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

Daniel Solorzano



  • Professor of Education (and of Chicano/a Studies)


  • Ph.D., Sociology of Education, Claremont Graduate School, 1986
  • M.A., Educational Policy, Claremont Graduate School, 1983
  • M.Ed., Urban/Multicultural Education, Loyola Marymount University, 1974
  • B.A., Sociology/Chicano Studies, Loyola University, 1972

Teaching & Research Interests

Teaching and research interests include:

  • Critical race and gender theory in education
  • Critical race pedagogy
  • Racial microaggressions in education
  • Educational access, persistence, and graduation of Students of Color in the United States

Select Publications

  1. Acevedo-Gil, N, Santos, R., Alonso, L., & Solorzano, D. (2015). “Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation.” Journal of Hispanic Higher Education, 14, 101–127.
  1. Perez Huber, L. & Solorzano, D. (2015). “Visualizing Everyday Racism: Critical Race Theory, Visual Microaggressions, and the Historical Image of Mexican Banditry.” Qualitative Inquiry, 21, 223-238.
  1. Perez Huber, L. & Solorzano, D. (2015). “Racial Microaggressions as a Tool for Critical Race Research.” Race, Ethnicity, and Education, 18, 297-320.
  1. Acevedo-Gil, N., Santos, R., & Solorzano, D. (Spring 2014). Examining a Rupture in the Latina/o College Pipeline: Developmental Education in California Community Colleges. Perspectiva Policy Report Series, Issue No. 3, Center for Research and Policy in Education, University of Texas, San Antonio.
  1. Jain, D. & Solorzano, D. (2014). “A Critical Race Journey of Mentoring.” In C. Turner & J. Gonzalez (Eds), Modeling Mentoring Across Race/Ethnicity and Gender: Practices to Cultivate the Next Generation of Diverse Faculty (pp. 125-142). Sterling, VA: Stylus Publishing.
  1. Perez Huber, L., Velez, V. & Solorzano, D. (October 2014). The Growing Educational Equity Gap for California’s Latina/o Students. Latino Policy & Issues Brief 29, UCLA Chicano Studies Research Center.
  1. Ledesma, M. & Solorzano, D. (2013). “Naming Their Pain: How Everyday Microaggressions Impact Students and Teachers.” In Carter Andrews and F. Tuitt (Eds.), Contesting the Myth of a ‘Post Racial’ Era: The Continued Significance of Race in U.S. Education (pp. 112-127). New York: Peter Lang.
  1. Ochoa, V., Benavides Lopez, C. & Solorzano, D. (2013). “Toward a Critical Race Case Pedagogy: A Tool for Social Justice Educators.” In Donner and A. Dixson (Eds.), The Resegregation of Schools: Education and Race in the Twenty-First Century (pp. 194-212). New York: Routledge.
  1. Solorzano, D. (2013). “Critical Race Theory’s Intellectual Roots: My Email Epistolary with Derrick Bell.” In Lynn & A. Dixson, (Eds.), Critical Race Theory in Education Handbook (pp. 48-68). New York: Routledge.
  1. Kohli, R. & Solorzano, D. (2012). “Teachers, Please Learn Our Names!: Racial Microaggressions and the K-12 Classroom.” Race, Ethnicity, and Education, 15, 441-462.
  1. Solorzano, D. & Perez Huber, L. (2012). “Microaggressions, Racial.” In J. Banks (Ed.), Encyclopedia of Diversity in Education (pp. 1489-92). Thousand Oaks, CA: Sage Publications.
  1. Talavera, V. & Solorzano, D. (2012). “Resistance Theory.” In J. Banks (Ed.), Encyclopedia of Diversity in Education (pp. 1856-59). Thousand Oaks, CA: Sage Publications.
  1. Jain, D., Herrera, A., Bernal, S., & Solorzano, D. (2011). “Critical Race Theory and the Transfer Function: Introducing a Transfer Receptive Culture.” Community College Journal of Research and Practice, 35, 252-266.
  1. Burciaga, R., Pérez Huber, L. & Solorzano, D. (2010). “Going Back to the Headwaters: Examining Latina/o Educational Attainment and Achievement through a Framework of Hope.” In E. Murillo, S. Villenas, R. Galván, Muñoz, C. Martínez, & M. Machado-Casas (Eds.), Handbook of Latinos and Education: Theory, Research, and Practice (pp. 422-437). New York: Routledge.
  1. 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.
  1. Perez Huber, L., Benavides, C., Malagon, M., Velez, V. & Solorzano, D. (2008). “Getting Beyond the ‘Symptom,’ Acknowledging the ‘Disease’: Theorizing Racist Nativism.” Contemporary Justice Review, 11, 39-51.
  1. Velez, V., Perez Huber, L., Benavides, C., de la Luz, A. & Solorzano, D. (2008). “Battling for Human rights and Social Justice: A Latina/o Critical Race Analysis of Latina/o Student Youth Activism in the Wake of 2006 Anti-Immigrant Sentiment.” Social Justice, 35, 7-27.
  1. Smith, W., Yosso, T, & Solorzano, D. (2007). “Racial Primes and Black Misandry on Historically White Campuses: Toward Critical Race Accountability in Educational Administration.” Educational Administration Quarterly, 43, 559-585.
  1. Nunez, A., McDonough, P, Ceja, M. & Solorzano, D. (2007). “Diversity Within: Latino College Choice and Ethnic Comparisons.” Social Forces, 86, 561-575.
  1. Smith, W., Yosso, T., & Solorzano, D. (2006). “Challenging Racial Battle Fatigue on Historically White Campuses: A Critical Race Examination of Race-Related Stress.” In C. A. Stanley (Ed.), Faculty of Color Teaching in Predominantly White Colleges and Universities (pp. 299-327). Bolton, MA: Anker Publishing.
  1. Solorzano, D., Villalpando, O., & Oseguera, L. (2005). “Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress.” Journal of Hispanic Higher Education, 4, 272-294.