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Daniel D. Liou, Ph.D.

Affiliations: 
2011 University of California, Los Angeles, Los Angeles, CA 
Area:
Leadership Education, Sociology of Education, Teacher Training Education
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Daniel G. Solorzano grad student 2011 UCLA
 (Students of Color and Their Teachers' Expectations for Academic Success.)

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Publications

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Liou DD, Cutler KD. (2020) Disrupting the educational racial contract of Islamophobia: racialized curricular expectations of Muslims in children’s literature Race Ethnicity and Education. 1-21
Liou DD, Rojas L. (2020) The Significance of the Racial Contract in Teachers' College Expectancies for Students of Color. Race Ethnicity and Education. 23: 712-731
Liou DD, Leigh PR, Rotheram-Fuller E, et al. (2019) The Influence of Teachers' Colorblind Expectations on the Political, Normative, and Technical Dimensions of Educational Reform. International Journal of Educational Reform. 28: 122-148
Allen RL, Liou DD. (2019) Managing Whiteness: The Call for Educational Leadership to Breach the Contractual Expectations of White Supremacy. Urban Education. 54: 677-705
Liou DD, Rotheram-Fuller E. (2019) Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance Urban Education. 54: 397-429
Rojas L, Liou DD. (2018) Teaching for Social Justice: the Promise of Transformative Expectations for Urban Chicanx/Latinx Youth Equity & Excellence in Education. 51: 161-181
Rojas L, Liou DD. (2017) Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color Journal of Teacher Education. 68: 28-40
Liou DD, Hermanns C. (2017) Preparing transformative leaders for diversity, immigration, and equitable expectations for school-wide excellence International Journal of Educational Management. 31: 661-678
Liou DD, Marsh TEJ, Antrop-González R. (2017) Urban Sanctuary Schools for Diverse Populations: Examining Curricular Expectations and School Effectiveness for Student Learning Equity & Excellence in Education. 50: 68-83
Liou DD. (2016) Fostering College-Going Expectations of Immigrant Students Through the Sympathetic Touch of School Leadership Multicultural Perspectives. 18: 82-90
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