Alfredo J. Artiles
· ProfessorStanford University · Education Policy and Social Context
Active 1990–2026
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About
Dr. Alfredo J. Artiles is the Lee L. Jacks Professor of Education at Stanford Graduate School of Education. His scholarship examines the dual nature of disability as both an object of protection and a tool of stratification, studying how protections afforded by disability status can unwittingly stratify educational opportunities for minoritized groups. His research focuses on the cultural-historical contexts of racial and linguistic disparities in special education and discipline, and whether a disability diagnosis is associated with differential consequences for such groups. Dr. Artiles has led national and regional technical assistance initiatives to address these equity paradoxes and is involved in current projects analyzing socio-cultural influences on educators' responses to racial disparities, meanings of inclusive education, disability-race intersections, and the implementation of inclusive education in the Global South. He has received numerous honors, including an honorary doctorate from the University of Göteborgs, being an Honorary Professor at the University of Birmingham, serving on the White House Advisory Commission on Educational Excellence for Hispanics, and holding leadership roles such as President of the National Academy of Education and elected membership in the American Academy of Arts & Sciences. Dr. Artiles has also served on consensus study panels of the National Academies of Sciences, Engineering and Medicine and has received multiple awards for his…
Research topics
- Sociology
- Political Science
- Psychology
- Pedagogy
- Social Science
- Gender studies
- Mathematics education
- Public relations
- Social psychology
- Law
Selected publications
Sociology of Education · 2021 · 48 citations
The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights–based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate to IDEA remedies designed to address problem beha…
American Educational Research Journal · 2023 · 36 citations
We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders’ interpretations and reactions to citations and the consequences of their responses. Our findings demonstrate how a history of race relations…
Literacy Research Theory Method and Practice · 2022-08-28 · 22 citations
article1st authorCorrespondingResearch on racial and linguistic disparities in disability identification must be grounded on the dual nature of disability as an object of protection and a tool of stratification. This dual nature requires a situated research approach to understand the stratifying power of disability—Who is targeted? Where? How? By whom and to what consequences? I contrast this perspective with the traditional research approach that privileges a deficit and colorblind framing of racial disparities. The applica…
Journal of Emotional and Behavioral Disorders · 2022-04-02 · 20 citations
article1st authorCorrespondingThe author sets the context for the need to advance equity research in the emotional/behavioral disorders (E/BD) field, particularly in regard to the education of studens of color. Next, the special issue articles are discussed in terms of their contributions and future directions in E/BD research.
Urban Education · 2022-02-21 · 19 citations
articleSenior authorRacial disproportionality in school discipline is an enduring systemic problem whose patterns change from one context to another. In order to develop systemic solutions that are responsive to local contexts, school stakeholders’ collective, agentic actions toward systemic changes are essential. Utilizing a participatory systemic design process led by an urban high school community, this case study examines how Learning Lab, an inclusive problem-solving process, fostered urban school stakeholders…
Frequent coauthors
- 20 shared
Elizabeth B. Kozleski
Stanford University
- 16 shared
Stanley C. Trent
University of Virginia
- 11 shared
Federico R. Waitoller
University of Illinois Chicago
- 11 shared
Janette K. Klingner
- 10 shared
Taucia González
University of Arizona
- 9 shared
Aydın Bal
- 7 shared
Amanda Sullivan
Twin Cities Orthopedics
- 6 shared
Beth Harry
University of Miami
Labs
Alfredo J. Artiles LabPI
Education
Ph.D., Education
Stanford University
M.A., Special Education
University of California, Los Angeles
B.A., Special Education
University of California, Los Angeles
Awards & honors
- AERA Presidential Citation
- AERA’s Palmer O. Johnson Award for the most outstanding arti…
- AERA Review of Research Award
- Mentoring Awards from AERA’s Division on Social Contexts of…
- Mentoring Awards from the Spencer Foundation
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