Associate Dean for Equity & Inclusion; Professor of Education
- Associate Dean for Equity & Inclusion
- Professor of Education
- Ph.D., Educational Theory and Policy, University of Rochester
- M.S., School Administration, University of Rochester
- B.A., Economics, Instituto Tecnológico Autónomo de México
Teaching & Research Interests
- Educational and occupational trajectories of under-represented students
- Quantitative research methods
- Big data, social media, and mobile technologies
- Community colleges
- Educational policies
Núñez, A.M., Rios-Aguilar, C., Kanno, Y., & Flores, S. (in press). English learners and their transition to postsecondary education. Handbook of Theory and Research in Higher Education.
Campbell, C. Deil-Amen, R., & Rios-Aguilar, C. (in press). Do financial aid policies unintentionally punish the poor and what can we do about it? New Directions for Community Colleges, Special Issue: Understanding Equity in Community College Practice.
Fagioli, L., Rios-Aguilar, C., & Deil-Amen, R. (in press). Changing the context of engagement: Using Facebook to increase community college student persistence and success. Teachers College Record.
Hurwitz, J., Bosworth K., Rios-Aguilar, C., Deil-Amen, R., Hendricks, R., & Rubinstein-Avila, E. (in press). Students’ perceptions of academic efficacy and school supports: A mismatch with school demographics. Current Issues in Education.
Rios-Aguilar, C. (2015). Using big (and critical) data to unmask inequities in community colleges. New Directions for Institutional Research, Special Issue: New Scholarship in Critical Quantitative Research Part 2.
González Canché, M., & Rios-Aguilar, C. (2015). Critical social network analysis in community colleges: Peer effects and credit attainment. New Directions for Institutional Research, Special Issue: New Scholarship in Critical Quantitative Research Part 2.
Davis, C., Deil-Amen, R., Rios-Aguilar, C., & González Canché, M. (2014). Social media, higher education, and community colleges: A research synthesis and the implications for the study of two-year institutions. Community College Journal of Research and Practice, 1-14. doi: 10.1080/10668926.2013.828665
Rios-Aguilar, C., (2014). The changing context of critical quantitative inquiry. New Directions for Institutional Research, Special Issue: New Scholarship in Critical Quantitative Research Part 1, 158, 95-107.
Gonzalez Canché, M., D’Amico, M., Rios-Aguilar, C., & Salas, S. (2014). It’s who you know: Leveraging social networks for college and careers. The Community College Enterprise, 20(1), 18-35.
Stuart, R., Rios-Aguilar, C., & Deil-Amen, R. (2014). How much economic value does my credential have?: Reformulating Tinto’s model to study students’ persistence in community colleges. Community College Review, 1-15. doi:10.1177/0091552114532519.
Rios-Aguilar, C., & Gándara, P. (2012). Horne v. Flores and the future of language policies. Teachers College Record.
Rios-Aguilar, C., & Kiyama, J. (2012). Funds of knowledge: A proposed approach to study Latina/o students’ transition to college. Journal of Latinos and Education, 11(1), 2-16.
Rios-Aguilar, C., Kiyama J., Gravitt, M., & Moll, L. (2011). Funds of knowledge for the poor and forms of capital for the rich?: A capital approach to examining funds of knowledge. Theory and Research in Education, 9(2), 163-184.
Rios-Aguilar, C. (2010). Measuring funds of knowledge: Contributions to Latina/o students’ academic and non-academic outcomes. Teachers College Record, 112(8), 2209-2257.