Bio


Dr. Artiles is Lee L. Jacks Professor of Education. His programmatic work engages the questions “how do educational equity remedies create new injustices and what are effective ways to reduce these paradoxes?” His scholarship examines the dual nature of disability as an object of protection and a tool of stratification. More specifically, he aims to understand how responses to disability intersections with race, social class and language advance or hinder educational opportunities for disparate groups of students. For instance, he is studying the cultural-historical contexts of racial disparities in special education and whether a disability diagnosis is associated with differential consequences for minoritized groups (e.g., segregation, quality and type of services). He and his colleagues have led national and regional technical assistance initiatives at the state and school district levels to address these equity paradoxes. Current research projects include:

* Examining the role of sociocultural influences (e.g., histories of racial inequities in communities and schools) in educators’ interpretations and responses to chronic school district citations for racial disparities in special education.
* Mapping the changing meanings of “disability” and “inclusive education” and the ways in which disability-race intersections appear and disappear across identification policies, practices and settings at the district and school levels.
* Piloting a participatory model with youth of color with/without disabilities grounded in the arts and humanities to (re)structure school discipline policies and practices.
* Documenting teachers’ struggles with the second language-learning disability dilemma during instructional processes prior to referring dual language learners to special education.
* Analyzing equity consequences of inclusive education implementation in Global South nations.

Dr. Artiles is Honorary Professor at the University of Birmingham (United Kingdom) and received an honorary doctorate from the University of Göteborgs (Sweden). He served on the Obama White House Advisory Commission on Educational Excellence for Hispanics. Dr. Artiles received mentoring awards from The Spencer Foundation, the American Educational Research Association (AERA) and Arizona State University. Artiles is an elected member of the National Academy of Education and Fellow of AERA, the Learning Policy Institute and the National Education Policy Center. He was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. The 2011 article based on his Wallace Lecture, “Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability” received AERA’s Palmer O. Johnson Award. His paper “Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 – 2016” (with S. Dorn & A. Bal) won the 2017 AERA Review of Research Award.

Academic Appointments


Administrative Appointments


  • Faculty Director, Stanford Center for Opportunity Policy in Education (SCOPE) (2020 - Present)
  • Director of Research, Center for Comparative Studies in Race & Ethnicity (2021 - 2022)
  • Affiliated Faculty, Learning Differences and the Future of Special Education Initiative (2020 - Present)
  • Affiliated Faculty, Center for Comparative Studies in Race & Ethnicity (2020 - Present)
  • Faculty Affiliate, Stanford King Center on Global Development (2020 - Present)
  • Affiliated Faculty, Center for the Art and Science of Teaching. Mary Lou Fulton Teachers College, Arizona State University (2017 - 2018)
  • Dean, Graduate College, Arizona State University (2016 - 2020)
  • Series Editor, Disability, Culture, and Equity (Teachers College Press) (2015 - Present)
  • Associate Dean of Academic Affairs, Mary Lou Fulton Teachers College, Arizona State University (2013 - 2016)
  • Visiting Professor, University of Birmingham, United Kingdom (2013 - 2016)
  • Ryan C. Harris Professor of Special Education, Mary Lou Fulton Teachers College, Arizona State University (2012 - 2020)
  • Visiting Professor, Universidad Rafael Landívar, Guatemala (2012 - 2012)
  • Visiting Professor, University of Göteborgs, Sweden (2011 - 2011)
  • Affiliated Professor, School of Social Transformation, College of Liberal Arts & Sciences, Arizona State University (2010 - 2020)
  • Visiting Professor, Universidad del Valle de Guatemala, (2010 - 2011)
  • Visiting Professor, Guest Scientists Programme of the Faculty of Humanities, Leibniz University, Hannover, Germany (2009 - 2010)
  • Affiliated Professor, School of Transborder Studies, College of Liberal Arts and Sciences, Arizona State University (2008 - 2020)
  • Professor of Education, Mary Lou Fulton Teachers College, Arizona State University (2004 - 2020)
  • Southwest Borderlands Initiative Professor, Arizona State University (2004 - 2020)

Honors & Awards


  • Senior Research Fellow, Learning Policy Institute (2021 - present)
  • Elected Member, National Academy of Education (2019 - present)
  • Honorary Doctorate, University of Göteborgs, Sweden (2019)
  • Spencer Mentor Award, The Spencer Foundation (2019)
  • Presidential Citation, American Educational Research Association (2017)
  • Review of Research Award, American Educational Research Association (2017)
  • Honorary Professor, School of Education (College of Social Sciences), University of Birmingham, United Kingdom (2016-2023)
  • Faculty Google Award for Diversity and Inclusion, Arizona State University (2014)
  • Graduate Education Outstanding Doctoral Mentor, Arizona State University Graduate College (2014)
  • Mentoring Award, American Educational Research Association, Division G (2014)
  • Palmer O. Johnson Award for best article published in an AERA journal, American Educational Research Association (2012)
  • Commissioner, White House Commission on Educational Excellence for Hispanics (2011 – 2017)
  • Fellow, American Educational Research Association (2010 - present)
  • Vice President, American Educational Research Association, Division G (2009 - 2011)
  • Distinguished Alumni Award, University of Virginia’s Curry School of Education Foundation (2009)
  • Residential Fellow, Center for Advanced Study in the Behavioral Sciences at Stanford University (2008-2008)
  • Fellow, National Education Policy Center (2007 - present)
  • Teacher Education and Special Education Annual Publication Award, Council for Exceptional Children’s Teacher Education Division (2002)
  • Early Career Award, American Educational Research Association’s Committee on Scholars of Color in Education (2001)
  • Post-doctoral Fellow, National Academy of Education/Spencer Foundation (1998 - 2000)
  • Fulbright-LASPAU Scholar, University of Virginia (1988 - 1992)

Boards, Advisory Committees, Professional Organizations


  • Member - "Distinguished Contributions to Research in Education" Award Committee, American Educational Research Association (2021 - Present)
  • Member - Committee on the Future of Education Research at the Institute of Education Sciences, National Academies of Sciences, Engineering, and Medicine (2021 - Present)
  • Chair, Lifetime Achievement Award committee. AERA Division G (2021 - 2021)
  • Chair, Henry Trueba Award Committee, American Educational Research Association Social Contexts of Education Division (2021 - 2021)
  • Member, Lifetime Achievement Award Committee, American Educational Research Association's Cultural Historical Special Interest Group (2021 - 2021)
  • Member, Selection Committee for the NAEd/Spencer Postdoctoral Fellowship Program (2020 - Present)
  • Member, Nominating committee for Vice President, AERA Division K (2020 - Present)
  • Member - Consensus Study "Exploring the Opportunity Gap for Young Children from Birth to Eight", National Academies of Sciences, Engineering, and Medicine (2020 - Present)
  • Chair, President-Elect and Board Nominating Committee. National Academy of Education. (2020 - 2020)
  • Member, Doris Entwisle Early Career Award Committee. American Sociological Association, Sociology of Education Section (2019 - 2019)
  • Member, AERA Fellows Selection Committee (2017 - 2019)
  • Review Panel Member, Lyle Spencer Research Award program. Spencer Foundation (2017 - 2019)
  • Member, Consensus Study "Fostering the Development & Educational Success of Dual Language Learners", The National Academies of Sciences, Engineering and Medicine (2015 - 2016)
  • Chair, Henry Trueba Award for Research Leading to the Transformation of the Social Contexts of Education. AERA Division G (2014 - 2015)
  • Commissioner, White House Commission on Educational Excellence for Hispanics (2011 - 2017)
  • Member at-Large, AERA Council (2011 - 2013)
  • Member, AERA Executive Council (2010 - 2013)
  • Member, Equity and Excellence Working Group. National Academy of Education White Paper Initiative. (2008 - 2009)
  • Working Group Member, Teaching Diverse Students Initiative. Southern Poverty Law Center. (2006 - 2008)
  • Juror, Eloísa de Lorenzo Award - Excellence in special education research in the American continent. Organization of American States and the University of Kansas (1995 - 1995)

Professional Education


  • Ph.D., University of Virginia, Education/Special education. (1992)

Research Interests


  • Educational Policy
  • Equity in Education
  • Immigrants and Immigration
  • Poverty and Inequality
  • Special Education

Stanford Advisees


All Publications


  • Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools Sociology of Education Voulgarides, C. K., Aylward, A., Tefera, A., Artiles, A. J., Alvarado, S. L., Noguera, P. 2021: 1-19
  • Fourteenth Annual Brown Lecture in Education Research: Reenvisioning Equity Research: Disability Identification Disparities as a Case in Point EDUCATIONAL RESEARCHER Artiles, A. J. 2019; 48 (6): 325–35
  • Objects of Protection, Enduring Nodes of Difference: Disability Intersections With "Other" Differences, 1916 to 2016 REVIEW OF RESEARCH IN EDUCATION, VOL 40: EDUCATION RESEARCH: A CENTURY OF DISCOVERY Artiles, A. J., Dorn, S., Bal, A., Alexander, P. A., Levine, F. J., Tate, W. F. 2016; 40: 777–820
  • Untangling the Racialization of Disabilities An Intersectionality Critique Across Disability Models DU BOIS REVIEW-SOCIAL SCIENCE RESEARCH ON RACE Artiles, A. J. 2013; 10 (2): 329–47
  • Toward an Interdisciplinary Understanding of Educational Equity and Difference: The Case of the Racialization of Ability EDUCATIONAL RESEARCHER Artiles, A. J. 2011; 40 (9): 431–45
  • Wrestling with the paradoxes of equity: A cultural-historical re-framing of technical assistance interventions Multiple Voices Gonzalez, T., Artiles, A. J. 2020; 20 (1): 5-15
  • Inclusive education in the 21st century: Disruptive interventions Educational Forum Artiles, A. J. 2020; 84 (Special issue editor): 289-390
  • Understanding Practice and Intersectionality in Teacher Education in the Age of Diversity and Inequality TEACHERS COLLEGE RECORD Artiles, A. J. 2019; 121 (6)
  • Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective INTERNATIONAL JOURNAL OF EARLY CHILDHOOD McLinden, M., Lynch, P., Soni, A., Artiles, A., Kholowa, F., Kamchedzera, E., Mbukwa, J., Mankhwazi, M. 2018; 50 (2): 159–74

    Abstract

    Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer 'caregiver' in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.

    View details for DOI 10.1007/s13158-018-0223-y

    View details for Web of Science ID 000539387400003

    View details for PubMedID 30956287

    View details for PubMedCentralID PMC6414151

  • World Yearbook of Education 2017 Assessment Inequalities Introduction WORLD YEARBOOK OF EDUCATION 2017: ASSESSMENT INEQUALITIES Allan, J., Artiles, A. J., Allan, J., Artiles, A. J. 2017: 1–11
  • In search of voice: theory and methods in K-12 student voice research in the US, 1990-2010 EDUCATIONAL REVIEW Gonzalez, T. E., Hernandez-Saca, D. I., Artiles, A. J. 2017; 69 (4): 451–73
  • DEVELOPING A CRITICAL SPACE PERSPECTIVE IN THE EXAMINATION OF THE RACIALIZATION OF DISABILITIES DETERRITORIALIZING/RETERRITORIALIZING: CRITICAL GEOGRAPHY OF EDUCATIONAL REFORM Tefera, A. A., Aguilar, C., Artiles, A. J., Voulgarides, C., Velez, V., Ares, N., Buendia, E., Helfenbein, R. 2017; 8: 191–207
  • Untangling the Racialization of Disabilities An Intersectionality Critique across Disability Models WORLD YEARBOOK OF EDUCATION 2017: ASSESSMENT INEQUALITIES Artiles, A. J., Allan, J., Artiles, A. J. 2017: 177–97
  • Dual Language Learners and English Learners with Disabilities PROMOTING THE EDUCATIONAL SUCCESS OF CHILDREN AND YOUTH LEARNING ENGLISH: PROMISING FUTURES Takanishi, R., Artiles, A., August, D. L., Botana, X., Conger, D., Duran, R. P., Espinosa, L. M., Garcia, E. E., Genesee, F., Hakuta, K., Hernandez, A., Houtchens, B., MacSwan, J., Romo, H., Sera, M., Tamis-Lemonda, C. S., Thomas, K. A., Toppelberg, C. O., Wong-Fillmore, L., Diaz, A., Barkin, S., Boat, T. F., Boyce, W., Brent, D. A., Britt, D. B., Chang, D. I., DeLeon, P. H., Fuentes-Afflick, E., Garcia, E. E., Hawkins, J., Hutchinson, J. W., Jones, J., Masten, A. S., Murry, V., McEwen, B. S., Sepulveda, M. J., Gamoran, A., Cooper, M., Dirzo, R., Krehbiel, M., Lach, M., Liben, L., Manduca, C., Mather, J., Reiser, B., Smith, M., Tanner, R., Wilson, S., Schweingruber, H., Comm Fostering Sch Success English, Board Children Youth Families, Board Sci Educ, Div Behav Social Sci, Educ Hlth Med Div, Natl Acad Sci Engn Med, Takanishi, R., LeMenestrel, S. 2017: 351–400
  • Building the Workforce to Educate English Learners PROMOTING THE EDUCATIONAL SUCCESS OF CHILDREN AND YOUTH LEARNING ENGLISH: PROMISING FUTURES Takanishi, R., Artiles, A., August, D. L., Botana, X., Conger, D., Duran, R. P., Espinosa, L. M., Garcia, E. E., Genesee, F., Hakuta, K., Hernandez, A., Houtchens, B., MacSwan, J., Romo, H., Sera, M., Tamis-Lemonda, C. S., Thomas, K. A., Toppelberg, C. O., Wong-Fillmore, L., Diaz, A., Barkin, S., Boat, T. F., Boyce, W., Brent, D. A., Britt, D. B., Chang, D. I., DeLeon, P. H., Fuentes-Afflick, E., Garcia, E. E., Hawkins, J., Hutchinson, J. W., Jones, J., Masten, A. S., Murry, V., McEwen, B. S., Sepulveda, M. J., Gamoran, A., Cooper, M., Dirzo, R., Krehbiel, M., Lach, M., Liben, L., Manduca, C., Mather, J., Reiser, B., Smith, M., Tanner, R., Wilson, S., Schweingruber, H., Comm Fostering Sch Success English, Board Children Youth Families, Board Sci Educ, Div Behav Social Sci, Educ Hlth Med Div, Natl Acad Sci Engn Med, Takanishi, R., LeMenestrel, S. 2017: 431–69
  • Teacher learning as curating: Becoming inclusive educators in school/university partnerships TEACHING AND TEACHER EDUCATION Waitoller, F. R., Artiles, A. J. 2016; 59: 360–71
  • Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015) EDUCATIONAL RESEARCHER Skiba, R. J., Artiles, A. J., Kozleski, E. B., Losen, D. J., Harry, E. G. 2016; 45 (3): 221–25
  • Addressing Special Education Inequity Through Systemic Change: Contributions of Ecologically Based Organizational Consultation JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION Sullivan, A. L., Artiles, A. J., Hernandez-Saca, D. I. 2015; 25 (2-3): 129–47
  • Beyond responsiveness to identity badges: future research on culture in disability and implications for Response to Intervention EDUCATIONAL REVIEW Artiles, A. J. 2015; 67 (1): 1–22
  • The Intersections of Language Differences and Learning Disabilities Narratives in Action ROUTLEDGE HANDBOOK OF EDUCATIONAL LINGUISTICS Gonzalez, T., Tefera, A., Artiles, A., Bigelow, M., EnnserKananen, J. 2015: 145–57
  • Equity Challenges in the Accountability Age Demographic Representation and Distribution in the Teacher Workforce HANDBOOK OF RESEARCH ON SPECIAL EDUCATION TEACHER PREPARATION Kozleski, E. B., Artiles, A. J., McCray, E. D., Lacy, L., Sindelar, P. T., McCray, E. D., Brownell, M. T., LignugarisKraft, B. 2014: 113–26
  • A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program REVIEW OF EDUCATIONAL RESEARCH Waitoller, F. R., Artiles, A. J. 2013; 83 (3): 319–56
  • PLACEMENT OF CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS IN PROGRAMS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS: CONTEMPORARY TRENDS AND RESEARCH NEEDS BEHAVIORAL DISORDERS: IDENTIFICATION, ASSESSMENT, AND INSTRUCTION OF STUDENTS WITH EBD Artiles, A. J., Bal, A., Trent, S. C., Thorius, K., Bakken, J. P., Obiakor, F. E., Rotatori, A. F. 2012; 22: 107–27
  • Theorizing Racial Inequity in Special Education: Applying Structural Inequity Theory to Disproportionality URBAN EDUCATION Sullivan, A. L., Artiles, A. J. 2011; 46 (6): 1526–52
  • Beyond Culture as Group Traits: Future Learning Disabilities Ontology, Epistemology, and Inquiry on Research Knowledge Use LEARNING DISABILITY QUARTERLY Artiles, A. J., Thorius, K., Bal, A., Neal, R., Waitoller, F. R., Hernandez-Saca, D. 2011; 34 (3): 167–79
  • Grappling with the Intersection of Language and Ability Differences Equity Issues for Chicano/Latino Students in Special Education CHICANO SCHOOL FAILURE AND SUCCESS: PAST, PRESENT, AND FUTURE 3RD EDITION Artiles, A. J., Waitoller, F. R., Neal, R., Valencia, R. R. 2011: 213–34
  • Grappling with the Intersection of Language and Ability Differences Equity Issues for Chicano/Latino Students in Special Education CHICANO SCHOOL FAILURE AND SUCCESS: PAST, PRESENT, AND FUTURE, 3RD EDITION Artiles, A. J., Waitoller, F. R., Neal, R., Valencia, R. R. 2011: 213–34
  • What counts as response and intervention in RTI? A sociocultural analysis PSICOTHEMA Artiles, A. J., Kozleski, E. B. 2010; 22 (4): 949–54

    Abstract

    Response to Intervention (RTI) is being used in districts and states around the United States (U.S.) as a means to enhance learning opportunities and address the needs of struggling learners. Increasing attention to RTI in the research community and the recent creation of a large national technical assistance center reflect its growing visibility. Because equity issues for ethnic and linguistically diverse students are purportedly addressed in RTI models, we conduct a sociocultural analysis of its building blocks, namely the definitions and assumptions embedded in the notions of "response" and "intervention". We used interdisciplinary theoretical and empirical insights about the cultural nature of learning and development to inform our analysis. We discuss how the assumptions of RTI might unintentionally create blind spots for researchers and practitioners about how to design, conduct, and assess learning environments, particularly for diverse students. We conclude with reflections about future directions in this research area.

    View details for Web of Science ID 000283093700064

    View details for PubMedID 21044537

  • The Miner's Canary A Review of Overrepresentation Research and Explanations JOURNAL OF SPECIAL EDUCATION Waitoller, F. R., Artiles, A. J., Cheney, D. A. 2010; 44 (1): 29–49
  • Justifying and Explaining Disproportionality, 1968-2008: A Critique of Underlying Views of Culture EXCEPTIONAL CHILDREN Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., Ortiz, A. 2010; 76 (3): 279–99
  • Back to the Future: A Critique of Response to Intervention's Social Justice Views THEORY INTO PRACTICE Artiles, A. J., Bal, A., Thorius, K. 2010; 49 (4): 250–57
  • Risk, Equity, and Schooling: Transforming the Discourse Introduction REVIEW OF RESEARCH IN EDUCATION, VOL 33, 2009 Gadsden, V. L., Davis, J., Artiles, A. J., Gadsden, V. L., Davis, J. E., Artiles, A. J. 2009; 33: VII-XI
  • The Next Generation of Disproportionality Research Toward a Comparative Model in the Study of Equity in Ability Differences JOURNAL OF SPECIAL EDUCATION Artiles, A. J., Bal, A. 2008; 42 (1): 4–14
  • Beyond research on cultural minorities: Challenges and implications of research as situated cultural practice EXCEPTIONAL CHILDREN Arzubiaga, A. E., Artiles, A. J., King, K. A., Harris-Murri, N. 2008; 74 (3): 309–27
  • The Antinomies of Global English and National Pedagogies EDITORS' INTRODUCTION INTERNATIONAL MULTILINGUAL RESEARCH JOURNAL Wiley, T. G., Artiles, A. J. 2007; 1 (2): 57–60
  • Forging a knowledge base on English Language Learners with special needs: Theoretical, population, and technical issues TEACHERS COLLEGE RECORD Artiles, A. J., Klingner, J. K. 2006; 108 (11): 2187–94
  • Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead THEORY INTO PRACTICE Artiles, A. J., Harris-Murri, N., Rostenberg, D. 2006; 45 (3): 260–68
  • English language learners who struggle with reading: Language acquisition or LD? Klingner, J. K., Artiles, A. J., Barletta, L. W. SAGE PUBLICATIONS INC. 2006: 108–28

    Abstract

    We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.

    View details for DOI 10.1177/00222194060390020101

    View details for Web of Science ID 000236043900002

    View details for PubMedID 16583792

  • Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda REVIEW OF RESEARCH IN EDUCATION 30, 2006 Artiles, A. J., Kozleski, E. B., Dorn, S., Christensen, C., Green, J., Luke, A. 2006; 30: 65–108
  • Within-group diversity in minority disproportionate representation: Engish-language learners in urban school districts EXCEPTIONAL CHILDREN Artiles, A. J., Rueda, R., Salazar, J. J., Higareda 2005; 71 (3): 283–300
  • The end of innocence: Historiography and representation in the discursive practice of LD JOURNAL OF LEARNING DISABILITIES Artiles, A. J. 2004; 37 (6): 550–55

    Abstract

    In this article, I discuss two interrelated sets of challenges that the discursive practice of learning disability (LD) will need to address, namely, issues associated with the development of a historiography of special education and a more complex understanding of representation issues. I use social theory to address these challenges and raise questions the LD field will need to grapple with as we move toward the consolidation of discursive practices.

    View details for DOI 10.1177/00222194040370061001

    View details for Web of Science ID 000225050100010

    View details for PubMedID 15586474