- Director, Center for the Study of School Transformation
Pedro Noguera is a Distinguished Professor of Education at the Graduate School of Education and Information Studies at UCLA. His research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts. He is the author of twelve books (His most recent book is Race, Equity and Education: The Pursuit of Equality in Education 60 Years After Brown. New York: Springer Press), and he has published over 200 articles and monographs. He serves on the boards of numerous national and local organizations, including the Economic Policy Institute, the Broader, Bolder Approach and The Nation Magazine. Noguera appears as a regular commentator on educational issues on several national media outlets, and his editorials on educational issues have appeared in the New York Times, Washington Post, Wall Street Journal, Dallas Morning News and Huffington Post. Prior to joining the faculty at UCLA he served as a tenured professor and holder of endowed chairs at New York University (2003 – 2015) Harvard University (2000 – 2003) and the University of California, Berkeley (1990 – 2000). From 2009 – 2012 he served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor. In 2014 he was elected to the National Academy of Education. Noguera recently received awards from the Center for the Advanced Study of the Behavioral Sciences at Stanford University, from the National Association of Secondary Principals, and from the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.
- Ph.D., Sociology, University of California, Berkeley
- M.A., Sociology, Brown University
- B.A., Sociology/American History, Brown University
- Teaching Credential, Brown University
Teaching & Research Interests
- Schools and the urban environment
- Education and economic and social development
- Education in other countries
- Race and schooling
- Parents and schools
- Leadership and school reform
- Student achievement
Vuglarides, C. A. Alward and P.Noguera (2015) “The Elusive Quest for Equity: An Analysis of How Contextual Factors Contribute to the Likelihood of School Districts Being Legally Cited for Racial Disproportionality in Special Education” in Journal of Law and Society, Vol. 15
Noguera, P., J. Pierce and R. Ahram (Eds.) (2015) Guest editors of the Journal of Race and Social Problems, Vol. 7 No. 1.
Saeed, E. and P. Noguera (2014) “Why Parents United: Exploring the Changing Civic Landscape of Urban Education Reform” in Journal of Education and Social Justice, Vol. 13, No. 4, Winter.
Garver, R. and P. Noguera (2014) “Supported and Unsafe: The Impact of Educational Structures for Immigrant Students on School Safety” in Youth Violence and Juvenile Justice, Fall.
Garver, R. and P. Noguera (2012) “For Safety’s Sake: A Case Study of School Security Efforts and Their Impact on Education Reform” in Journal of Applied Research on Children: Informing Policy for Children at Risk. Vol. 3, Issue 2, Article 5.
Noguera, P. (2013) “Urban Schools and the Black Male Challenge” in Handbook of Urban Education, edited by Kofi Lomotey and Richard Milner.
Herrera, L. and P. Noguera (2013) “The Education of Latino Students in New York” in Latinos in New York in the 21st Century, edited by Angelo Falcon. New York: Praeger Publishers.
Noguera, P. A. (2013) “Creating Schools Where Race and Class No Longer Predict Achievement” in Public Education Under Siege edited by Michael B. Katz and Mike Rose. Philadelphia, PA: University of Pennsylvania.