- Faculty Director, Center X
- Director, UCLA’s Institute for Democracy, Education, and Access (IDEA)
- Ph.D., Education, Stanford University
- B.A., Public Policy and African American Studies, Princeton University
Teaching & Research Interests
- Re-envisioning public engagement and democratic education today in light of John Dewey’s scholarship and practice.
- Understanding what and how youth learn about economic, social, and racial inequality inside and outside of schools.
- Examining and developing strategies for engaging urban youth, community members, and educators in equity-focused school reform
Rogers, J. & Terriquez, V. (Forthcoming). “’It shaped who I am as a person’: Youth Organizing and the Educational and Civic Trajectories of Low-Income Youth.” in Jerusha Conner and Sonia Rosen eds., Contemporary Youth Activism: Advancing Social Justice in the United States. Santa Barbara, California: Praeger.
Rogers, J. & Westheimer, J. (Forthcoming). “Teaching about inequality: Lessons from California.” In Corey Wright ed. Teaching for Democracy in an Age of Economic Disparity. New York: Routledge.
Rogers, J., Lubienski, C., Scott, J., & Welner, K. G. (2015). Examining the Parent Trigger as a Strategy for School Reform and Parental Engagement. Teachers College Record, 117(6).
Rogers, J., Mirra, N., Seltzer, M., & Yun, J. (2014). It’s About Time: Learning Time and Educational Opportunity in California High Schools. Los Angeles: UCLA IDEA.
Rogers, J. (2013). “Dewey’s Liberalisms: Depression-Era Insights for the Great Recession,” International Studies in Sociology of Education. 23:3:204-223.
Rogers, J. (2012). “‘True Democracy’: Youth Organizing, Electoral Engagement, and the Struggle for Social Justice,” Encyclopaideia. Journal of Phenomenology and Education. 33(XVI): 113-134.