Jasmine Alvarado (she/ella, her)

Jasmine Alvarado is an Assistant Professor in Educational Leadership and Policy at the University at Buffalo, SUNY (UB). With regard to her research agenda, Jasmine focuses on the intersections between societal inequities, educational policies, and the multiliteracies/experiences of racially minoritized families in K-8 schools. In relation, Jasmine draws on understandings from critical race, sociocultural, and sociolinguistic perspectives.

As an educator, Jasmine seeks to support educational leaders in creating transformative learning spaces where students and families, especially those from minoritized groups, can leverage their cultural and linguistic practices, while addressing broader societal inequities and processes that permeate schools. Her teaching experiences over the past decade include teaching university-level courses, supervising teacher candidates, leading conference workshops for educational leaders, teaching elementary bilingual youth, and leading adult language development classes.

Her unwavering commitment towards collective learning, organizing, and interconnectedness stem from her experiences as a student, teacher, and after-school program director of NYC Public Schools, and being a member/caretaker of an Ecuadorian family with Quechua roots.

• PhD, Boston College, Lynch School of Education and Human Development, Curriculum and Instruction
• MEd, Boston College Lynch School of Education and Human Development, Educational Leadership and Policy
• MEd, Hunter College-City University of New York, Childhood Education-Bilingual Education
• BA, Harvard College, Romance Languages and Literatures

• Boston College María Brisk Award-Contributions to Multilingual Education; Boston College; 2023-05-21;
• AERA Family-School-Community Partnership SIG Dissertation Award-Honorable Mention; American Educational Research Association; 2023-03-13;
• AERA Latino/a/x Outstanding Dissertation Award; American Educational Research Association; 2023-03-13;
• American Educational Research Association Minority Dissertation Fellowship; The American Educational Research Association; 2021-05-10;
• Spencer Foundation Research Development Award; The National Academy of Education/Spencer Foundation; 2020-05-11;

• Alvarado, J. (2023). Pausing to witness latinx siblings’ relations in an elementary bilingual program. Journal of Latinos and Education, 1-9.
• Alvarado, J., & Butler, A. (2023). “Close and desirable for whom?”: Parents traversing racialised spaces and places in gentrifying US schools. Educational Studies, 1-17.
• Alvarado, J. & Proctor, C.P. (2023). Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state. Journal of Multilingual and Multicultural Development. 1-17.
• Alvarado, J. (2022). A family-school liaison’s negotiation of racialized scripts for family engagement. Journal of Cases in Educational Leadership, 25(4), 364–377.

• Alvarado, J. & Proctor, C.P. (2022). Cultivating bilingual teacher preparation in Massachusetts: From survival to restoration. In C. Aquino-Sterling, M. Gort, B. Bustos (Eds.). Innovative curricular and pedagogical designs in bilingual teacher education: bridging the distance with p-12 contexts. Information Age Publishing.

• Alvarado, J. & Butler, A (2022, April). "Close and Desirable for Whom?”: Parents Transversing Racialized Spaces and Places in Gentrifying U.S. Schools.” Paper presented at the American Educational Research Association Conference.;
• Alvarado, J. (2022, April). “Reimagining Possibilities for Sibling Relationships in Bilingual Education during a Time of Loss and Uncertainty.” Paper presented at the American Educational Research Association Conference.;
• Alvarado, J. (2022, April). “What Counts as Family Engagement in Schools? Raced, Classed, and Linguicized Relations Between Families and a Two-Way Dual Language Bilingual Program.” Paper presented at the American Educational Research Association Conference.;
• Alvarado, J. (2023, April). Latinx Siblings’ Resistance to Pathology within Family-Bilingual School Relations [Paper presentation]. American Educational Research Association Conference, Chicago, IL, United States.;
• Alvarado, J. (2021, March). "Traversing Multiple Spaces and Places: An Ethnographic Study of Families in a Two-Way Immersion Program in a Gentrifying Community." Paper presented at the 2021 NAEd Spencer Foundation Spring Conference. (Conference held online).;

• What Counts as Family Engagement in Schools? Raced, Classed, and Linguicized Relations Between Families and a Two-Way Dual Language Bilingual Program.; Foundation and Research Organization; The American Educational Research Association; Awarded; (09/01/2021-06/02/2022)
• Traversing Multiple Spaces and Places: An Ethnographic Study of Families in a Two-Way Immersion Program in a Gentrifying Community; Foundation and Research Organization; The National Academy of Education/Spencer Foundation; Awarded; (09/01/2020-06/01/2022)
• An Ethnographic Study of Families in a Two-Way Immersion Program in a Gentrifying Boston Community; Foundation and Research Organization; Boston College; Awarded; (05/18/2020-08/31/2020)

• Reviewer for the following journals: AERA Open, Educational Evaluation and Policy Analysis, Journal of Cases in Educational Leadership, Journal of Latinos and Education, Leadership and Policy in Schools, Review of Educational Research
  01/03/2022-05/31/2023
• Grant Reviewer for the following agencies: The National Academies of Science, Engineering, and Medicine/Ford Foundation; The National Academy of Education/Spencer Foundation
  06/01/2021-05/31/2023