to majors in STEM fields. Unpublished manuscript. University of Southern California.

http://cue.usc.edu/tools/stem/institutional_agents.html

http://cue.usc.edu/tools/stem/the_study.html

Published Articles

Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents and of the empowerment of low-status youth. Youth & Society, 43 (3), 1066-1109.

Ream, R. K. & Stanton-Salazar, R. D. (2007) The mobility/social capital dynamic: Understanding

Latino families and students.” In S. J. Paik & H. J. Walberg (Eds.), Minority children and youth: Families, schools, communities, and learning. University of Illinois Series on Children and Youth. Kluwer Academic/Plenum Publishers.

Stanton-Salazar, R. D. & Spina, S. U. (2005). Adolescent peer networks as a context for social and

emotional support. Youth & Society: A Quarterly Journal, 36 (4), 379-417. Stanton-Salazar, R. D. (2004). Social capital among working-class minority students. In School

Connections: U.S. Mexican Youth, Peers, and School Achievement. Edited by Margaret A. Gibson, Patricia Gándara, & Jill Peterson Koyama. New York: Teachers College Press, Columbia University.

Stanton-Salazar, R. D. & Spina, S. U. (2003). Informal mentors and role models in the lives of urban

Mexican-origin adolescents. Anthropology & Education Quarterly, Vol. 34, No. 2, (September), pp. 1-25.

Stanton-Salazar, R. D., Chávez, L. F., & Tai, R. H. (2001). The help-seeking orientations of White

and Latino high school students: A critical-sociological investigation. Social Psychology of Education: An International Journal, 5, 49-82.

López , D. & Stanton-Salazar, R. D., (2001). The Mexican American second generation: Yesterday,

today, and tomorrow.” In R. Rumbaut & A. Portes (Eds.), Ethnicities: Coming of age in immigrant America. Berkeley and New York: University of California Press and Russell Sage Foundation.

Stanton-Salazar, R. D. (2001). Defensive network orientations as internalized oppression: How

schools mediate the influence of social class on adolescent development. In B. Biddle (Ed.), Social class, poverty, & education. (Missouri Symposium on Research and Educational Policy) Vol. 3. New York: Routlege-Falmer.

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Stanton-Salazar, R. D. (2001). (Book Review) Subtractive schooling: U.S.-Mexican youth and the politics of caring, by A. Valenzuela. New York: State University of New York Press, 1999. Contemporary Sociology, 30, 2.

Stanton-Salazar, R. D. & Spina, S. U. (2000). The network orientations of highly resilient urban

minority youth. The Urban Review: Issues and Ideas in Public Education, 32, 3. Stanton-Salazar, R. D. (2000). The development of coping strategies among urban Latino youth: A

focus on network orientation and help-seeking behavior. " In M. Montero-Sieburth & F. A. Villaruel (Eds), Making invisible Latino adolescents visible: A critical approach to Latino diversity. New York: Falmer.

Stanton-Salazar, R. D., Vásquez, A. O., & Mehan, H. (2000). Engineering success through

institutional support." In S. T. Gregory (Ed.), The academic achievement of minority students: Comparative perspectives, practices, and prescriptions. New York: University Press of America.

Stanton-Salazar, R. D. (1997). A social capital framework for understanding the socialization of racial

minority children and youth. Harvard Educational Review, 67(1), 1-40. Stanton-Salazar, R. D. & Dornbusch, S. M. (1995). Social capital and the social reproduction of

inequality: The formation of informational networks among Mexican-origin high school students. Sociology of Education 68, 116-135.