Sandra Quiñones, Ph.D.Assistant Professor
School of Education
Instruction and Leadership in Education
410A Canevin Hall
Education:Ph.D, Teaching, Curriculum, & Change, University of Rochester, 2012
Ms.Ed. Elementary Education, University of Rochester, 1998
B.A., Religion (honors with distinction), Psychology, University of Rochester, 1997
Dr. Sandra Quiñones joined Duquesne University in 2013. As a faculty member of the Department of Instruction and Leadership in Education (DILE), Dr. Quiñones teaches both undergraduate and graduate teacher education courses in the Leading Teacher program. She has 8 years of teaching experience in both pubic and private schools in San Juan, Puerto Rico and Rochester, New York.
Dr. Q's research focuses on teachers' experiences and perspectives around ser bien educada/o and being well educated from Chicana/Latina feminist and critical biculturalism theoretical frameworks. Her scholarly interests include critical literacy development, qualitative research methodology, Latino education, and family-community engagement in education.
Dr. Quiñones is a 2009 graduate fellow of the American Association of Hispanics in Higher Education (AAHHE) and a 2010-2012 fellow of the National Council of Teachers of English's (NCTE) Cultivating New Voices (CNV) Research Grant. She was also the recipient of a 2012-2013 Visiting Scholars Fellowship for Diversity and Academic Excellence at the University of Rochester and a 2013 Professional Young Person "On the Move" Award from the National Multiple Sclerosis Society-Upstate New York Chapter.
Dr. Q's prior research experience includes participating in an ethnographic study of an urban community change initiative and a mixed-method, community-based study of the experiences and perspectives of Latina/o students and families. Her previous higher education experiences include serving as interim director of the Urban Teaching & Leadership program at the Warner School of Education (University of Rochester) and teaching graduate courses in research methods, multicultural education, teaching, curriculum, and educational reform. Dr. Quiñones also has consulting experience in comprehensive school and district reviews, particularly in the development and support of teacher practices and curriculum.
Areas of Expertise:
Qualitative Research Methods including Life History and Narrative Inquiry
Chicana/Latina Feminist Metaphorical Concept of Trenzas (Braids) as an Analytical Tool
Teacher Education for Diversity and Social Justice
Bilingual-Bicultural Views of Ser Bien Educado/Being a Well-Educated Person
Language, Culture, Identity, and Power
Teaching and Learning Philosophy Statement
Dr. Q's teaching and learning philosophy is premised on a social (re)constructivist approach to experience and knowledge. Her goal as a teacher educator is to cultivate a critical understanding of the social, cultural, historical, philosophical and political context of contemporary schooling, including historical roots of institutions and practices, the role of teachers as agents of social justice, and integrated approaches to literacy learning and language development.
Dr. Sandra Quiñones draws from her research to facilitate dialogue about the purposes of education in relation to cultural values, schooling practices, and notions of what it means to be a well-educated person. More specifically, she uses Latina teacher narratives that account for bilingual and bicultural perspectives anchored in home, family, language, culture, and community. In doing so, Dr. Quiñones seeks to broaden and problematize views of education and schooling by encouraging students to situate and contextualize these dynamic cultural constructs over time, place, and space. Furthermore, she challenges students to consider how differential power dynamics and intersecting identities shape sociocultural views of being a well-educated person.
In an effort to build sustainable professional learning communities, Dr. Quiñones creates learning experiences that support individuality and collaboration. Her goal is to help novice teachers to gain the confidence and skills necessary to thrive in a complex and demanding profession. She uses narrative writing and analysis to encourage students to reflect on how their personal, professional, and community experiences inform their identities and practices. She also uses case study and video analysis to build a deeper understanding of theory and practice-as inseparable-in education. Moreover, Dr. Quiñones integrates technology and multi-media resources to maximize educational experiences and encourage creativity and growth.
Dr. Sandra Quiñones seeks to develop 6C's with-and amongst-her Duquesne University students: confianza (mutual trust), compromiso (responsibility & commitment), conciencia (social consciousness), capability, collegiality, and diverse forms of capital. In doing so, her teaching and learning practices support knowledge construction as a relational and potentially transformative endeavor.
- Literacy, Language, & Literature II, Grades 1-4, with field experience
- Child Development: Birth to Age 9, with field experience
- Introduction to Teaching, with field experience
- Content Area Reading, a writing intensive course with field experience
- Literacy Block-PreK-4, a writing intensive course with field experience
Research Journal Articles
- Quiñones, S., & Kiyama, J.M. (2014). Contra la corriente (Against the current): The role of Latino fathers in family-school engagement. Submitted to The School Community Journal, 24(1).
- Hopper, M., & Quiñones, S. (2012). A hunch without a sound: Co-constructing meanings of non-verbal and verbal interactions in video data. International Journal of Qualitative Methods, 11(5), 547-572.
- Nieto, S., (Sr. Ed.), Rivera, M., & Quiñones, S. (Eds.) (2012). Charting a new course: Understanding the sociocultural, political, economic, and historical context of Latino/a education in the United States. New York: Centro for Puerto Rican Studies. National Latino Education Research & Policy Agenda Project. Invited Issue, Association of Mexican American Educators Journal, 6(3).
- Quiñones, S., Ares, N., Padela, M., Hopper, M., Webster, S., (2011). Y nosotros, qué?: Moving beyond the margins in a community initiative. Special issue: Power and positioning in purposeful community change. Anthropology & Education Quarterly, 4(6), 103-120.
Book Reviews in Peer-Reviewed Journals
- Quiñones, S. (2013). [Review of the book Punished: Policing the Lives of Black and Latino Boys, by Victor M. Rios]. Special Theme Issue. Association of Mexican American Educators, 7(3), 96-98.
- Quiñones, S. (2012). [Review of the book Words Were All We Had: Becoming Biliterate Against the Odds, edited by M. de la Luz Reyes] Bilingual Research Journal, 35(1), 112-115.
Community-Based Research Reports
- Kiyama, J.M., & Harris, D.M. with Ares, N., Dache-Gerbino, A., Quiñones, S., Smalls, M.M., Soler, A. & Vogt, E.M. (2010). School experiences of Latina/o students: A community-based study of resources, challenges, and successes. Rochester, NY: Ibero-American Action League, Inc.
- Quiñones, S., Kiyama, J.M., & Harris, D.M. with Ares, N., Dache-Gerbina, A., Smalls, M.M., (2012). Latina/o education as a family and community affair: A community-based study of resources, challenges, and successes. Executive summary. Rochester, NY: Ibero-American Action League, Inc.
Chapters in Edited Books
- Quiñones, S. (in press, 2014) Educated entremundos: Exploring diaspora in the lives of Puerto Rican teachers. In R. Rolón-Dow & J.G. Irizarry (Eds.) Diaspora studies in education: Toward a framework for understanding the experiences of transnational communities. Critical Ethnicities Series. New York, NY: Peter Lang.
- Quiñones, S. (forthcoming) Garnering resilience: Latino education as a family, school, and community affair. In J. M. Kiyama & D. Harris (Eds.) The plight of invisibility: A community-based approach to understanding the educational experiences of urban Latina/os. Critical Studies of Latinos/as in the Americas Book Series. New York: Peter Lang.
Publications Under Review
- Martínez-Roldán, C., & Quiñones, S. (in review) Resisting Erasure and Developing Networks of Solidarity: Testimonios of two Puerto Rican scholars in the academy. Submitted to the Journal of Language, Identity, and Education.
- Quiñones, S. Negotiating entangled contradictions about being well educated: Nudos (knots) in the lives of bilingual Latina teachers. Submitted to the NABE Journal of Research and Practice.
American Educational Research Association
National Council for Teachers of English
Literacy Research Association
International Reading Association
Puerto Rican Studies Association
ACADEMIC & COMMUNITY ENGAGEMENT SERVICE
Editorial Review Board Member, Journal of Hispanics in Higher Education
Invited Reviewer for Peer-Reviewed Journals
- Anthropology & Education Quarterly
- Centro Journal of the Center for Puerto Rican Studies
- Bilingual Research Journal
- Association of Mexican American Educators Journal
Invited Chair of Research Roundtables
- Race and Racialized Experiences in the Context of Multiple Languages and Literacies. American Educational Research Association 2014 Annual Conference, Division G: Social Context of Education.
- Partnerships, Collaboration, and Social Change Roundtable, American Educational Research Association, 2013 Annual Conference, Division G: Social Context of Education.
Reviewer for Professional Research Conferences:
2014 Literacy Research Association
2014 and 2013 American Education Research Association
2011 American Educational Studies Association
Invited Member, Regional Advisory Board, National Latino Education Research
& Policy Agenda Project (NLERAP)
Invited Presentations and Panels
- Scholar-Panelist, Community Cinema screening of Las Marthas. February 26, 2014, The Ellis School, Pittsburgh, PA. Co-sponsored by WQED Multimedia and the Girls Coalition of Western Pennsylvania.
- Guest Scholar-Facilitator, 1st Cafe Latino Social @Carnegie Mellon University (CMU), Dedicated to the contributions, challenges, and aspirations of Latina/o students. November 8, 2013. Sponsored and hosted by the Carnegie Mellon Advising Resource Center (CMARC)
- Scholar-Panelist, Community Cinema screening of the "Girls Hour" of The Graduates.October 16, 2013, Kaufmann Center of Hill House, Pittsburgh, PA. Co-sponsored by WQED Multimedia and the Girls Coalition of Western Pennsylvania.