Lindsay P茅rez Huber

Dr. Lindsay P茅rez Huber is Professor in the Equity, Education and Social Justice master's program in the College of Education at California State University, Long Beach. Dr. P茅rez Huber's research agenda is concerned with using interdisciplinary perspectives to analyze racial inequities in education, the structural causes of those inequities, and how they mediate educational trajectories and outcomes of students of color. In addition, she examines how those students challenge and resist the oppression they encounter within and outside of education. She has conducted studies within each segment of the educational pipeline including K-12 schools, community colleges, and four-year universities. Her research specializations include critical race theory; race, immigration and education; racial microaggressions, and developing critical qualitative methodologies for more humanizing research approaches. Her work is known for further developing theoretical and conceptual frameworks in Critical Race Theory (CRT), bridging CRT and Chicana Feminist perspectives in Education, and for her contributions in understanding Latinx undocumented student experiences. Ultimately, the goal of her work is to create greater education and life opportunities for Communities of Color. Dr. P茅rez Huber has served as Vice President for the Critical Race Studies in Education Association (CRSEA), a national organization of critical race scholars, activists, and educators committed to racial justice in education across the P-20 spectrum (see ). She is also a National Academies Ford Foundation Fellow and Visiting Scholar at the UCLA Center for Critical Race Studies (CCRS). Selected peer-reviewed articles (listed below) are available on academia.edu at . Dr. Perez Huber is author of 鈥溾 (Teachers College Press, 2020) and 鈥溾 (Teachers College Press, 2021).

Recent books:



Graduate courses taught:

  • SCAE 550: Foundations of Social and Cultural Analysis in Education
  • SCAE 551: Critical Pedagogies
  • SCAE 560: History of Social and Educational Inequalities
  • SCAE 561: Urban Educational Policy
  • SCAE 562: Identity, Agency and Resistance in Education
  • EDP 595: Qualitative Research Methods in Education
  • EDLD 722: History and Systems of Education in the United States

  • Ph.D., Social Science and Comparative Education, specialization in Race and Ethnic Studies, UCLA

  • M.A., Social Science and Comparative Education, specialization in Race and Ethnic Studies, UCLA

  • B.A. Chicano/Latino Studies, UC Irvine

  • B.A. Political Science, UC Irvine

  • Critical race theory (CRT) in education

  • Latina/o education

  • Racist nativism, immigration, and education

  • Undocumented students

  • Racial microaggressions

  • Testimonio as methodology

  • Critical race-gendered epistemologies in educational research

Peer-Reviewed Journal Articles

P茅rez Huber, L. Solorzano, D. (2018). Teaching racial microaggressions: Implications of critical race hypos for social work. Journal of Ethnic and Cultural Diversity in Social Work 27(1), 54-71.

P茅rez Huber, L.V茅lez, V., Solorzano, D. (2017). More than 鈥減apelitos:鈥 A QuantCrit counterstory to critique Latina/o degree value and occupational prestige. Race, Ethnicity and Education 21(2), 208-230.

P茅rez Huber, L. (2016). 鈥淢ake America great again!:鈥 Donald Trump, racist nativism, and the virulent adherence to white supremacy amid U.S. demographic change. Charleston Law Review, 10, 215-248.

P茅rez Huber, L. (2015). Constructing 鈥渄eservingness鈥: DREAMers and Central American unaccompanied children in the national immigration debate. Association of Mexican American Educators (AMAE) Journal, 9(3), 22-34.

P茅rez Huber, L. (2015). Como una jaula de oro (It's like a golden cage): The impact of DACA and the California DREAM Act on undocumented Chicanas/Latinas. UCLA Chicana/o Latina/o Law Review, 33(1), 91-128.

P茅rez Huber, L. Solorzano, D. G. (2015). Visualizing everyday racism: Critical race theory, visual microaggressions, and the historical image of Mexican banditry. Qualitative Inquiry, 21(3), 223-238.

P茅rez Huber, L. Solorzano, D. G. (2015). Racial microaggressions as a tool for critical race reserach. Race Ethnicity and Education, 18(3), 297-320.

Delgado Bernal, D., Calder贸n, D., P茅rez Huber, L., Malag贸n, M. C, V茅lez, V. N., (2012). A Chicana feminist epistemology revisited: Cultivating ideas a generation later. Harvard Educational Review, 82(4), 513-539.

P茅rez Huber, L. Cueva, B. M. (2012). Chicana/Latina testimonios on effects and responses to microaggressions. Equity and Excellence in Education, 45(3), 392-410.

P茅rez Huber, L. (2011). Discourses of racist nativism in California public education: English dominance as racist nativist microaggressions. Journal of Educational Studies, 47(4), 379-401.

P茅rez Huber, L. (2010). Beautifully powerful: A LatCrit reflection on coming to an epistemological consciousness and the power of testimonio. Journal of Gender, Social Policy & the Law, 18(3), 339-851.

P茅rez Huber, L. (2010). Using Latina/o critical race theory (LatCrit) and racist nativism to explore intersectionality in the educational experiences of undocumented Chicana college students. Journal of Educational Foundations, 24(1-2), 77-96.

P茅rez Huber, L. (2009). Challenging racist nativist framing: Acknowledging the community cultural wealth of undocumented Chicana college students to reframe the immigration debate. Harvard Educational Review, 79(4), 704-729.

P茅rez Huber, L. (2009). Disrupting apartheid of knowledge: Testimonio as methodology in Latina/o critical race research in education. International Journal of Qualitative Studies in Education, 22(6), 639-654.

Malagon, M., P茅rez Huber, L., Velez, V. (2009). Our experiences, our methods: A research note on developing a critical race grounded theory methodology in educational research. Seattle University Journal for Social Justice, 8(1), 253-272.

P茅rez Huber, L. (2008). Building critical race methodologies in educational research: A research note on critical race testimonio as method. Florida International University Law Review, 4(1), 159-173.

P茅rez Huber, L., Benavides Lopez, C., Malagon, M., Velez, V., Solorzano, D. (2008). Getting beyond the 鈥渟ymptom,鈥 acknowledging the 鈥渄isease鈥: Theorizing racist nativism. Contemporary Justice Review, 11(1), 39-51.

Velez, V., P茅rez Huber, L. Benavides Lopez, C., De la Luz, A., Solorzano, D. (2008). Battling for human rights and social justice: A Latina/o critical race theory analysis of Latina/o student youth activism in the wake of 2006 anti-immigrant sentiment. Journal of Social Justice, 34(2), 7-27.

P茅rez Huber, L., Huang, Y., Jimenez, R., Velez, V. (2007). 鈥淲e are here鈥: (Im)migrant youth at the center of social activism and critical scholarship. InterActions: UCLA Journal of Education and Information Studies, 3(2), 1-9.

P茅rez Huber, L., Malagon, M. (2007). Silenced struggles: The experiences of Latina and Latino undocumented college students in California. Nevada Law Journal, 7(3), 841-861.

P茅rez Huber, L., Johnson, R. N., Kohli, R. (2006). Naming racism: A conceptual look at internalized racism in U.S. schools. UCLA Chicana/o-Latina/o Law Review, 26, 183- 206.

P茅rez Huber, L., Velez, V., Solorzano, D. (2016). A critical race critique on the discourse of 鈥榲alue鈥 in Latina/o degree attainment. American Educational Research Association (AERA), Washington, D.C.

P茅rez Huber, L. Solorzano, D.G., Huber-Verjan, L. (2016). 鈥But I鈥檓 Latino, so they鈥檙e saying I鈥檓 a bandit!鈥 Critical race theory, visual microaggressions, and the historical image of Mexican banditry. American Educational Research Association (AERA), Washington, D.C.

P茅rez Huber, L. (2016). 鈥淐omo una jaula de oro鈥 (It鈥檚 like a golden cage): The impact of DACA and the California DREAM Act on Undocumented Chicanas/Latinas. American Educational Research Association (AERA), Washington, D.C.

P茅rez Huber, L. (2016). Constructions of 鈥淒eservingness:鈥 DREAMers and Central American Unaccompanied Children in the Immigration Debate. Critical Race Studies in Education Association. University of Denver, Denver, CO.

Watson, K., P茅rez Huber, L. Solorzano, D. (2016). Mapping microaggressions across intellectual space. Critical Race Studies in Education Association. University of Denver, Denver, CO.

P茅rez Huber, L. (2015). 鈥淐omo una jaula de oro鈥 (It鈥檚 like a golden cage): The impact of DACA and the California DREAM Act on Undocumented Chicanas/Latinas. Challenging Borders Symposium. University of California, Riverside, Riverside, CA.

P茅rez Huber, L. (2015). Constructions of 鈥淒eservingness鈥 as Mechanism for Interest Convergence. Latina/o Critical Theory (LatCrit) Conference. Costa Mesa, CA.

P茅rez Huber, L., Velez, V., Solorzano, D. (2015). A critical race critique on the discourse of鈥榲alue鈥 in Latina/o degree attainment. Critical Race Studies in Education Association, Vanderbilt University, Nashville, TN.

P茅rez Huber, L. (2015). Testimonios on undocumented Chicana/Latina pedagogies of resistance. National Association of Chicana and Chicano Studies (NACCS). San Francisco, CA.

P茅rez Huber, L., Villanueva Pulido, B. (2014). 鈥淪till DREAMing? Latina testimonios on the implications of DACA and the California DREAM Act.鈥 9th Annual Latina/o Education Summit, UCLA Chicano Studies Research Center, Los Angeles, CA.

P茅rez Huber, L. (2014). 鈥淪till DREAMing? Examining the impact of the California DREAM Act and DACA on Undocumented Chicana/Latina College Graduates. Pennsylvania State University, State College, PA.

P茅rez Huber, L. Solorzano, D.G., Huber-Verjan, L. (2014). 鈥淏ut I鈥檓 Latino, so they鈥檙e saying I鈥檓 a bandit!鈥 Critical race theory, visual microaggressions, and the historical image of Mexican banditry. Critical Race Studies in Education Association (CRSEA), Nashville, TN.

P茅rez Huber, L. Solorzano, D.G.  (2014) Visualizing everyday racism: Critical race theory, visualmicroaggressions, and the historical image of Mexican banditry. American Educational Research Association (AERA), Philadelphia, PA.

P茅rez Huber, L. (2014). How racial microaggressions affect the learning environments of Latina/o students. Invited community group presentation for Los Vecinos de South Pasadena. Pasadena, CA.

Velez, V., Valdes, F., P茅rez Huber, L., Malagon, M. Montoya, M. (2013). Building community within the new social imaginary: A cross-disciplinary dialogue with Racecrits in education and the law. Latina/o Critical Theory (LatCrit) biennial conference. Chicago, IL.

P茅rez Huber, L. Solorzano, D.G. (2013). Racial microaggressions as a tool for critical race research and praxis. Critical Race Studies in Education Association, Nashville, TN.

P茅rez Huber, L. Solorzano, D.G. (2013). Racial microaggressions as a tool for critical race research and praxis. American Educational Research Association (AERA), San Francisco, CA.

P茅rez Huber, L. Cueva, B. M. (2012). Chicana/Latina testimonios on effects and responses to microaggressions. Mujeres Activas en Letras y Cambio Social (MALCS) Conference, Santa Barbara, CA.

Solorzano, D.G., P茅rez Huber, L. (2012) How do we challenge deficit perspectives of Communities of Color?: Microaggressions and community cultural wealth as CRT tools. Critical Race Studies of Education Association (CRSEA), New York, NY.

P茅rez Huber, L. (2012). 鈥淪etting the agenda鈥 for undocumented college students: Examining the role of racist nativism in California higher education policy. American Educational Research Association (AERA), Vancouver, British Columbia.

P茅rez Huber, L. (2011). Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions. Latina/o Critical Theory (LatCrit) Conference, San Diego, CA.

P茅rez Huber, L. (2011). Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions. UC Berkeley Center for Latino Policy Studies, Berkeley, CA. Invited Presentation.

P茅rez Huber, L. (2011). Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions. Critical Race Studies in Education Association Conference (CRSEA), San Antonio, TX.

P茅rez Huber, L. (2011). Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions. American Educational Research Association (AERA), New Orleans, LA.

P茅rez Huber, L. (2010). Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate. American Educational Research Association (AERA), Denver, CO.

P茅rez Huber, L. (2009). Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate. Annual Conference of Ford Fellows, Irvine, CA.

P茅rez Huber, L. (2009). 鈥They Would Call Out 隆La Migra!鈥: Discourses of Racist Nativism and its Consequences in the Educational Experiences of Undocumented and U.S. born Chicana College Students. Latina/o Critical Legal Theory Conference, Washington, D.C.

November 2015

Dr. P茅rez Huber is co-coordinating the 2015 UCLA Latina/o Education Summit, "Still Falling Through the Cracks: Revisiting the Latina/o Education Pipeline" bringing together researchers, policymakers, students and community members to theorize strategies and offer recommendations for improving the Latina/o educational pipeline in California.This is a special tenth annual event. For more information, 

October 2014

Dr. P茅rez Huber is lead author on the 2014 UCLA Chicano Studies Research Center research report titled,

"DACAmented in California: The Impact of the Deferred Action for Childhood Arrivals Program on Latina/os." The federal DACA program, enacted in 2012, has helped thousands of undocumented students pursue their dreams of a college education by protecting them from deportation. The authors assess the impact of the program for Latina/os in California. Access report here:

Dr. P茅rez Huber is lead author on the 2014 UCLA Chicano Studies Research Center Latino Policy and Issues Brief titled,

"The Growing Equity Gap for California's Latina/o Students." Although recent studies suggest that educational attainment for Latina/os has been improving, the authors show that when demographic change is taken into consideration, it is clear that Latina/o students in California are not making gains but falling further behind. Access brief here:

January 2014

Dr. P茅rez Huber recently co-authored a report commissioned by the Eva Longoria Foundation to examine the supports and barriers low-income Latina students encounter on the road to educational success. The report, "Making Education Work for Latinas in the U.S." and a short film featuring the interviews she conducted for the study can be found on the Eva Longoria Foundation website at:

UPDATE 06/03/14: The report is now cited by the U.S Department of Education, White House Initiative on Educational Excellence for Hispanics at: