Rosa Chávez, Ph.D.
Dr. Rosa Chávez is an Assistant Professor in the department of Educational Psychology, Leadership, & Counseling. She earned her doctorate in Curriculum and Teacher Education from Stanford University. Her research centers around policy implementation and its interaction with teaching and learning for students from historically marginalized communities. Her recent work includes projects that look at teachers as institutional actors of policies in Texas and California, how Latine pre-service teachers engage in negotiating anti-Blackness within Latinidad identity, and how in-service teachers engage in culturally and linguistically responsive teaching in Dual Language programs.
Prior to joining Texas Tech, Dr. Chávez taught various courses that focused on access, elementary and secondary mathematics methods, teacher identity, and leading change in schools at Stanford University and Santa Clara University. She was also a middle school and high school mathematics teacher in the Rio Grande Valley.
- Ph.D. Curriculum and Teacher Education (Mathematics Education), Stanford University, 2022
- M.S., Mathematical Sciences, University of Texas Pan-American, 2013
- M.A., Mass Communication, University of Texas Pan-American, 2011
Areas of Expertise
- Mathematics education
- Teacher education
- Policy implementation
- Dual Language/Bilingual education
- Humanizing pedagogies and practices
- Culturally responsive teaching
- Culturally relevant pedagogies
- Qualitative methodologies
Langer-Osuna, J. M., Chavez, R., Kwon, F., Malamut, J., Gargroetzi, E., Lange, K., & Ramirez, J. (2021). “I'm Telling!”: Exploring Sources of Peer Authority During a K-2 Collaborative Mathematics Activity. Studia paedagogica, 26(2), 97-111.
Anderson, R. K., Ruef, J., Reigh, E., Chavez, R., Williamson, P., Muro Villa, A. (2021). “Math is so much more”: The design, implementation, and outcomes of an elective mathematics methods course. Teacher Education Quarterly, 48(4), 28-51.
Gargroetzi, E., Horn, I.; Chavez, R., & Byun, S. (2021). Institution-Identities in the Neoliberal Era: Challenging Differential Opportunities for Mathematics Learning. In Langer-Osuna, J. M., & Shah, N. (Eds.). Making visible the invisible: The promise and challenges of identity research in mathematics education [Journal for Research in Mathematics Education Monograph Number 17]. National Council of Teachers of Mathematics.
Jaquith, A., & Chavez, R. (2020). Coherent Assistance in Education Improvement: How Foundations Can Help. The Foundation Review, 12(2) 54-65.
Langer-Osuna, J.M., Gargroetzi, E., Munson, J., & Chavez, R. (2020). Exploring the role of off-task activity on students' collaborative dynamics. Journal of Educational Psychology, 112(3), 514-532.
Langer-Osuna, J.M., Gargroetzi, E., Munson, J., Williams, I., & Chavez, R. (2020). “So What are we working on?”: How student authority relations shift during collaborative mathematics activity. Educational Studies in Mathematics, 104(3), 333-349.