Gilberto Arriaza, PhD Faculty Profile

Photo of Gilberto Arriaza

Gilberto  Arriaza, PhD


Department of Educational Leadership

Graduated from the University of California at Berkeley, College of Education, Social and Cultural Studies Program. Dissertation: Conflict and Subordination:  A Study of the Intersection of Race, Culture, and School Change in the Socialization of Children of Color. This work looks at cultural practices that perpetuate punitive approaches to social behavior that the school system has deemed unacceptable. While such practices affect all youngsters, they particularly penalize racialized youth. Over the years I have continued this line of inquiry from socio-linguistic and anthropological angles. At the university I have taught courses ranging from organizational theory, leadership, system analysis, school design, to research methods, curriculum planning, community involvement in schools and advocacy, primarily to professional educators concerned with PK-16 learning.

My work experience includes extensive research, leadership coaching and program evaluation in the public school systems. I have centrally worked for non-governmental and higher learning institutions.

At the core of my work sits the question: What key social and cultural forces intervene in transforming learning institutions into just and equitable social environments? I have done extensive studies of a few social realms: conflict, networks, institutional systems, agency (i.e., leadership), restorative justice. The focal point of my studies has recently consisted of the role of discourse both, as embodiment of values and beliefs, and as a potential source for social change.

  • Ph. D. 2000. Education (Social and Cultural Studies). University of California, Berkeley. Dissertation: Conflict and Subordination: A Study of the Intersection of Race, Culture, and School Change in the Socialization of Children of Color.
  • MA 1988 Secondary Education. San Francisco State University, Focus on secondary curriculum development, and language acquisition. Thesis: Democracy in the Classroom.

Not teaching this semester.

Arriaza, G., Mendosa-Reis, N. (2018).Educational Leadership and AdministrationTeaching and Program Development. (2018)29

Jones, A., Arriaza, G., Mendosa-Reis, N. (2017).Educational Leadership and AdministrationTeaching and Program Development. (2017)28.

Arriaza, G., Jones, A. & Mendosa-Reis, N. (2016). Educational Leadership and Administration. Teaching and Program Development. (2016)27.

Arriaza, G. & Miller, C. (2016). Growing social capital in the classroom. Issues in Teacher Education, 25(1) 59-71.

Arriaza, G. (2015) Disrupting prejudice in education institutions. In Theory to practice: fostering diverse and inclusive campus practices. Aiken, J.,  Johnson F. L., Heading-Grant, W., Miller, W.  (Editor)s. NCAPEA Publishing.

Arriaza, G. (2015). Significance of restorative justice in schools. Qurriculum Journal. University of La Laguna, Tenerife, Spain. 28 pp 164-177.

Arriaza, G. (2015). El lenguaje como factor del cambio social. In Educación y salud en una sociedad globalizada Zapata Boluda, R. M.; Soriano Ayala, E.; Gonzalez Jimenez, A. J.; Márquez Hernández, V.V.; López Rodriguez, M. (eds.) Editorial Universidad de Almería. 59-68.

Arriaza, G. (2015). Critical discourse analysis and leadership. Journal of Educational Leadership and Administration (2015) 26. 1-3.

Mendoza-Reis, N.; Arriaza, G.; Jones, A. (2015). Educational Leadership and Administration (2015) 26.,%20Volume%2026,%20March%202015.pdf

Jones, A.; Mendoza-Reis, N.; Arriaza, G. (2014). Educational Leadership and Administration (2014) 25.,%20Volume%2026,%20March%202015.pdf

García-Serrán, H. & Soriano-Ayala, E. (2014). Friends with benefits and psychological wellbeing. Procedia- Social and Behavioral Sciences 132 ( 2014 ) 241 – 247 .

Arriaza, G. (2014).   Time to repeal zero tolerance. Blog of the Social Justice Journal.

Arriaza, G. (2013). Los caminos del prejuicio social y cómo desmantelarlos en cua­tro actos. In Soriano, E. (Ed.). Interculturalidad y Neocomunicación. Editorial La Muralla. Madrid, Spain.

Arriaza G. and Wagner, A. (2012) Build me a bridge. Steps to solidarity between a school and its community. In Creating solidarity across diverse communities. Columbia Teachers Press, NY, NY pp 148-162.

& Henze, R. C. (2011).Transformative leaders and urban education. In Urban leadership. Symms Gallagher, K; Goodyear, R.; Brewer, D. J.; and Rueda, R. Editors. Routledge. New York, NY, .

& Briscoe, F. M. and Henze, R. C. (2009). The Power of Talk: How Words Change Our Lives,. Corwin Press,. Thousand Oaks, CA.

Mendoza, N. (2007).  Equity leadership in schools. Merida, Mexico. Educación y Ciencia. (Pp 7-20).

& Krovetz, M. (2006). Collaborative teacher leadership. How teachers can foster equitable schools. Corwin Press, Thousand Oaks, CA.

& Henze, R. (2006). Language and reforming schools: a case for a critical approach to language in educational leadership. International Journal of Educational Leadership. (9(2) 157-177).

& Katz, S. & Fuentes, E. (2005). Waging war over public education and Youth Services. Challenging corporate control of our schools and communities. Issue editors. Social Justice Journal. (32(3)). San Francisco, CA.

Arriaza, G. (2004). Making changes that stay made. School reform and community involvement. The High School Journal. (37(4). 10-24). Chapel Hill, NC.

Arriaza, G. (2004). Changing schools for good: A study of school culture and systems. Journal of Education and Society. (22(2). 5-21). James Nicholas Publisher. Melburne, Australia.

Arriaza, G. (2004). Welcome to the front seat: Racial identity and Mesoamerican immigrants. Latinos and Education Journal. (3(4) 251-265). San Bernardino, CA.

Arriaza, G. (2003). The School yard as a stage. Missing cultural clues of symbolic fighting. Multicultural Education Journal. (10(3). 7-13.) Caddo Pub. San Francisco, CA.

Arriaza, G. (2003). Schools, social capital and children of color. Race, Ethnicity, and Class in Education Journal,. (6(1). 71-94.) The University of London, UK.

Arenas, A., & Sanford, V. (2003). Ideologies of violence. Issue co-editors. Social Justice Journal. (30(3).) San Francisco, CA.

Arriaza, G. (2001). Grace under pressure. Immigrant families and the nation state. Social Justice journal. (24(2) pp 6-25). San Francisco, CA.

Arriaza, G. (2001). Crime and punishment. Social capital and children of color. (Eric/Chess. Clearinghouse for Social Studies/Social Science in Education.) Indiana University. IN.

& Arias, A. (1998). Claiming collective memory. Maya languages and civil rights. Social Justice Journal. (25(3) pp 70-79). San Francisco, CA.

& Ishibashi, J., Noguera, P. (1997). Reconfiguring power: Challenges for the 21st century. Social Justice Journal. (24(2)). San Francisco, CA.

Arriaza, G. and Monterrosa, C. (2018). Attaining the Elusive: Efficacy, Math Education and Black and
Latino Students.Journal of Interdisciplinary Teacher Leadership   Attaining the elusive

Arriaza, G. and Reis, N. (2019). Educational Leadership and
Administration: Teaching and Program Development, volume 30 capea_volume_30_march_2019

2013-Present. Editor. Journal of the California Association of Professors of Administration Education.

2014 (Spring) Visiting Professor. University of Almería, at Almería, Spain.

2012 (Fall) Visiting Professor. University of Botswana at Gaborone

2007-Present Professor. Educational Leadership Department, California State University, East Bay

2008-2009 Director. Center for Leadership Equity and Research. A consortium of three CSU campuses' Departments of Educational Leadership. The Center is focused on building research capacity in collaboration with local and state educational organizati

2007-2010 Department Chair, Educational Leadership Department, California State University East Bay. Coordinate a department of 10 full time faculty and 9 lecturers and field supervisors. We serve a student population of about 150.

2007 Program evaluator. Evaluated three key departments (Educational Leadership, Teacher Education, and Curriculum and Instruction) at the College of Education.California State University, Fresno, CA.

2003 - 2005 District-wide Coach. Supported the Alum Rock District to enact a small schools policy. Advised and coached the teams of five schools to create the first three small schools in the district.

2003-2005 Coach. Supported American High School, Fremont City, CA, in its initial efforts to create smaller learning communities.

2001 - 2006 Co-director Leading for Equity and Achievement Designs (LEAD) Center. San Jose State University. A center focused on K-12 school reform based on the Coalition of Essential Schools principles, expertise, and approaches.

2000 -2007 Professor, Educational Leadership Department, College of Education, San Jose State University. Taught courses on organizational theory, leadership, system analysis, school design, community involvement in schools, advocacy.

2000 - 2001 Board member. Mountain View Essential High School, Mountain View

2000 - 2003 Program Evaluator Art Research and Curriculum Associates, Los Angeles. US Department of Education, Curricular evaluation of HEP Program.

2006 - 2007 Site Council member. Berkeley High School.

2000 -2007 Professor, Educational Leadership Department, College of Education, San Jose State University. Coordinated and taught in the MA degree in Higher Education. Taught in the Joint Doctoral Programs with UC Berkeley and UC Santa Cruz.

2000-2007 Professor ,the joint doctoral programs were 1) a consortium between the University of California at Berkeley, and three CSU campuses: Hayward, San Francisco and San Jose; and 2) a consortium between the University of California at Santa Cruz

cont. and 2) a consortium between the University of California at Santa Cruz, and two CSU campuses: Monterey Bay, and San Jose.

Have chaired numerous dissertation committees on topics ranging from: building social capital in the classroom, institutional dissonance between youth and policy, Parental leadership in schools, implementation of restorative justice approaches, marginalized students and school reengagement, to school leaders’ ideology and social control, English language learners and cultural capital, teacher sustainability.