Equity, Latinx Education, School-Family-Community Partnerships, Urban Education Reform

Claudia Galindo is an associate professor of education policy at the University of Maryland, College Park. Her research, teaching, and service demonstrate a strong commitment to improving educational opportunities for racial and ethnic minority students in K-12 grades, with an emphasis on the Latinx community. Her projects highlight the cultural assets and strengths of historically underserved families and children and are grounded in eco-cultural perspectives, which emphasize the importance of structural, historical, and cultural contexts as well as the interactions among those contexts. Her research also examines key mechanisms in families and schools that may perpetuate or ameliorate inequalities.

She also conducts interdisciplinary and mixed-methods research to study the implementation of programs and strategies aimed at improving the educational experiences and outcomes of underserved students. She studies full-service community schools, a re-emerging reform that focuses on the holistic needs of students and their families, in Baltimore City. As a member of Baltimore’s Strategic Committee on Evaluation and Implementation on Full Service Schools, she collaborates with school officials and researchers on how to evaluate schools’ effectiveness. She also conducts formative evaluations of school-family partnerships and after-school and tutoring programs in elementary and high schools.

Selected Publications

  • Galindo, C., Sonnenschein, S., & Montoya-Ávila, A.* (In press). Latina mothers’ engagement in children’s math learning in the early school years: Conceptions of math and socialization practices. Early Childhood Research Quarterly.
  • Sanders, M., Galindo, C., Allen-McKintosh, K.* (2018). Professional capital and culturally relevant education in full-service community schools: A qualitative exploration of the role of teachers. Urban Education, 1-33.
  • Benavides, M., Leon, J., Galindo, C., & Herring, C. (2018). Access to higher education of Afro-Peruvians: Disentangling the influence of skin color and social origins in the Peruvian stratification. Sociology of Race and Ethnicity.
  • Montoya-Ávila, A.*, Ghebreab , N.* & Galindo, C. (2018). Towards improving the educational opportunities of Black and Latinx students: Strengthening partnerships between families and schools. In Sonnenschein, S., & Sawyer, B.E. (Eds.). Academic Socialization of Young Black and Latino Children-Building on Family Strengths (pg. 209-232). New York: Springer Publishers.

  • Galindo, C., Sanders, M., & Abel, Y. (2017). Transforming educational experiences in low income communities: A qualitative case study of social capital in a full-service community school. American Educational Research Journal, Centennial Edition, 54(1S), 140-163 
  • Galindo, C. & Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology46, 579‐592. 
  • Reardon, S. & Galindo, C. (2009). The Hispanic‐White achievement gap in math and reading in the elementary grades. American Educational Research Journal, 46(3), 853‐891
  • TLPL 683: Sociology of Education
  • TLPL 788 G: Education (Schooling), Society, and Democracy
  • TLPL 788 C: Statistical Literacy