Eugene García
Vice President, Education Partnerships
Curriculum and Instruction
Mary Lou Fulton College of Education
Arizona State University

Research Areas:

Eugene Garcia’s major area of interest is bilingual education.

Activities & Honors:
Dr. Eugene García held the position of Dean at Arizona State University’s College of Education (now the Mary Lou Fulton College of Education) from July 2002 to July 2006. Before coming to ASU in 2002, he was Dean and Professor of the Graduate School of Education at the University of California, Berkeley from 1995-2001. In May 2003, he was named Vice President for University-School Partnerships by the President of ASU, Dr. Michael Crow. This role was to strengthen K-12 education in the state of Arizona by linking together the University and the private sector for distribution of fiscal and human resources. As of July 1, 2006, Dr. García stepped down as dean and assumed the new Vice Presidential role as VP for Education Partnerships – this position will carry on the goal of the first VP position and encompass coordination of teacher preparation across colleges and campuses in Arizona as well as the implementation of the university-public school initiative to establish campus schools.

Dr. García has published extensively in the area of language teaching and bilingual development. He served as a Senior Officer and Director of the Office of Bilingual Education and Minority Languages Affairs in the U.S. Department of Education from 1993-1995. He is currently chairing the National Task Force on Early Childhood Education for Hispanics funded by the Foundation for Child Development and the Mailman Family Foundation. He is presently conducting research in the areas of effective schooling for linguistically and culturally diverse student populations funded by the National Science Foundation.

Selected Publications:
García, E. (2005). Teaching and learning in two languages: Bilingualism and schooling in the United States. New York, NY: Teachers College Press.
García, E. (2004). Education of Mexican American students, past treatment and recent developments in theory, research, policy, and practice. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of Research on Multicultural Education. San Francisco, CA: Jossey-Bass, 491-514.
García, E., Hurtado, A., Vega, L. A., & Gonzalez, R. (2003). Beyond stigma: Social identities and the educational achievement of Chicanos. In D. J. León (Ed.), Diversity in Higher Education Latinos in Higher Education.
García, E. (2003). K-12 public education: Bedrock or barrier? In D. López & A. Jiménez (Eds.), Latinos and public policy in California: An agenda for opportunity. Berkeley, CA: Regents of the University of California.
García, E. (2002). Addressing linguistic and cultural diversity in early childhood: From equity to excellence, from “raîces” to “alas.” In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives on early childhood curriculum. Greenwich, CT: Information Age Publishing.
García, E. (2002). Bilingualism and schooling in the United States. International Journal of the Sociology of Language, 134 (1), 1-123. (Monograph).

Wheelock College