Graduate Students

Angela Nguyen

Angela Nguyen

Ph.D. Candidate

angelanguyen@ucsc.edu

Education

Research Interests

Critical refugee studies, migration and education, critical pedagogy, war and trauma narratives, intergenerational dialogue, Southeast Asian studies, transnational cultural psychology, youth and community empowerment, participatory action research, social constructions of children and childhood, ideologies about adult rights and children's rights.

Publications

  • Langhout, R.D., Ellison, E.R., Kohfeldt, D., Nguyen, A., Fernández, J.S., Silva, J.M., Gordon Jr, D.L., & Tam Rosas, S. (2016). Thinking through our processes: How the UCSC Community Psychology Research & Action Team strives to embody ethical, critically reflexive anti-racist feminist praxis. Global Journal of Community Psychology Practice, 7(4), 1-11.
  • Fernández, J. S., Nguyen, A., & Langhout, R.D. (2015). It’s a puzzle! Elementary school-aged youth concept-mapping the intersections of community narratives. International Journal for Research on Extended Education, 3(1), 24-38.

david L. gordon

David L. Gordon

dalegord@ucsc.edu

Education

Research Interests

Youth empowerment, resiliency, effects of community-based interactions and interventions on youth self-efficacy, community perspectives on trauma, homeless youth experiences.

Publications

  • Langhout, R.D., Ellison, E.R., Kohfeldt, D., Nguyen, A., Fernández, J.S., Silva, J.M., Gordon Jr, D.L., & Tam Rosas, S. (2016). Thinking through our processes: How the UCSC Community Psychology Research & Action Team strives to embody ethical, critically reflexive anti-racist feminist praxis. Global Journal of Community Psychology Practice, 7(4), 1-11.

Stephanie Tam Rosas

Stephanie Tam Rosas

tamrosas@ucsc.edu

Education
M.A., Counseling Psychology, Institute of Transpersonal Psychology
B.A., Sociology, University of California, Santa Cruz

Research Interests
Youth, power sharing processes, participatory action research, empowering settings in schools, diversity education, Positive Discipline, social and emotional learning, parenting, gender socialization, research accessibility.

Publications

  • Langhout, R.D., Ellison, E.R., Kohfeldt, D., Nguyen, A., Fernández, J.S., Silva, J.M., Gordon Jr, D.L., & Tam Rosas, S. (2016). Thinking through our processes: How the UCSC Community Psychology Research & Action Team strives to embody ethical, critically reflexive anti-racist feminist praxis. Global Journal of Community Psychology Practice, 7(4), 1-11.

S. Sylvane Vaccarino

svaccari@ucsc.edu

Education
B.A., Psychology, University of California, Santa Cruz
A.A., San Diego City College

Research Interests
Resilience, resistance, and decolonization. Specifically, settings that challenge deficit notions while promoting self-enhancement of historically marginalized communities, youth social movements and PAR, critical pedagogy, and cultural-community practices that aim to disrupt the school-to-prison pipeline

 

Previous Graduate Students

ERIN R. ELLISON

Erin R. Ellison

Assistant Professor, Sacramento State University

ellison@csus.edu 

Education

PhD, Social Psychology, University of California, Santa Cruz (2017)
M.S., Social Psychology, University of California, Santa Cruz
M.A., Clark University
B.A., American University

Research Interests

Radical youth, youth and neighborhood activism, sociopolitical development, conscientizacion, Liberation Psychology, democratization of knowledge production, participatory action research (PAR) with youth.

Publications

  • Ellison, E.R. & Langhout, R.D. (2017). Sensitive topics and refusal in network studies: An ethical examination of systematic exclusion and secondary participation. American Journal of Community Psychology, 60, 327-335.

  • Ellison, E.R., & Langhout, R.D. (2016). Collaboration across difference: A joint autoethnographic examination of power and whiteness in the higher education anti-budget cuts movement. Race, Ethnicity, and Education, 19(6), 1319-1334.

  • Langhout, R.D., Ellison, E.R., Kohfeldt, D., Nguyen, A., Fernández, J.S., Silva, J.M., Gordon Jr, D.L., & Tam Rosas, S. (2016). Thinking through our processes: How the UCSC Community Psychology Research & Action Team strives to embody ethical, critically reflexive anti-racist feminist praxis. Global Journal of Community Psychology Practice, 7(4), 1-11.
  • Langhout, R.D., Collins, C., & Ellison, E. R. (2014). Examining relational empowerment for elementary school students in a yPAR program. American Journal of Community Psychology, 3, 369-381.
  • Langhout, R.D., Kohfeldt, D., & Ellison, E. (2011). How we became the schmams: Conceptualizations of fairness in the decision-making process for Latina/o children. American Journal of Community Psychology, 48, 296-308.

BOB MAJZLER

Bob Majzler

Lecturer, UC Santa Cruz

rmajzler@ucsc.edu

Education

Ph.D., Social Psychology, University of California, Santa Cruz (2016)
M.S., Social Psychology, University of California, Santa Cruz
B.A., University of Colorado

Research Interests

Identity and social movements from an anti-racist, feminist, liberation psychology perspective.  Identity construction of (Pro)feminist men and anti-racist Whites.  Critical pedagogy. Anarchism and psychology.

Publications

  • White, A.M., William, R.L., & Majzler, R. D. (2011). What makes a distinguished black
    psychologist: An empirical analysis of eminence. Journal of Black Psychology, 37(2),
    131-163.

Jesica Fernandez

Jesica S. Fernández

Academic Year Adjunct Lecturer, Santa Clara University

jsfernandez@scu.edu

About

Jesica is an Academic Year Adjunct Lecturer in the Ethnic Studies Program at Santa Clara University, where she teaches courses on race and ethnicity, Chicana/o/Latina/o communities, and community based research methods. Jesica is also a fellow of the Research Justice at the Intersections (RJI) Scholars Program at Mills College.

Education

Ph.D., Social Psychology, Latin American and Latino Studies, University of California, Santa Cruz (2015)
B.A., Psychology, University of California, Santa Cruz

Research Interests

Social constructions of citizenship, specifically how race, ethnicity, gender, immigration status, and age intersect to deconstruct sociolegal notions of citizenship; civic engagement, youth community organizing, and cultural citizenship as ways of performing citizenship; critical race theory & Latina/o critical theory in community based PAR.

Selected Publications

  • Fernández, J. S., Kirshner, B., & Lewis, D. G. (under review). Mobilizing for Systemic Change: Youth Community Organizing to Disrupt the School to Prison Nexus. Chapter invited for publication in edited book onContemporary Youth Activism: Advancing Social Justice in the United States. 
  • Langhout, R. D. & Fernández, J. S. (2016). Civic action for what? Reconsidering models of citizenship and the case for cultural citizenship. Chapter invited for The Oxford Handbook of Social Psychology and Social Justice.
  • Govan, R. H., Fernández, J. S., Lewis, D. G., & Kirshner, B. (2015). International perspectives on youth leadership development through community organizing. In M. P. Evans, & K. K. Abowitz, (Eds.). New Directions for Student Leadership: Engagement and Leadership for Social and Political Change (pp. 87-99).
  • Langhout, R. D., Fernández, J. S., Wyldbore, D., & Savala, J. (2015). Participatory Action Research: Photovoice and Focus Groups. In L.A. Jason & D. S. Glenwick, (Eds.), Handbook of Methodological Approaches to Community-Based Research: Qualitative, Quantitative, and Mixed Methods (pp. 81-92). Oxford, UK: Oxford University Press.
  • Fernández, J. S., Nguyen, A., & Langhout, R.D. (2015). It’s a puzzle! Elementary school-aged youth concept-mapping the intersections of community narratives. International Journal for Research on Extended Education, 3(1), 24-38.
  • Langhout, R.D., & Fernández, J.S. (2014). Empowerment evaluation conducted by 4th and 5th grade students. In D. Fetterman, S. Kaftarian, & A. Wandersman (Eds.), Empowerment evaluation: Knowledge and tools for self-assessment, evaluation capacity building, and accountability (p. 193-232). Thousand Oakes, CA: Sage.
  • Fernández, J.S., & Langhout, R.D. (2014). “A community with diversity of culture, wealth, resources, and living experiences:” Defining neighborhood in an unincorporated area. American Journal of Community Psychology, 53(1-2), 122-133.
  • Solis, J., Fernández, J. S., & Alcala, L. (2013). Mexican immigrant children‘s contributions to a community organization: Exploring civic engagement and citizen construction. Sociological Studies of Children & Youth, 16, 177-200.

Danielle Kohfeldt

Danielle Kohfeldt

Assistant Professor, California State University Long Beach

Danielle.kohfeldt@csulb.edu

Education

Research Interests

Student experiences of (in)justice in schools, education policy, participatory action research and feminist psychology.

Selected Publications

  • Kohfeldt, D., & Grabe, S. (in press). Universalism. In T. Teo (Ed.), Encyclopedia of Critical Psychology. Springer Reference.
  • Silva, J.M., Langhout, R.D., Kohfeldt, D., & Gurrola, E. (2015). “Good” and “Bad” kids? A
    race and gender analysis of effective behavioral support in an elementary school. Urban Education, 50(7), 787-811.
  • Langhout, R.D., Kohfeldt, D., Chamberlain, A., Cruz, I., Rock, T., & Emmert, S. (2013). The praxis assignment: Experiential learning in a large social-community psychology class. Journal of Prevention and Intervention in the Community, 41(2), 61-67.
  • Kohfledt, D.M., & Langhout, R.D. (2012). The 5 whys: A tool for defining problems in yPAR. Journal of Community & Applied Social Psychology, 22, 316-329.
  • Langhout, R.D., Kohfeldt, D., & Ellison, E. (2011). How we became the schmams: Conceptualizations of fairness in the decision-making process for Latina/o children. American Journal of Community Psychology, 48, 296-308.
  • Kohfeldt, D., Chhun, L., Grace, S., & Langhout, R.D. (2011). Youth empowerment in context: Exploring tensions in school-based yPAR. American Journal of Community Psychology, 47, 28-45.

Janelle Silva, PhD

Janelle Silva

Assistant Professor, University of Washington, Bothell

jmsilva@uw.edu

Education

Research Interests

Youth, social justice & diversity; empowerment and social action in schools; social context of institutions in teaching young people power, privilege & as spaces of transformation.

Selected Publications

  • Silva, J.M., & The Students for Gender Equity. (In press). A feminist approach to teaching community psychology: The senior seminar project. The Feminist Teacher.
  • Silva, J.M., & Langhout, R.D. (2016). Moving toward an empowering first grade classroom for working class and working poor Latina/o children: An exploratory analysis. The Urban Review, 48, 149-174.
  • Silva, J.M., Langhout, R.D., Kohfeldt, D, & Gurrola, E. (2015). “Good” and “Bad” kids? A race and gender analysis of effective behavioral support in an elementary school. Urban Education, 50(7), 787-811.
  • Silva, J.M. (2012). Critical classrooms: Using artists’ lives to teach young students power and privilege. Urban Education, 47(4), 776-800.
  • Silva, J.M., & Grabe, S.A. (2011). The public sector, women and leadership. In M. Paludi & B. Coates (Eds.) Women as transformational leaders: From grassroots to global interests (p. 25-43). Santa Barbara, CA: ABC-CLIO.
  • Silva, J.M., & Langhout, R.D. (2011). Cultivating agents of change in children: An ethnographic analysis. Theory and Research in Social Education, 39, 61-91.
  • Hurtado, A., & Silva, J. (2008). Creating new social identities in children through critical multicultural media: The case of Little Bill. New Directions for Child and Adolescent Development, 120, 17-30.