Taucia González

About

Taucia González is an associate professor of special education at the University of Arizona, with a Ph.D. from Arizona State University. Her research focuses on issues of equity and inclusion for emergent bilinguals with and without learning disabilities, examining how bilingual youth from Latina/o/x and Hmong communities use testimonios to articulate their experiences with educational inequities. Her scholarship aims to better understand how pedagogies, practices, and policies can recognize, integrate, and sustain the cultures and voices of emergent bilinguals with and without disabilities. Dr. González's work bridges general and special education and has been featured in prominent journals such as the Journal of Multilingual Research and the Educational Review. She serves as an associate editor for Exceptional Children, advises the Midwest and Plains Equity Assistance Center, and participates on editorial boards for Review of Educational Research and Multiple Voices - Disability, Race, and Language Intersections in Special Education. Recognized for her contributions, she has received awards including the 2023 Early Career Award from the Council for Exceptional Children’s Division for Culturally and Linguistically Diverse, the 2022 Early Career Scholar Award from the American Educational Research Association’s Latina/o/x Research Issues SIG, and the Educational Review’s Article of the Year Award for 2020 publications. With over 20 years of experience working in and with…

Research topics

• Sociology
• Social Science
• Political Science
• Pedagogy
• Epistemology
• Psychology

Selected publications

• Reflexive Quality Criteria: Questions and Indicators for Purpose-Driven Special Education Qualitative Research

  Exceptional Children · 2023 · 60 citations

  Qualitative research (QR) has gained visibility and acceptance in the field of special education due to early efforts to identify quality indicators focused on technical and methodological aspects of QR. Whereas these indicators focused on credibility and trustworthiness of data, this article articulates additional QR quality indicators to enhance the value and power of researcher reflexivity as a means to expand the capacity of purpose- and equity-driven special education research. First, the n…

  PublisherDOI

• Collaborative Research: A New Paradigm for Systemic Change in Inclusive Education for Students with Disabilities.

  International Journal of Special Education (IJSE) · 2018-01-01 · 11 citations

  article
  Publisher

• Reframing Venerable Standpoints about Language and Learning Differences: The Need for Research on the Literate Lives of Latina/o Language Minority Students

  Fordham Research Commons (Fordham University) · 2015-01-01 · 11 citations

  articleOpen access1st authorCorresponding

  Despite the empirical attention that has been devoted to Latinas/os, language minority (LM) students, and students with learning disabilities (LD) as three separate subgroups, limited attention has been given to Latina/o students that fall into both LM and LD student categories. The literacy experiences of students living at the intersection of ethnic, language, and ability differences have been under-examined. This article calls for new insights into the literate lives of Latina/o LMs with LD,…

  PublisherOA PDF

• Pursuing Inclusive Schools: The Case of Youth Researchers of Color Expanding a New Vision

  Multiple Voices for Ethnically Diverse Exceptional Learners · 2019-09-01 · 10 citations

  article1st authorCorresponding

  Abstract This qualitative study examines how youth of Color with and without disabilities used youth participatory action research (YPAR) to advance a youth-centered conceptualization of inclusive education (IE). We examined data over the course of an academic year, which included weekly video recordings of whole-group and small-group interactions in the YPAR meetings, participant artifacts, youth and school adult interviews, and weekly adult researcher reflections. Using an interdisciplinary th…

  PublisherDOI

• Culture and Biology in Learning Disabilities Research

  2020-05-01 · 7 citations

  book-chapter

  The chapter provides a critical overview of research on learning disabilities (LD) with an eye on the intersections of biology and culture and offer reflections for interdisciplinary research. The LD is also considered a secondary condition—i.e., comorbid to other developmental disorders (e.g., attention deficit disorder, emotional disorders). The LD represented a less stigmatizing category than intellectual disabilities, which had been historically associated with poverty and minoritized groups…

  PublisherDOI

Frequent coauthors

• Alfredo J. Artiles

  Stanford University

  10 shared

• David J. Connor

  4 shared

• Saili S. Kulkarni

  4 shared

• Elizabeth B. Kozleski

  Stanford University

  3 shared

• Sarah M. Salinas

  3 shared

• Melanie Bertrand

  University of Arizona

  3 shared

• Adai Tefera

  University of Arizona

  3 shared

• Wendy Cavendish

  University of Miami

  2 shared

Awards & honors

• 2023 Early Career Award from the Council for Exceptional Chi…
• 2022 Early Career Scholar Award from the American Educationa…
• Educational Review’s Article of the Year Award for articles…
• Outstanding Woman of Color by the University of Wisconsin (2…
• Esperanza award by Chicanos por la Causa

Similar researchers at University of Arizona

• Jeremy Garciah-129
• Jermaine Williamsh-35
• Leona Davish-29