Ricardo D. Stanton-Salazar, Ph.D.

rstantonsalazar@icloud.com
Los Angeles, CA
www.stanton-salazar.com

https://www.linkedin.com/in/arroyorunner

_____________________________________________________________________________________

EDUCATOR, SCHOLAR, & STUDENT ADVOCATE

QUALIFICATION SUMMARY
Proven professional with 36 years of teaching and advising culturally diverse undergraduate and graduate students.
Adept at providing sound advice and social support to students, managing people, writing, teaching complex material,
managing budgets, and public speaking. Social scientist and educator with career devoted to the field of public
education. Scholarly career dedicated to scholarship and teaching for the purpose of advancing the reform of public
schools and universities committed to serving an authentically diverse community of students.1
PROFESSIONAL EXPERIENCE
Department of Chicana and Chicano Studies, University of California, Santa Barbara
Lectureship Winter Quarter

2016

Rossier School of Education, University of Southern California, Los Angeles, CA

Associate Professor

2000-2011

Center for Urban Education, University of Southern California

Research Consultant

2009-2010

Department of Sociology, University of California, San Diego

Assistant Professor

1990-2000

____________________________________________________________

Workshop Leader
o Led workshops on social networking for university students and for students in the process of preparing to
enter a 4-year university. (University: Cal Poly Pomona). Workshop entitled, Social Networks, Social

Capital, & College Success, July 14, & August 9 thru 11, 2016.

Consultant to Non-profit Ethnic Minority Student & Youth Programs

o Consultant to Upward Bound Los Angeles; work included leading workshops for high school seniors, in
preparation for freshman year at a four-year university.

Undergraduate and Graduate Advisor

o Provided advice and counsel to undergraduate students working toward a Bachelors of Arts degree or Masters
Degree (UCSD, USC), with issues ranging from course content, exam preparation, term paper completion,
and graduation.
o Provided advice and counsel to graduate students working toward a doctoral degree (Sociology,
Education). Supervised doctoral candidates through the various stages of their doctoral dissertation,
including literature review, collection and analysis of data, and writing of the manuscript.

1 For Google & Google Scholar searches, use: Stanton-Salazar

R. D. Stanton-Salazar 8/25/2016

Researcher (Sociologist)
o Conducted survey research on the social support networks of Mexican-origin high school students across
different school sites and communities.
o Collected relevant student data in six schools in northern California; employed statistical and
network analyses of data
o Conducted multi-method field research on the social support networks of Mexican-origin students
at one high school and three residential communities in southern California.
o Conducted in-depth analyses of qualitative, network, and qualitative data.
o Trained and supervised research assistants during different stages of project: data collection,
analysis of data.
o Trained and supervised a group of nine doctoral students in a multi-method study on the social networks
of educators who directed effective academic enrichment programs serving students from low-income
communities.
o Consultant on NSF research project examining recruitment and retention of Latino university students in
STEM fields (science, technology, engineering, & mathematics).

Program Evaluation: Conducted content analysis of successful student intervention programs.

Scholarship: Author of numerous peer-reviewed journal articles, and author of book, Manufacturing Hope
and Despair, based on qualitative and quantitative research on the social support networks of Mexican-origin
high school students.

Teaching Experience
o Taught undergraduate courses required for degree in sociology as well as graduate seminars required for
doctoral degree in sociology. (2016: Taught undergraduate course required for degree in Chicana/o
Studies)
o Taught undergraduate courses required for degree in elementary school teaching credential; also courses
in Ed.D. programdoctoral program designed for educators and administrators currently working in
urban public school system.

Administration & Leadership: Associate Director, Center for American Studies and Ethnicity, University of
Southern California, 2001-2002.
o Assisted in the mentoring of ethnic-minority doctoral students during the first and second year of their
doctoral program.
o Assisted with administration of Center.

Grant Writing & Budget Management: Research projects funded via grant proposals submitted to
foundations; research program on the social networks of Mexican-origin adolescents initiated through funding
by the
Spencer Foundation & the William T. Grant Foundation.

_______________________________________________________________________________________
National School District, San Diego, CA. Grades taught: 3, 4, 5, 6
Elementary School Teacher

1980-83

EDUCATIONAL BACKGROUND

Ph.D.
M.A.
B.A.

Education, Stanford University

Education, Stanford University
Sociology, University of California, San Diego

______________________________________________________________________________________

R. D. Stanton-Salazar 8/25/2016

FELLOWSHIP & HONORS

Woodrow Wilson International Center for Scholars, Washington, D.C.
Visiting Scholar Fellowship, 2003-2004 [Winter, Spring]
American Sociological Association Latino Section Award for Distinguished Contributions to Research, 2003 recipient.
PUBLICATIONS
Author of Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York:
Teachers College Press, 2001.
__________________________
Stanton-Salazar, R. D. (2011) A social capital framework for the study of institutional agents and of the empowerment
of low-status youth. Youth & Society 43 (3), 1066-1109.
Ream, R. K. & Stanton-Salazar, R. D. (2007) The mobility/social capital dynamic: Understanding Latino families and
students. In S. J. Paik & H. J. Walberg (Eds.), Minority children and youth: Families, schools, communities, and
learning. University of Illinois Series on Children and Youth. Kluwer Academic/Plenum Publishers.
Stanton-Salazar, R. D. & Spina, S. U. (2005). Adolescent peer networks as a context for social and emotional support.
Youth & Society: A Quarterly Journal, 36 (4), 379-417.
Stanton-Salazar, R. D. (2004). Social capital among working-class minority students. In School Connections: U.S.
Mexican Youth, Peers, and School Achievement. Edited by Margaret A. Gibson, Patricia Gndara, & Jill Peterson
Koyama. New York: Teachers College Press, Columbia University.
Stanton-Salazar, R. D. & Spina, S. U. (2003). Informal mentors and role models in the lives of urban Mexican-origin
adolescents. Anthropology & Education Quarterly, Vol. 34, No. 2, (September), pp. 1-25.
Stanton-Salazar, R. D., Chvez, L. F., & Tai, R. H. (2001). The help-seeking orientations of White and Latino high
school students: A critical-sociological investigation. Social Psychology of Education: An International Journal,
5, 49-82.
Lpez , D. & Stanton-Salazar, R. D., (2001). The Mexican American second generation: Yesterday, today, and
tomorrow. In R. Rumbaut & A. Portes (Eds.), Ethnicities: Coming of age in immigrant America. Berkeley and
New York: University of California Press and Russell Sage Foundation.
Stanton-Salazar, R. D. (2001). Defensive network orientations as internalized oppression: How schools mediate the
influence of social class on adolescent development. In B. Biddle (Ed.), Social class, poverty, & education.
(Missouri Symposium on Research and Educational Policy) Vol. 3. New York: Routlege-Falmer.
Stanton-Salazar, R. D. (2001). (Book Review) Subtractive schooling: U.S.-Mexican youth and the politics of caring,
by A. Valenzuela. New York: State University of New York Press, 1999. Contemporary Sociology, 30, 2.
Stanton-Salazar, R. D. & Spina, S. U. (2000). The network orientations of highly resilient urban minority youth. The
Urban Review: Issues and Ideas in Public Education, 32, 3.
Stanton-Salazar, R. D. (2000). The development of coping strategies among urban Latino youth: A focus on network
orientation and help-seeking behavior. " In M. Montero-Sieburth & F. A. Villaruel (Eds), Making invisible Latino
adolescents visible: A critical approach to Latino diversity. New York: Falmer.

R. D. Stanton-Salazar 8/25/2016

Stanton-Salazar, R. D., Vsquez, A. O., & Mehan, H. (2000). Engineering success through institutional support." In S.
T. Gregory (Ed.), The academic achievement of minority students: Comparative perspectives, practices, and
prescriptions. New York: University Press of America.
Stanton-Salazar, R. D. (1997). A social capital framework for understanding the socialization of racial minority
children and youth. Harvard Educational Review, 67(1), 1-40.
Stanton-Salazar, R. D. & Dornbusch, S. M. (1995). Social capital and the social reproduction of inequality: The
formation of informational networks among Mexican-origin high school students. Sociology of Education 68,
116-135.
UNPUBLISHED MANUSCRIPT
Stanton-Salazar, R.D. (2013). The Empowerment of Immigrant Students in School: Using Social Capital
Research and Theory to Guide the Design, Implementation, and Evaluation of a Comprehensive School
Restructuring Initiative. Paper presented at the Urban Institute, Washington, D.C. (May 30, 2013)
Conference Title: Effective Strategies for Promoting School Success for Newly-Arrived Adolescent Refugees
and Immigrants: New Directions for Research.
Stanton-Salazar, R. D., Macias, R. & Bensimon, E. M. (2010). The role of institutional agents in creating Latinos
pathways to majors in STEM fields. Unpublished manuscript. University of Southern California.

PRESENTATIONS
AT PROFESSIONAL CONFERENCES & SYMPOSIA (2000-2013)
___________________
Available upon request.

R. D. Stanton-Salazar 8/25/2016