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 served on the Obama White House Advisory Commission on Educational Excellence for Hispanics. He 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 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)
  • 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

  • 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 - Consensus Study "Exploring the Opportunity Gap for Young Children From Birth to Age Eight", The National Academies of Sciences, Engineering and Medicine (2021 - Present)
  • 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)
  • Chair, Distinguished Contributions to Social Contexts in Education Research - Lifetime Achievement Award committee. AERA Division G (2020 - 2020)
  • 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

All Publications

  • 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
  • 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


    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

  • 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