Cindy Cruz, Ph.D.

Affiliations: 
1983-1987 Literature Scripps College 
 1998-2006 Graduate School of Education University of California, Los Angeles, Los Angeles, CA 
Area:
Cultural Anthropology, Ethnic and Racial Studies, Hispanic American Studies, Gender Studies, Public and Social Welfare
Website:
https://www.coe.arizona.edu/cindy-cruz
Google:
"https://scholar.google.com/citations?user=qHa1HYQAAAAJ&hl=en"
Bio:

Cindy Cruz is an associate professor at the University of Arizona, Tucson, USA. Her research interests are with queer street youth, urban ethnography, infrapolitics and resistance, youth and violence, and decolonizing pedagogies. In particular, she is pursuing research that centers the thinking of feminists of color.

Parents

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Peter L. McLaren grad student 2006 UCLA
 (Testimonial narratives of queer street youth: Toward an epistemology of a brown body.)
David Gere grad student 1998-2006 UCLA (Anthropology Tree)
Kristina D. Gutierrez grad student 1998-2006 UC Berkeley
Sonia Saldivar-Hull grad student 1998-2006 UT San Antonio (Literature Tree)
Daniel G. Solorzano grad student 1998-2006 UCLA (EduTree)
Sofia Villenas post-doc 2006-2008 Cornell (Literature Tree)

Children

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Melissa Marini Švigelj-Smith grad student UCLA
Ruth H. Kim grad student 2009-2013 UC Santa Cruz (EduTree)
Melissa-Ann Nievera grad student 2010-2016 UC Santa Cruz
Eric Green grad student 2011-2018 UC Santa Cruz
Chrissy Hernandez grad student 2011-2019 UC Santa Cruz
BETA: Related publications

Publications

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Cruz C. (2019) Reading This Bridge Called My Back for pedagogies of coalition, remediation, and a razor’s edge International Journal of Qualitative Studies in Education. 32: 136-150
Cruz C. (2013) LGBTQ Youth of Color Video Making as Radical Curriculum: A Brother Mourning His Brother and a Theory in the Flesh Curriculum Inquiry. 43: 441-460
Cruz C. (2008) Notes on immigration, youth, and ethnographic silence Theory Into Practice. 47: 67-73
Cruz C. (2001) Toward an epistemology of a brown body International Journal of Qualitative Studies in Education. 14: 657-669
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