Danile G. Solórzano, Ph.D., is the director of UC/ACCORD and a a professor of social science and comparative education in the Graduate School of Education and Information Studies at the University of Califorina, Los Angeles. He is also a professor in the Chicana and Chicano Studies department and Women’s Studies. His teaching and research interests include critical race and gender studies on the educational access, persistence and graduation of underrepresented minority undergraduate and graduate students in the United States. Solórzano has authored more than 60 articles, book chapters and reports on issues of educational access and equity for underrepresented minority populations in the United States. In 2007, he was awarded the UCLA Distinguished Teacher Award. Solórzano received his Ph.D. in sociology of education from Claremont Graduate School.EducationPh.D., Sociology of Education, Claremont Graduate School, 1986M.A., Educational Policy, Claremont Graduate School, 1983M.Ed., Urban/Multicultural Education, Loyola Marymount University, 1974B.A., Sociology/Chicano Studies, Loyola University, 1972
- PhD, Sociology of Education, Claremont Graduate School (1986)
- MA, Educational Policy, Claremont Graduate School (1983)
- MEd, Urban/Multicultural Education, Loyola Marymount University (1974)
- BA, Sociology/Chicano Studies, Loyola University (1972)
- Critical Race and Gender Theory in Education
- Critical Race Pedagogy
- Racial Microaggressions in Education
- Educational Access, Persistence, and Graduation of Students of Color in the United States
- Itzé Flores, A., Gaxiola Serrano, T., and Solórzano, D. (In Press). “Critical Race Theory, Racial Stratification in Education, and Public Health.” In Ford, D. Griffith, M. Bruce, and K. Gilbert (eds), Racism: Science & Tools for the Public Health Professional. Washington, DC: APHA Press.
- Solorzano, D. (In Press). “How I Came to Work in the Field of Racial Microaggressions: A Critical Race Theory Journey from Marginality to Microaggressions.” In A. Dixson (ed.), Condition or a Process?: Researching Race in Education. Washington, DC: American Education Research Association.
- Solorzano, D., Perez Huber, L, & Huber-Verjan, L. (In-Press). “Theorizing Racial Microaffirmations as a Response to Racial Microaggressions: Counterstories Across Three Generations of Critical Race Scholars. Seattle Journal for Social Justice.
- Covarrubias, A., Nava, P., Lara, A., Burciaga, R., & Solorzano, D. (2019). “Expanding Educational Pipelines: Critical Race Quantitative Intersectionality as Transactional Methodology.” In J. DeCuir-Gunby, T. Chapman, & P. Schutz (eds.), Understanding Critical Race Research Methods: Lessons From the Field(pp. 138-149). New York: Routledge.
- Velez, V. & Solorzano, D. (2019). “Critical Race Cartographies: Exploring Map-Making as Anti-Racist Praxis.” In J. DeCuir-Gunby, T. Chapman, & P. Schutz (eds.), Understanding Critical Race Research Methods: Lessons From the Field(pp. 150-165). New York: Routledge.
- Gaxiola Serrano, T. & Solorzano, D.(2018). “The Role of Interest Convergence in California’s Education: Community Colleges, Latinas/os and the State’s Future.” In A. De Los Santos, G., Keller, R. Tannenbaum, & A. Acereda (eds.),Hispanic Students Move Forward: Assessment, Development, and Achievement(pp. 117-140). Albany, NY: State University of New York Press.
- Giraldo, L., Huerta, A., & Solorzano, D. (2018). “From Incarceration to Community College: Funds of Knowledge, Community Cultural Wealth, and Critical Race Theory.” In J. Marquez Kiyama& Rios-Aguilar (eds.),Funds of Knowledge in Higher Education: Honoring Students’ Cultural Experiences and Resources as Strength(pp. 48-65). New York: Routledge.
- Mares Tamayo, M. & Solorzano, D. (eds.). (2018). The Chicana/o Education Pipeline: History, Institutional Critique, and Resistance. Los Angeles, CA: UCLA Chicano Studies Research Center Press.
- Perez Huber, L., Gonzalez, L. & Solorzano, D. (2018). “Considerations for Using Critical Race Theory and Critical Content Analysis: A Research Note.” Understanding and Dismantling Privilege,8, 9-26.
- Perez Huber, L. & Solorzano, D. (2018). “Teaching Racial Microaggressions: Implications of Critical Race Hypos for Social Work.” Journal of Ethnic & Cultural Diversity in Social Work, 27, 54-71.
- Solorzano, D. (2018). “Why Racial Microaggressions Matter? How I Came to Answer that Question and Why I Do the Work I Do.” In L. Perna (ed.), Taking it to the Streets: The Role of Scholarship in Advocacy and Advocacy in Scholarship(pp. 92-99). Baltimore, MD: Johns Hopkins University Press.
- Covarrubias, A., Nava, P., Lara, A., Burciaga, R., Velez, V. & Solorzano, D. (2017). “Critical Race Quantitative Intersections: A Testimonio” Race, Ethnicity, and Education, 21, 253-273.
- Jain, D., Lucero, I., Bernal, S., Herrera, A., & Solorzano, D. (2017). “Developing Transfer Pride: An Exploration of Critical Race Pedagogy and the Summer Transfer Enrichment Program.” Community College Review, 45, 171-189.
- Perez Huber, L., Velez, V. & Solorzano, D. (2017). “More than ‘Papelitos’: A QuantCrit Counterstory to Critique Latina/o Degree Value and Occupational Prestige.” Race, Ethnicity, and Education, 21, 208-230.
- Solorzano, D.& Velez, V. (2017). “Using Critical Race Spatial Analysis to Examine Redlining in Southern California Communities of Color—Circa1939.” In D. Morrison, S. Annamma, & D. Jackson (eds.),Critical Race Spatial Analysis: Mapping to Understand and Address Educational Inequity(pp. 91-108). Sterling, VA: Stylus.
- Velez, V. & Solorzano, D. (2017). “Critical Race Spatial Analysis: Conceptualizing GIS as a Tool for Critical Race Research in Education.” In D. Morrison, S. Annamma, & D. Jackson (eds.),Critical Race Spatial Analysis: Mapping to Understand and Address Educational Inequity(8-31). Sterling, VA: Stylus.
- Jain, D., Bernal, S., Herrera, A., Lucero, I. & Solorzano, D. (2016). “Toward a Critical Race Perspective of Transfer: An Exploration of a Transfer Receptive Culture.” Community College Journal of Research and Practice, 40, 1013–1024.
- Solorzano, D. (2016). “A Critical Race Examination of McLaurin v. Oklahoma: How Derrick Bell Helped Me Understand George McLaurin’s Seat.” In G. Ladson Billings & W. Tate (eds.), “Covenant Keeper”: Derrick Bell’s Enduring Educational Legacy(pp. 39-55). New York: Peter Lang.
- Solorzano, D. & Velez, V. (2016). “Using Critical Race Spatial Analysis to Examine the Du Boisian Color-Line Along the Alameda Corridor in Southern California.” Whittier Law Review, 37, 423-437.
- Perez Huber, L. & Solorzano, D. (2015). “Visualizing Everyday Racism: Critical Race Theory, Visual Microaggressions, and the Historical Image of Mexican Banditry.” Qualitative Inquiry, 21, 223-238.
- Perez Huber, L. & Solorzano, D. (2015). “Racial Microaggressions as a Tool for Critical Race Research.” Race, Ethnicity, and Education, 18, 297-320.
Acevedo-Gil, N, Santos, R., Alonso, L., & Solorzano, D. (2015). “Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation.” Journal of Hispanic Higher Education, 14, 101–127.
- Critical race and gender theory in education
- Critical race pedagogy
- Racial microaggressions in education
- Educational access, persistence, and graduation of Students of Color in the United States