Dr. Ileana Gonzalez is an Assistant Professor in the Department of Counseling, Higher Education and Special Education (CHSE). Prior to her appointment at the University of Maryland, she held a faculty position at Johns Hopkins University for over a decade. Prior to her career in higher education, she gained extensive experience in the field of K-12 education as a teacher and school counselor working with Caribbean populations in South Florida. She earned her Ph.D. in Counselor Education from the University of Maryland, College Park in 2013. Her identity as a first-generation college student and daughter of refugees informs her beliefs in equity and access to a quality education for all students, particularly those from marginalized populations. She has published and presented nationally on social justice action in schools and in higher education settings and on multicultural competence and antiracist training for counselors. Her research interests include multicultural and antiracist counselor education, cultural competence in counseling and social justice action in urban school settings. She is an active member of the American Counseling Association, Association of Counselor Education and Supervision, Counselors for Social Justice and the Association of Multicultural Counseling Development.
Southern Association for Counselor Education and Supervision, 2022 Teaching and Supervision in Counseling Outstanding Article Award, The Case for a Core Anti-racist Course for Counselors in Training
Johns Hopkins University, School of Education, Vivian Lee Memorial Award Winner, 2022
Counselor Educator of the Year, 2019 & 2014, Maryland School Counselor Association
Gonzalez, I. A. & Cokley, R. (2021). The case for a core anti-racist course for counselors in training. Teaching and Supervision in Counseling: Special Issue Anti-racist Counselor Education, 3(2) 26-37. https://doi.org/10.7290/tsc030204
Young, A., Gonzalez, I. A., Owen, L., & Heltzer, J. V. (2015). The journey from counselor-in-training to practitioner researcher. Professional School Counseling, 18(1), 217-226. https://doi.org/10.5330/1096- 2409-18.1.217
Holcomb-McCoy, C., Gonzalez, I. A., & Johnston, G. (2009). School counselor dispositions as predictors of data usage. Professional School Counseling, 12(5), 343-351. https://doi.org/10.5330/PSC.n.2010-12.343
Butler, A. L., Gonzalez, I. A., & Lee, C.C. (2008). Social justice: What it means for counselors in schools and rehabilitation settings. Counseling and Human Development, 40(6), 1-8.
Book Chapters
Young, A. & Gonzalez, I. A. (2023). Ethical research in schools: Navigating the IRB process at the district and university levels. In B. Zyromski & C. Dimmitt, School Counseling Research: Advancing the Professional Evidence Base. Oxford University Press.
Young, A. & Gonzalez, I. A. (2022). Using data and accountability strategies to close achievement and opportunity gaps in college and career readiness. In E.M. Hines & L. Owen, Equity-Based Career Development and Postsecondary Transitions: An American Imperative. Information Age Publishing.
Abel Y. & Gonzalez, I. A. (2020). Using a social justice continuum to better support faculty of color in higher education settings. In C.A. Mullen (Ed.), Handbook of Social Justice Interventions in Education. Springer International Handbooks of Education. https://doi.org/10.1007/978-3-030-29553-0_117-1