

ABOUT
Dr. Tara J. Yosso brings together rigorous scholarship and real-world praxis through her multifaceted work as a scholar, researcher, professor, administrator, practitioner, and artist, engaging deeply with popular culture and community contexts.
Dr. Yosso is widely recognized for her Community Cultural Wealth framework, which has been cited over 15,000 times and adopted across diverse disciplines, including education, human resource development, leadership, counseling and social work, public health, marketing communications, and community organizations.
Her scholarship informs practice at institutions such as the University of California, Los Angeles (UCLA), Stanford University, the University of Texas at Austin, and Brown University; at state universities with prominent teacher education programs, including California State University, Sacramento, and Michigan State University; and at numerous community colleges across California, Washington, Minnesota, Hawaii, and Oklahoma. Internationally, her work is employed by universities and organizations in New Zealand, Canada, Germany, Poland, and the United Kingdom.
Dr. Yosso's work provides grounding framework for a middle school in Lawrence, Massachusetts, Esperanza Academy, a first year program at Pasadena City College, a mentoring program at East Los Angeles College, an institute at Bunker Hill Community College in Boston, and in the Residential Life at Western Washington University. Similarly, Dr. Yosso has been in dialogue with a mentoring program in Norway who utilize the Community Cultural Wealth framework with refugee students from Somalia. She is also collaborating with the first all-Black University in South Africa, and their network of faculty across Caribbean and European Universities.
Image of Dr. Yosso from a 2018 keynote at Cal State Los Angeles.
AWARDS
Critics’ Choice Book Award
American Educational Studies Association: Critical Race Counterstories along the Chicana/Chicano Educational Pipeline
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LIFETIME ACHIEVEMENT AWARD,
Distinguished contributions to social contexts of educational research
American Educational Research Association
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Derrick Bell Legacy AwarD
Critical Race Studies in Education Association
Distinguished Alumni Award
University of California, Los Angeles: Academic Advancement, 35th Anniversary Celebration
ACADEMIC APPOINTMENTS
2017 - Present
2023 - 2025
2023 - 2024
2021 - 2022
2015 - 2017
2007 - 2017
2005 - 2006
2007 - 2017
2003 - 2017
2001 - 2007
Professor
University of California, Riverside | School of Education
ASSOCIATE DEAN OF ACADEMIC PERSONNEL + DEPARTMENT CHAIR
University of California, Riverside | School of Education
Inaugural RESEARCH + POLICY FELLOW
University of Kentucky | Educational Equality and Civil Rights Initiative
Inaugural Distinguished Scholar in Residence
San José State University | Institute for Emancipatory Education, Connie L. Lurie College of Education
Professor
University of Michigan | School of Education
Faculty Associate
University of Michigan | Latino/a Studies Program
Associate Professor
University of California, Santa Barbara | Department of Chicana and Chicano Studies
Ford Postdoctoral Fellow
University of Utah | College of Education
Ford Foundation, National Research Council Fellowship Program for Diversity and Excellence in University Teaching
Visiting Scholar
University of California, Los Angeles | Chicano Studies Research Center
ASSOCIATE PROFESSOR
University of California, Santa Barbara | Department of Chicana and Chicano Studies
Affiliate, Associate AND ASSISTANT Professor
University of California, Santa Barbara | Gevirtz Graduate School of Education
ASSISTANT PROFESSOR
University of California, Santa Barbara | Department of Chicana and Chicano Studies
2025 - Present
FELLOW
American Educational Research Association
Coatlicues Legacy 2018 (Right)
by Luis-Genaro Garcia
Juxtaposing Coatlicue, the earth goddess, against a Los Angeles Times article about the 1968 East LA walkouts. The image is a counter narrative to the original article's title by Jack McCurdy, Student Disorders Erupt at 4 high schools, Policeman hurt. (Jack McCurdy, Los Angeles Times, March 7, 1968 p. 3.) Luis places prominence on the power it took for students to fight against the oppression they faced, noting that a lot of the original footage showed police assaulting students.
"I appreciate that Luis-Genaro Garcia carries on in a tradition and aesthetic of Chicano artists before him, telling stories about those who are actively struggling to reassert our humanity in often dehumanizing circumstances. He sees that there is a struggle over the narrative, and he holds up a prism to show the many facets of that struggle." -Tara J. Yosso, PhD

EDUCATION
Doctor of Philosophy (PhD) in Education: Urban Schooling, emphasis in Chicana/o Studies and Visual Sociology
University of California, Los Angeles
Bachelor of Arts (BA) in Social Psychology of Education, emphasis in Chicana/o Studies
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University of California, Los Angeles
"
I EMPHASIZE that history matters, especially when we're talking about culture, ideas, schooling—about how we can move forward in a more humane way.
-Tara J. Yosso, PhD
TARA J. YOSSO, PHD