» Dr. Lilia D. Monzo
Assistant Professor

College of Educational Studies
Dr. Lilia D. Monzo
Office Location:
Reeves Hall 203
Email:
Education
University of California, San Diego, Bachelor of Arts
University of Southern California, Master of Science
University of Southern California, Ph.D.
Biography

Lilia D. Monzó is an Assistant Professor in the College of Educational Studies at Chapman University. Her agenda of activities involves research, teaching, and community activities that support a greater understanding of Latino immigrant communities in the United States, the many resources that help them survive within a racist socialpolitical context, and the development of transformative approaches to education that reflect a value for cultural and linguistic difference. Toward these ends, she engages primarily in ethnography and life history approaches that allow her to learn with Latino families, including children and young adults, through sustained time in the field.  Her current work is an ethnography of U.S. imperialism and transnational identities in the context of Ensenada, Mexico.

Lilia has published articles on Latina/o teachers and paraprofessional, Latino children and their schooling experiences, Latino family dynamics, Latina mothers’ voices and experiences with the educational system. She has also publish more broadly on issues of racism and research methods that sustain her Latina identity. Lilia teaches courses in the teacher education program on diversity and bilingual education and second language learning. She also teaches doctoral level courses in qualitative research methods and ethnography.

Publications:

Monzó, L.D. (2011). “They don’t know anything!”: Latino immigrant children appropriating the oppressor’s Voice and the complicit role of schooling. Manuscript under review.

Monzó, L.D. (2011). A mother’s humiliation: Schools and institutionalized violence against Latina mothers. Manuscript under review.

Monzó, L.D. (in preparation). Ethics and rage: A Latina framework for making change. Peter Lang Publishers.

Monzó, L.D. & Merz, A.  (Eds.). (in press). The hope for audacity: Public Identity and Equity Action in Education. Peter Lang Publishing.

Monzó, L.D. & Soohoo, S. (2011). A wink or a nod: A call for the President’s consideration of race. Scholarlypartnershipsedu, 5(1). [equal author contribution]

Rueda, R. & Monzó, L.D. (2010). Successful in the Academy. In Publish and Flourish: A Guide for Writing in Education (2nd Edition).

Monzó, L.D. (2009). Fostering Academic Identitites: Contextualizing Parents’ Roles. In M.L. Dantas & P. Manyak (Eds.), Home-School Connections in a Multicultural Society: Learning from and with Culturally and Linguistically Diverse Families.

Monzó, L.D. & Rueda, R. (2009). Passing for English fluent: Latino immigrant children masking language proficiency. Anthropology and Education Quarterly, 40(1), 20-40.

Monzó, L.D., & Rueda, R. (2006). A sociocultural perspective on acculturation:
Latino immigrant families negotiating diverse discipline practices. Education and Urban Society, 38(2), 188-203.

Monzó, L.D. (2005). Latino parents’ “choice” for bilingual education in an urban California school: Language politics in the aftermath of proposition 227. Bilingual Research Journal, 29(2), 287-308.

Rueda, R., Monzó, L.D., Shapiro, J., Gomez, J., & Blacher, J. (2005). Cultural models of transition: A view from Latina mothers of young adults with developmental disabilities. Mental Retardation, 71(4), 401-414.

Shapiro, J., Monzó, L.D., Rueda, R., Gomez, J.A., Blacher, J. (2004). Alienated advocacy: Perspectives of Latina mothers of young adults with developmental disabilities on service systems. Mental Retardation, 42(1), 37-54.

Monzó, L.D. & Rueda, R. (2003). Shaping education through diverse funds of knowledge: Examining one Latina paraeducatorís experiences, beliefs, and teaching practice. Anthropology and Education Quarterly, 34(1), 72-95.

Monzó, L.D. & Rueda, R.S. (2003). Professional roles, caring, and scaffolds: Latino teachers’ and paraeducators’ interactions with Latino students. American Journal of Education, 109(4), 438-471.

Rueda, R., Monzó, L.D., & Arzubiaga, A. (2003). Academic instrumental knowledge: Deconstructing cultural capital theory for strategic intervention approaches. Current Issues in Education, 6(14).

Recent Creative, Scholarly Work and Publications
Monzó, L.D. (2013). Learning to follow: An ethnographer’s tales of engagement. In M. Berryman, S. Soohoo, & A. Nevin (Eds.), Culturally Responsive Methodology (pp. 371-388). Emerald Publishing.
Monzó, L.D. (2013). A mother’s humiliation: Schools and institutionalized violence against Latina mothers. School Community Journal, 23 (1), 81-110
Monzó, L.D. & Merz, A. (2012). Introduction. In L. Monzó & A. Merz (Eds.), The Hope for Audacity: Public Identity and Equity Action in Education (pp 1-14). New York: Peter Lang Publishers.
Monzó, L.D. & Soohoo, S. (2012). A wink or a nod: A call for the President’s consideration of race. In L. Monzó & A. Merz (Eds.), The Hope for Audacity: Public Identity and Equity Action in Education (pp. 31-62). New York: Peter Lang Publishers.(Reprinted from Scholarlypartnershipsedu, 5(1), 2011).
Monzó, L.D. & Merz, A. (Eds.). (2012). The hope for audacity: Public Identity and Equity Action in Education. New York: Peter Lang Publishing.
Monzó, L.D. & Soohoo, S. (2011). A wink or a nod: A call for the President’s consideration of race. Scholarlypartnershipsedu, 5(1). [equal author contribution]
Rueda, R. & Monzó, L.D. (2010). Successful in the Academy. In Publish and Flourish: A Guide for Writing in Education (2nd Edition).
Monzó, L.D. (2009). Fostering Academic Identitites: Contextualizing Parents’ Roles. In M.L. Dantas & P. Manyak (Eds.), Home-School Connections in a Multicultural Society: Learning from and with Culturally and Linguistically Diverse Families.
Monzó, L.D. & Rueda, R. (2009). Passing for English fluent: Latino immigrant children masking language proficiency. Anthropology and Education Quarterly, 40(1), 20-40.