Patricia Baquedano-López

Patricia Baquedano-López examines the intersection of language, race, and immigration in her research and work in schools. A recent strand of her research focuses on Indigenous students from Latin America in U.S. public schools. Her current project is funded by a grant from UC MEXUS-CONACyT (with Adriana Cruz-Manjarrez, University of Colima) and centers on return migration, transnational families, and education in the Maya diaspora Yucatan-California. The project brings together collaborators from the Mexican Migration Project and Instituto Nacional de Antropología e Historia (INAH) in Mexico. This project builds on Professor Baquedano-López's three-year ethnographic study funded by the Spencer Foundation addressing the educational experiences of Indigenous Maya students and families in California schools. Prof. Baquedano-López is Associate Editor of the new journal Language, Culture, and Society (John Benjamins).

Professor Baquedano-López has been an invited researcher at Université Nanterre Ouest-La Défense (Sociology Department), the Centre d'Analyse et d'Intervention Sociologiques (CADIS) at the École des Hautes Études en Sciences Sociales (EHESS), and at Fondation Maison des Sciences de l'Homme in Paris, France. She was chair of the Center for Latino Policy Research from 2007-2009 and 2014-2017. She is core faculty member of the Designated Emphasis in Indigenous Language Revitalization. She is affiliated faculty of the Chicana/o Latina/o Studies Program, the Center for Race and Gender, the Designated Emphasis in Women, Gender, and Sexuality and the Center for Latin American Studies and the Berkeley Interdisciplinary Migration Initiative (BIMI). Her research has also been funded by grants from the National Science Foundation, the France-Berkeley Fund, and the Wenner-Gren Foundation for Anthropological Research. She was a UC President's postdoctoral fellow, a UC ACCORD postdoctoral fellow, and she received a Spencer Foundation dissertation fellowship. Her work has appeared in the Review of Research in Education, Bilingual Research Journal, Anthropology and Education Quarterly, Linguistics and Education, Text and Talk, the Annual Review of Anthropology, Theory into Practice, the Journal of Mind, Culture, and Activity, and in a variety of edited volumes. She is co-editor of U.S. Latinos and Education Policy: Research-Based Directions for Change.


Book: Portes, P., Salas, S., Baquedano-López, P., & Mellom, P. J. (Eds). (2014). U.S. Latinos and education policy: Research-based directions for change.  Sociocultural, Political, and Historical Studies in Education Series. (Series Editor: Joel Spring). New York: Routledge.

Baquedano-López, P. (2019). Indigenous Maya Families from Yucatan in San Francisco: Hemispheric Mobility and Pedagogies of Diaspora. In X. Bada & S. Gleeson (Eds). Accountability across Borders: Migrant Rights in North America. (pp. 515-563). Austin, TX: University of Texas Press.

Baquedano-López, P. & Borge Janetti, G. (2017). The Maya diaspora Yucatan-San Francisco: New Latino Educational Practices and Possibilities. In P. Portes and S. Salas (Eds). Latinization and K-12 communities: National perspectives on regional change. (pp. 161-183).  Albany, NY: SUNY Press. 

Mangual Figueroa, A. & Baquedano-López, P. (2017). Language Socialization and Schooling. In N. Hornberger and P. Duff (Eds.) Encyclopedia of Language and Education, 3nd Edition. Volume 8: Language Socialization. (pp. Springer/Kluwer Academic Publishers.

Baquedano-López, P. (2016). Socialization into Religious Sensation in Children’s Catholic Religious Instruction. In V. Lytra, D. Volk, and E. Gregory (Eds.). Navigating Languages, Literacies and Identities: Religion in Young Lives. New York: Routledge.

Mangual Figueroa, A., Baquedano-López, P., & Leyva-Cutler, B. (2014). La Cosecha/The Harvest: Sustainable Models for School-Community Engagement at a Bilingual Program. Bilingual Research Journal, 37, 1-21.

Baquedano-López, P., Hernandez, S. J., & Alexander, R.A. (2014). Thinking through the Decolonial Turn in Research and Praxis: Advancing New Understanding of the Community-School Relation in Latina/o Parent Involvement. In P. Portes, S. Salas, P. Baquedano-López, and P. Mellom (Eds.), U.S. Latinos and education policy: Research-based directions for change. (pp. 16-34). New York: Routledge.

Baquedano-López, P., Alexander, R. A., & Hernandez, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education 37(1), 161-194.

Baquedano-López, P. & Woolley, S.W. (2012). Language socialization. In J. Banks (Ed.), Encyclopedia of diversity in education (pp. 1336-1340) Thousand Oaks, CA: Sage Publishers.

Baquedano-López, P., Mangual Figueroa, A., & Hernandez, S. (2011). An integrated approach to the study of transitions as learning activity: Two cases from Spanish immersion classrooms. In P. Portes & S. Salas (eds.). Vygotsky in 21st Century society: Advances in cultural historical theory and praxis with non-dominant communities (pp. 180-198). New York: Peter Lang. 

Baquedano-López, P. & Mangual Figueroa, A. (2011). Language socialization and immigration. In A. Duranti, E. Ochs, & B. Schieffelin (Eds.). Handbook of language socialization (pp. 536-563). Malden, MA: Wiley-Blackwell.

Baquedano-López, P. & Hernandez, Sera J. (2011). Language socialization across educational settings. In B. Levinson & M. Pollock (Eds.). A companion to the anthropology of education (pp. 197-211). Malden, MA: Wiley-Blackwell.

Baquedano-López, P., Solís, J., & Arredondo, G. (2010). Language socialization among Latinos: Theory, method, and approaches. In E. Murillo et al. (Eds.) Handbook of Latinos and education (pp. 825-872). New York: Routledge.

Solís, J., Kattan, S., & Baquedano-López, P. (2009). Socializing respect in a racially integrated science classroom. Linguistics and Education, 20(3): 273-290.

Solís, J., Kattan, S., & Baquedano-López, P. (2009). Locating time in science learning activity: Adaptation as a theory of learning and change. In K. Richardson Bruna & K. Gomez (Eds.), Talking science, writing science: The work of language in multicultural classrooms (pp. 139-166). New York/London: Routledge.

Baquedano-López, P. (2008). The pragmatics of reading prayers: Learning the Act of Contrition in Spanish-based religious education classes (doctrina). Text & Talk 28 (5), 582-602.

Baquedano-López, P., & Kattan, S. (2008). Language socialization in schools. In N. Hornberger & P. Duff (Eds.) Encyclopedia of language and education, 2nd Edition. Volume 8: Language socialization. (pp. 161-173). Springer/Kluwer Academic Publishers.

Baquedano-López, P., & Kattan, S. (2007) Growing up in a bilingual community: Insights from language socialization. In P. Auer & L. Wei (Eds.) (pp.57-87). New handbook of applied linguistics. Berlin and New York: Mouton de Gruyter.

Garcia, E. E. & Baquedano-López, P. (2007). Science Instruction for All: An approach to equity and access in science education. Language Magazine 6(6), 24-31.

Baquedano-López, P., Solís, J. & Kattan, S. (2005). Adaptation: The language of classroom learning. Linguistics and Education 6:1-26.

Baquedano-López, P., Leyva, R.L., & Barretto, T. (2005). Strategies for linguistic and cultural continuity in Spanish-based Catholic religious education programs (doctrina). Proceedings of the 4th International Symposium on Bilingualism (pp.199-209). Somerville, MA: Cascadilla Press.

Baquedano-López, P. (2004). Traversing the center: The politics of language use in a Catholic religious education program for immigrant Mexican children. Anthropology and Education Quarterly. 35(2). 212-232.

Baquedano-López, P. (2004). Literacy practices across learning contexts. In A. Duranti (Ed.), Companion to linguistic anthropology. (pp.245-268). London: Blackwell Publishers.

Baquedano-López, P. (2003). Language, literacy, and community. In J. Larson, N. Hall & J. Marsh (Eds). Handbook of research on early childhood literacy. (pp. 66-74). London: Sage Publishers.

Baquedano-López, P. & Ochs, E. (2002). The politics of language and parish storytelling: Nuestra Señora de Guadalupe takes on English-Only. In P. Linell & K. Aronsson (Eds.), Selves and voices: Goffman, Viveka, and dialogue (pp. 173-191). Linkoping, Sweden: Linkoping University.

Baquedano-López, P. (2002). Language socialization at a parish in Los Angeles: The affective construction of identity. In J. Leather & J. van Dam (Eds.), Ecology of language acquisition (pp. 107-121). Dortrecht, The Netherlands: Kluwer Press.

Garrett, P. & Baquedano-López, P. (2002). Language socialization: Reproduction and continuity, transformation and change. Annual Review of Anthropology 31, 339-361. Palo Alto, CA, Annual Reviews.

Baquedano-López, P. (2002). A stop at the end of the bus line: Nannies, children, and the language of care. Working Paper Series from the UC Berkeley Sloan Center for Working Families.

Gutiérrez, K., Baquedano-López, P., & Alvarez, H. (2001). Literacy as hybridity: Moving beyond bilingualism in urban classrooms. In M. Reyes & J. Halcon (Eds.), The best for our children: Latina/Latino voices in literacy (pp. 122-141). New York: Teachers College Press.

Baquedano-López, P. (2000). Prayer. Special Issue. Language matters in anthropology: Lexicon for the new millennium. Journal of Linguistic Anthropology 9 (1-2), 197-200.[Reprinted in A. Duranti (ed.). (2001). Key terms in linguistic anthropology (pp.193-196). New York: Blackwell.]

Gutiérrez, K., Baquedano-López, P., Alvarez, H. (2000). The crisis in Latino education: The norming of America. In C. Tejeda, C. Martinez, & Z. Leonardo (Eds.), Charting new terrains in Chicano(a) and Latina(o) education (pp.. 213-232). Cresskill, NJ: Hampton Press, Inc.

Baquedano-López, P. (2000) Narrating community in doctrina classes. Narrative Inquiry 10(2), 1-24.

Gutiérrez, K., Baquedano-López, P. & Asato, J. (2000). English for the Children: The new literacy of the old world order. Bilingual Research Journal, 24 (1-2), 87-105.

Gutiérrez, K., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the Third Space. Mind, Culture, & Activity 6(4): 286-303.

Gutiérrez, K., Baquedano-López, P., Alvarez, H., & Chiu, M. (1999). Building a culture of collaboration through hybrid language practices. Theory into Practice 38(2), 87-93.

Gutiérrez, K., Baquedano-López, P., & Turner, M.G.(1997). Putting language back into the language arts: When the Radical Middle meets the Third Space. Language Arts 74(5), 368-378.

Baquedano-López, P. (1997). Creating social identities through doctrina narratives. Issues in Applied Linguistics 8(1), 27-45. [Reprinted in A. Duranti (Ed.). (2001). Linguistic anthropology: A reader. (pp.343-358). Malden, MA: Blackwel

Interest and Professional Affiliations

Classroom Discourse Cultural Studies Educational Equity Immigrant Issues
Language Socialization and Development Literacy Minorities Parenting Issues Research Methods Urban Schooling


Critical Studies of Race, Class, and Gender
Culture, Development, and the Learning Sciences
Social Research Methodologies


Critical Social and Cultural Theories
Globalization, Immigration, and Migration 
Language and Literacy 
Qualitative Research Methods 
Race & Social Inequality in Urban Education


Ph.D., UCLA, Applied Linguistics

MTESL, Master of Teaching English as a Second Language, Arizona State University

B.A. (summa cum laude), Inter American University of Puerto Rico, English, Emphasis in Secondary Education

Contact Information

Office #4444

Graduate School of Education
Berkeley Way West Building (BWW)
UC Berkeley
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Berkeley, CA 94720-1670