Danny Solorzano

Daniel Solorzano

Moore Hall 2022C
405 Hilgard Avenue
Los Angeles, CA 90095-1521

P: (310) 206-7855

Daniel Solorzano

Professor

Daniel Solorzano is a Professor of Social Science and Comparative Education, and Chicana/o and Central American Studies at the University of California, Los Angeles. He is also the Director of the Center for Critical Race Studies in Education at UCLA. His teaching and research interests include critical race theory in education; racial microaggressions; racial microaffirmations; and critical race spatial analysis. Dr. Solorzano has authored more than 100 research articles, book chapters, and books on issues related to educational access and equity for underrepresented student populations and communities in the United States. In 2007, Professor Solorzano received the UCLA Distinguished Teaching Award. In 2012, Solorzano was awarded the Critical Race Studies in Education Association Derrick A. Bell Legacy Award. In 2014, Solorzano was elected a Fellow of the American Education Research Association. Professor Solorzano received the Distinguished Alumni Award from the Claremont Graduate University in 2020. Also, in 2020, Solorzano was elected to the National Academy of Education.

Departments

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Academic Advising Specializations

Interests

Expertise

Research Centers

Titles and Positions

  • Professor, Social Science and Comparative Education
  • Professor, Chicana/o and Central American Studies

Awards, Honors and Fellowships

  • Member, National Academy of Education
  • Fellow, American Education Research Association
  • Postdoctoral Fellow in Sociology, Ford Foundation/National Research Council
  • Postdoctoral Fellow in Social Policy, Educational Testing Service
  • Postdoctoral Fellow in Educational and Family Policy, The Tomas Rivera Center for Policy Studies
  • Predoctoral Fellow in Educational Policy, The Tomas Rivera Center for Policy Studies
  • Mildred Garcia Senior Exemplary Scholarship Award, Association for Studies in Higher Education—Council on Ethnic Participation
  • Derrick A. Bell Legacy Award, Critical Race Studies in Education Association
  • Social Justice in Education Award, American Education Research Association
  • Carlos J. Vallejo Memorial Award for Lifetime Scholarship, American Education Research Association
  • Distinguished Teaching Award, University-Wide Award in Graduate Teaching, University of California, Los Angeles

Education

  • Ph.D., Sociology of Education, Claremont Graduate School
  • M.A., Educational Policy, Claremont Graduate School
  • M.Ed., Urban/Multicultural Education, Loyola Marymount University
  • B.A., Sociology/Chicano Studies, Loyola Marymount University

Select Publications

  • Solorzano, D. & Perez Huber, L. (2020). Racial Microaggressions: Using Critical Race Theory to Respond to Everyday Racism. New York: Teachers College Press.
  • Solorzano, D., Perez Huber, L., & Huber-Verjan, L. (2020). Theorizing Racial Microaffirmations as a Response to Racial Microaggressions: Counterstories Across Three Generations of Critical Race Scholars. Seattle Journal for Social Justice, 18, 185-215.
  • Mares Tamayo, M. & Solorzano, D. (eds.). (2018). The Chicana/o Education Pipeline: History, Institutional Critique, and Resistance. Los Angeles, CA: UCLA Chicano Studies Research Center Press (Finalist—International Latino Book Award; Bronze Medal for Non-Fiction Book Series, Independent Publisher Book Awards).
  • Solorzano, D. & Velez, V. (2016). Using Critical Race Spatial Analysis to Examine the Du Boisian Color-Line Along the Alameda Corridor in Southern California. Whittier Law Review, 37, 423-437.
  • Perez Huber, L. & Solorzano, D. (2015). Racial Microaggressions as a Tool for Critical Race Research. Race, Ethnicity, and Education, 18, 297-320.
  • Yosso, T., Ceja, M., Smith, W. & Solorzano, D. (2009). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates. Harvard Educational Review, 79, 659-690.
  • Solorzano, D. & Yosso, T. (2002). Critical Race Methodology: Counterstorytelling as an Analytical Framework for Education Research. Qualitative Inquiry, 8, 23-44.
  • Solorzano, D. & Delgado Bernal, D. (2001). Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context. Urban Education, 36, 308-342.
  • Solorzano, D., Ceja, M. & Yosso, T. (2000). Critical Race Theory, Racial Microaggressions and Campus Racial Climate: The Experiences of African American College Students. Journal of Negro Education, 69, 60-73.
  • Solorzano, D. (1998). Critical Race Theory, Racial and Gender Microaggressions, and the Experiences of Chicana and Chicano Scholars. International Journal of Qualitative Studies in Education, 11, 121-136.