Publications & Presentations

Selected Publications

  • Marcos Pizarro (forthcoming). "Preparing Teachers to Work in Disenfranchised Communities: Deconstructing Latina/o Historical Trauma and Internalized Racism."  In Tyson Marsh & Natasha Croom (eds.), Critical Race Counterstories Across P-20 Contexts: Lessons of Leadership.
  • Marcos Pizarro with Rosalva Gaytan, Martha Naranjo, Carlos Navarrette, and the MAESTR@S Collective (forthcoming). "Racial Justice Leadership in Disenfranchised Latina/o Communities: A Model for Walking Social Justice in Schools."  In Tyson Marsh & Natasha Croom (eds.)Critical Race Counterstories Across P-20 Contexts: Lessons of Leadership.
  • Marcos Pizarro (2014). "The Twists and Turns of Ethnic Prejudice and Discrimination: 21st Century Manifestations of Historically Entrenched Racial Ideologies."  In Martin Urbina (ed.), Twenty-First Century Dynamics of Multiculturalism: Beyond Post-Racial America (pp. 153-170).
    • Abstract: This chapter analyzes the historical forces shaping contemporary manifestations of institutionalized racism that are experienced by Latinas/os in schools.  Deconstructing evolving ideologies of deficit thinking, the work explains the powerful impact of racial microaggressions and racial battle fatigue experienced by Latina/o students today, with an overview of ways in which specific tools can be used to help students transform these experiences.
  • Marcos Pizarro (2005). Chicanas and Chicanos in School: Racial Profiling, Identity Battles, and Empowerment. Austin, TX: University of Texas Press.
    • Abstract: By any measure of test scores and graduation rates, public schools are failing to educate a large percentage of Chicana/o youth. But despite years of analysis of this failure, no consensus has been reached as to how to realistically address it. Taking a new approach to these issues, Marcos Pizarro goes directly to Chicana/o students in both urban and rural school districts to ask what their school experiences are really like, how teachers and administrators support or thwart their educational aspirations, and how schools could better serve their Chicana/o students.  In this accessible, from-the-trenches account of the Chicana/o school experience, Marcos Pizarro makes the case that racial identity formation is the crucial variable in Chicana/o students' success or failure in school. He draws on the insights of students in East Los Angeles and rural Washington State, as well as years of research and activism in public education, to demonstrate that Chicana/o students face the daunting challenge of forming a positive sense of racial identity within an educational system that unintentionally yet consistently holds them to low standards because of their race. From his analysis of this systemic problem, he develops a model for understanding the process of racialization and for empowering Chicana/o students to succeed in school that can be used by teachers, school administrators, parents, community members, and students themselves.
  • Marcos Pizarro (2004). "Searching for Curanderas: A Quest to Revive Chicana/o Studies." Journal of Latinos and Education, 3, 145-164.
    • Abstract: Chicana/o Studies has fallen victim to the contradictions of challenging the academic apparatus from within. In this article, I argue that Chicana/o Studies and its scholars are still struggling with the most basic issues introduced in the early 1970s. This is of grave concern because a race war is now being fought in U.S. academia and Chicana/o Studies and its scholars are losing. The heart of this analysis focuses on the possibilities of reinvigorating Chicana/o Studies by creating a new framework that emerges from the unique world-views and systems of knowledge that exist within Chicana/o communities.
  • Marcos Pizarro & Margaret Montoya with Monica Nañez, Ray Chavez, and Nadine Bermudez (2002). "Seeking Educational Self-Determination: Raza Studies for Revolution." Equity & Excellence in Education, 35, 276-292.
    • Abstract: This article is a multi-textured effort to explain the educational, social justice work of MAESTR@S, an innovative, organic group of educational activists fighting to address the needs of Latina/o youth. It is unlike anything we have ever written and probably unlike anything you are likely to read in an academic journal such as EEE. We do not have a well-defined result that we are reporting to you. Instead, we see ourselves on a quest, with a deep concern about the current educational choices facing most raza youth and their teachers and a commitment to try to work in community with others who share these concerns.
  • Marcos Pizarro (1999). "!Adelante!: Toward Social Justice and Empowerment in Chicana/o Communities and Chicana/o Studies." In, Race Is ... Race Isn't: Critical Race Theory and Qualitative Research in Education (pp. 53-81).
  • Marcos Pizarro (1999). "Racial Formation and Chicana/o Identity: Lessons from the Rasquache." In, Race, Ethnicity and Nationality in the United States: Toward the 21st Century (pp. 191-214).
  • Marcos Pizarro (1998). "Contesting Dehumanization: Chicana/o Spiritualization, Revolutionary Possibility, and the Curriculum." Aztlan: A Journal of Chicano Studies, 23, 55-76.
  • Marcos Pizarro (1998). "“Chicana/o Power!”: Epistemology and Methodology for Social Justice and Empowerment in Chicana/o Communities." International Journal of Qualitative Studies in Education, 23, 57-80.
  • Marcos Pizarro (1997). "Power, Borders, and Identity Formation: Understanding the World of Chicana/o Students." Perspectives in Mexican American Studies, 6, 142-167.
  • Marcos Pizarro (2002). "Somos Aztlan." In, Cantos al Seto Sol: A Collection of Contemporary Aztlanahuac Writing (pp. 225-227).


Selected Recent Presentations

  • From Microaggressions to Community Cultural Wealth: Insights for Intellectually Engaging Latina/o University Students [VIDEO].  Latina/o Students in Higher Education Forum, San Francisco State University, 27 February 2015.

  • Research as Social Justice: Ethical Validity & Relationship-Building as Method (with SJSU Students, High School Students & MAESTR@S).  National Association for Ethnic Studies, 42nd Annual Conference, April 2014.

  •  Preparing Racial Justice Workers for Supporting Youth in Disenfranchised Communities (with community partner, Mario Ozuna-Sanchez).  National Association for Chicana and Chicano Studies, 40th Annual Conference, March 2013.

  •  Intergenerational Trauma, Internalized Racism, & Community Cultural Wealth: Applied Research for Community Change.  National Association for Chicana and Chicano Studies, 40th Annual Conference, March 2013. (Panel organized for MAS 135 Students, discussant)

  •  Building Community with Teachers of Color: Lessons from the Institute for Racial Justice (with R. Kohli and R. Burciaga).  Paper presented at the American Educational Research Association 2012 Conference.

  •  Internalized Racism Across the Educational Pipeline.  Panel Chair.  American Educational Research Association 2012 Conference.