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• Ph.D. Education (University of California, Santa Barbara)
• M.A. Education (University of California, Santa Barbara)
• M.A.T. Secondary Teaching/Single Subject Teaching Credential (University of Southern California)
• B.A. Fine Arts (University of Southern California)

• Content area literacy
• Teacher education and preservice teachers
• Inservice professional development and teacher learning
• Funds of knowledge theory and complex funds of knowledge
• Culturally Responsive/Relevant/Sustaining Pedagogy and teaching
• Emergent bilinguals and multilingual education
• Secondary Ethnic Studies programs
• Queer preservice teachers
• Drag Pedagogy

�Ѳ���í����, H. (2023). Being straight and white is “right”: What I learned as a Queer Latina in K-12 US education and what I fight to dismantle in higher education. In R. Hernandez (Ed.), Diverse Experiences of Latinas in Higher Education: Chingonas on their Own Terms (ch.12). Routledge.

�Ѳ���í����, H. (2022). Why I tell pre-service teachers to stop teaching To Kill a Mockingbird: The significance of representation and affirmation in diverse texts. California English, 2(28), 23-27.

�Ѳ���í����, H. (2022). Culture and commodity: How Latina mothers use language to battle against language loss and assimilation in their children. Critical Inquiry in Language Studies. DOI: 10.1080/15427587. 2022.2102010

�Ѳ���í����, H. (2021). Valuing Students’ Funds of Knowledge. California English, 27(2), 12-14.

�Ѳ���í����, H. (2021). Being an ally through podcast instruction. English Journal, 10(4), 115-117.

�Ѳ���í����, H. (2021). A letter to students (and myself): A reminder for transparency and reflection. California English 26(3), 23-25.

�Ѳ���í����, H. (2020). Investigating students' strengths: Using funds of knowledge and Ethnic Studies principles to engage all students. California English, 25(4), 25-17.

�Ѳ���í����, H. (2018). A threshold concept in grading: How I learned to create meaningful opportunities for collaborative peer editing in the classroom. California English, 24(1), 14-16.

• 2023-2027: National Science Foundation: Scholarships in STEM, Collaborative Research: ENGAGE – Engineering Neighbors: Gaining Access, Growing Engineers (Award #2322436); funded: $79,790 (PI: Yunfei Hou, CSUSB), Evaluator.
• 2022-2025: National Science Foundation: Improving Undergraduate STEM Education, Collaborative Research: Broadening Inclusive Participation in Artificial Intelligence Undergraduate Education for Social Good Using a Situated Learning Approach (Award #2142490); funded: $600,000 (PI: Yu Chen, SJSU), Co-PI.
• 2022-2024: National Science Foundation: Advanced Informal STEM Learning, Collaborative Research: Broad Implementation of Mobile Making: A University-Based, STEM Maker Education Ecosystem for Engaging Underserved Communities (Award #2215654); funded: $505,000 (PI: Edward Price, CSUSM), Collaborator.
• 2022-2023: U.S. Department of Education: Assistance for Arts Education, STEAM Ecosystem Expansion Demonstration Project; funded: $1.9 million, PI.
• 2020-2023: California Educational Learning Lab, Equitable Calculus for Life Sciences; funded: $1.2 million (PI: Alexander Alekseenko, CSUN), Grant Writer.
• 2020-2022: CSU Chancellor’s Office, Center to Close the Achievement Gap; funded: $3 Million (PIs: Corinne Martinez & Cara Richards-Tutor, ɫ��ɫ), Researcher.
• 2020-2023: California Educational Learning Lab, Rebalancing the Equity Gap in Chemistry Education with Individualized Adaptive Learning; funded: $1 million (PI: Delmar Larsen, UC Davis), Consultant.

• 2024-2025: Fellowship, Institute for Teachers of Color Committed to Racial Justice (Nationally Competitive)
• 2023-2024: University Early Academic Career Excellence Award, California State University, Long Beach (Institutionally Competitive)
• 2023-2024: Fellowship, Institute for Teachers of Color Committed to Racial Justice (Nationally Competitive)
• 2022-2024: La Academia Liderazgo Fellowship, Hispanic Association of College and Universities (Nationally Competitive)
• 2021-2023: Emerging Research Fellowship, Branch Alliance for Educator Diversity (Nationally Competitive, $5,000)
• 2019-2020: Fellowship, University of California: California Teacher Education Research and Improvement Network (Statewide Competitive)
• 2018: Summer Fellowship, University of California Santa Barbara South Coast Writing Project (Regionally Competitive, $500)

• �Ѳ���í����, H. (2024, April 11-14). “If you don't love yourself, how in the hell you gonna love somebody else?”: Teachers’ perceptions of the social-emotional learning embedded in drag [vice-presidential session]. American Educational Research Association Annual Conference, Philadelphia, PA, United States.
• Chen, Y., Graco, G., Hou, Y., �Ѳ���í����, H., & Gomez, F. (2024, March 25-27). AI for Social Good Education at Hispanic Serving Institutions [paper presentation]. Association for the Advancement of Artificial Intelligence 2024 Spring Symposium, Stanford, CA, United States.
• �Ѳ���í����, H. (2024, March 1-3). Using Project-based Learning to Tap into Community Cultural Capital [paper presentation]. California Association for Teachers of English Annual Conference, Los Angeles, CA, United States. 
• Chen, Y., Albert., L., & �Ѳ���í����, H. (2023, December 10-13). Prototyping AI-Powered Social Innovation in an Undergraduate MIS course. [paper presentation]. 2023 International Conference on Information Systems, Hyderabad, India.
• �Ѳ���í����, H. (2023, November 6-8). So long and thanks for all the systemic trauma: Healing through an Indigenous perspective on community assets and funds of knowledge [paper presentation]. Critical Questions in Education Fall 2023 Conference, Chicago, IL, United States.
• �Ѳ���í����, H. (2023, April 13-16). Affirming Historically Marginalized Students’ Backgrounds: Exploring How Preservice Teachers Understand AND Integrate Funds of Knowledge [roundtable session]. American Educational Research Association Annual Conference, Chicago, IL, United States.
• �Ѳ���í����, H. (2023, March 16). Inclusive and culturally responsive teaching [invited presentation]. STEM-NET Annual Conference, Pomona, CA, United States.
• �Ѳ���í����, H. (2023, March 3-5). "Why do I need to learn this?" Using project-based learning assessments to connect to students' community funds of knowledge [paper presentation]. California Association for Teachers of English Annual Conference, Monterey, CA, United States.
• �Ѳ���í����, H. (2023, January 3-6). Affirming students’ complex life experiences and knowledge: Helping preservice teachers to expand their understanding of the diversity of students’ funds of knowledge [paper presentation]. 2023 Hawai'i International Conference on Education, Waikiki, HI, United States.
• Golden, N., Hsieh, B., �Ѳ���í����, H., Hall, K., & Hume, S. (2022, November 17-20). Amplifying the light of strength-based pedagogy: Deepening our funds of knowledge work in a teacher education literacy course [paper presentation]. 2022 National Conference for Teachers of English, Anaheim, CA, United States.
• �Ѳ���í����, H. (2002, October 24-26). Affirming culturally and linguistically diverse students’ lives and backgrounds: How can we better prepare preservice teachers to access AND integrate historically marginalized students’ funds of knowledge? [paper presentation]. Critical Questions in Education Fall 2022 Conference, Denver, CO, United States.
• �Ѳ���í����, H. (2022, October 20-22). Complex funds of knowledge: Integrating ALL types of students’ knowledge and skills into classroom learning [paper presentation]. California Council on Teacher Education, San Diego, CA, United States.
• �Ѳ���í����, H. (2022, April 9-12). Funds of knowledge: Preparing culturally-aware educators to reframe and integrate historically marginalized students’ “dark” knowledge [paper presentation]. American Educational Research Association Annual Conference, San Diego, CA, United States.
• �Ѳ���í����, H. (2022, February 25-27). Shifting our perspectives to talk about and value students’ (dark) funds of knowledge [paper presentation]. California Association for Teachers of English Annual Conference, Long Beach, CA, United States.
• �Ѳ���í����, H. (2022, January 3-6). Supporting teachers during changes in educational policy: A Critical Discourse Analysis of the ideologies of different stakeholders towards the education of California’s emergent bilinguals [paper presentation]. 2022 Hawai'i International Conference on Education, Waikoloa, HI, United States.
• �Ѳ���í����, H. (2021, October 11-13). Funds of knowledge: Preparing culturally competent educators to access, integrate, and reframe historically marginalized students’ knowledge and skills [paper presentation]. Critical Questions in Education Fall 2021 Conference, Cleveland, OH, United States.
• �Ѳ���í����, H., Popescu, M., Allen, G., Lopatinsky, G., & Lundy, D. (2021, July 26-29). Using value sensitive design to rebalance the equity gap: Culturally responsive design for personalized learning in STEM [Conference session]. Cal State Tech Connect 2021 Virtual Conference.
• �Ѳ���í����, H. (2021, April 9-12). Rethinking teacher expertise: Using meaningful collaboration to effectively support teacher learning across careers and policy changes [paper presentation]. American Educational Research Association Annual Conference, Orlando, FL, United States (virtual).
• �Ѳ���í����, H. (2020, February 21-23). How to use California’s new guidelines for Ethnic Studies in the ELA classroom: Golden lines and funds of knowledge [paper presentation]. California Association for Teachers of English Annual Conference, Los Angeles, CA, United States.
• �Ѳ���í����, H. (2020, February 17-19). From novice to expert teachers: Using collaboration to effectively support teacher learning across careers and during times of policy change [paper presentation]. Critical Questions in Education Spring 2020 Conference, Seattle, WA, United States.
• �Ѳ���í����, H. (2019, June 20-22). From good policy to good teaching: A Critical Discourse Analysis of California’s teachers and multilingual students [paper presentation]. International Society for Language Studies Annual Conference, Hong Kong, China.
• �Ѳ���í����, H. (2019, April 4-9). The role of professional development: A Critical Discourse Analysis of California’s English Learners [roundtable session]. American Educational Research Association Annual Conference, Toronto, Canada.
• �Ѳ���í����, H. (2018, June 28-30). Culture and commodity: How Latina mothers use language to battle against language loss and assimilation in their children [paper presentation]. International Society for Language Studies Annual Conference, Waterloo, Canada.
• Loria, T. & �Ѳ���í����, H. (2018, March 8-11). On Wednesdays we wear pink: Using writing to help students see beyond their clique [paper presentation].  California Association for Teachers of English Annual Conference, San Diego, CA, United States.
• �Ѳ���í����, H. (2017, June 5-8). The language ideologies of Latina mothers regarding Spanish-English code-switching [paper presentation]. International Society for Language Studies Annual Conference, Honolulu, HI, United States.
• �Ѳ���í����, H. (2017, May 4-6). The practice and pedagogy of secondary science (and writing) teachers [poster presentation]. California STEM 2017 Conference, Anaheim, CA, United States.
• �Ѳ���í����, H. & Nation, J. (2017). Making with a purpose: Exploring reading, writing, presenting, and making connections [paper presentation]. California Association for Teachers of English Annual Conference, Santa Clara, CA, United States.
• �Ѳ���í����, H. (2016, April 8-12). The influence of others’ language use and language ideologies on bilingual, Latina mothers [paper presentation]. American Educational Research Association Annual Conference, Washington, D.C., United States.

• Co-organizer, ɫ��ɫ Black Lives Matter at School’s Week of Action, campus events, Spring 2024
• Invited Panelist, “Phenomenal Women in Higher Education: Know Them, Be Them, Raise Them,” Mojave Community College, 8 March 2023
• Co-organizer, ɫ��ɫ Black Lives Matter at School’s Week of Action, campus events, Fall/Spring 2023
• Invited Speaker, “Teaching STEM through a Culturally Responsive Lens: A Primer," CSU San Bernardino: Teaching Academy, online event, 20 Nov. 2022
• Invited Panelist, “Ethnic Studies in K-12 Contexts,” California Council on Teacher Education Annual Conference, 22 October 2022
• Co-Program Chair, Queer Studies SIG, American Educational Research Association, AY2022-2024
• Speaker, "STEM Program Assessment and Evaluation Webcast," STEM-NET [webcast], 29 June 2022
• Speaker, "Race and Ethnicity from a Global Perspective Series," California Global Education Project, online event, 5 May 2022
• Speaker, “Culturally Sensitive Teaching in STEM Webcast,” STEM-NET [webcast], 10 March 2021
• Invited Guest, “Culturally Responsive Pedagogy in STEM Fields,” All Things STEM [podcast], 11 February 2021
• Co-organizer, ɫ��ɫ Black Lives Matter at School’s Week of Action, online events, Spring 2021, Spring 2022
• Speaker, Critical Questions in Education Symposium, Seattle, WA; 17 February 2020
• Speaker, Southern California Teachers of English Fall Symposium, Long Beach, CA; 26 October 2019