Daniel Dinn-You Liou

Assistant Professor
Faculty
WEST Campus
Mailcode
3151

Biography

Daniel D. Liou is an associate professor at the Mary Lou Fulton Teachers College based in the educational leadership program. In this role, his research focuses on three interrelated themes examining the sociology of expectations in fostering conditions of equity and justice in the educational pipeline: 1) curriculum and instruction, 2) school and community leadership, and 3) higher education. As a first-generation university faculty, Liou was the first in his single parent family to graduate from high school and attend college. Prior to joining the faculty at Arizona State University in 2013, Liou spent two years as an assistant professor at Iowa State University preparing aspiring school principals for equity, immigration, and demographic change.

Liou is the author of more than 40 peer-reviewed articles, book chapters, and other publicly accessible scholarship. He serves as an associate editor of Education Policy Analysis Archives, and is on the editorial boards of the Journal of Multicultural Affairs and The SoJo Journal: Educational Foundations and Social Justice Education. Liou is an appointed member of the Culturally Inclusive Practices Advisory Council (2015-Present) and the Office of Indian Education Task Force (2019-Present) at the Arizona Department of Education, and is a frequent invited speaker on the intersections of diversity, equity, and asset models of education. He has devoted the last 26 years to developing community partnerships to pursue educational equity in Arizona, California, Iowa, Massachusetts, and Nevada.

Since begining his career in 1993, Liou has received numerous national and local awards for his scholarship and practice in education. In 1996, Liou was recognized by the city mayor and the Berkeley Unified School District for his work with immigrant students and families. In 1997, Berkeley High School presented him with the Excellence Service Award for his impact on building family-school engagement with the bilingual communities. In 1997 and 1999, he received the Most Inspirational Award from the University of California at Berkeley for creating a K-12 outreach program known for pairing undergraduate mentors with first-generation, immigrant and refugee students to support their college-going expectations. In 2015, He received the Social Justice Teaching Award in Educational Leadership from the American Educational Research Association. In 2017, the Mary Lou Fulton Teachers College presented him with the Outstanding Promising Research Scholar Award.

Education

  • Ph.D. Unversity of California-Los Angeles, U.S.
  • Visiting Scholar, University of British Columbia, Canada
  • M.Ed. Harvard University, U.S.
  • B.A. University of California-Berkeley, U.S. (High Honors)

 

 

 

Google Scholar

Research Interests

Principal Investigator, Arizona Successful Schools Project. This longitudinal mixed-methods study examines the relationships between Arizona's open enrollment policy, teachers' expectations of students, and demographic change in a large comprehensive high school in Arizona. I work with Dr. Erin Rotheram-Fuller and a team of graduate students to analyze survey, interview, and ethnographic data from students, teachers, counselors, and school leaders to understand how these statewide, local, and classroom dynamics shape educational excellence across diverse student populations at the intersections of race, social class, gender, and place of residence. 

 

Principal Investigator, Youth Voices in School Reform. This longitudinal ethnographic case study examines teachers' expectations of low-income students of color in a comprehensive high school in California. From the perspectives of the students, this study examines the school's history of racial desegregation and the ongoing efforts to create conditions of high academic expectations through small schools reform, choice, and college-readiness. I analyze student and teacher interviews and classroom observation data to understand how these reform efforts shape students' self-concept, classroom environments, teachers' belief, school discipline, and school-wide success.

 

Co-Principal Investigator, Counterspaces of Color. This longitudinal case study examines low-income and students' of color perceptions of their teachers' expectations for college readiness in a non-profit organization focusing on youth and leadership development in Nevada. I work with Dr. Carrie Sampson and the director of the program to analyze student interviews to understand their perceptions of schooling, the expectations of their teachers in the organization and their high school, and self-expectations for leadership and college readiness. 

 

Courses

Spring 2019
Course NumberCourse Title
EDA 548Sch, Family/Comm Connections
Fall 2018
Course NumberCourse Title
EDA 548Sch, Family/Comm Connections
TEL 713Advanced Qualitative Methods
EPA 792Research
DCI 792Research
Spring 2018
Course NumberCourse Title
TEL 780Practicum
TEL 791Seminar
TEL 799Dissertation
Fall 2017
Course NumberCourse Title
EPA 691Seminar
TEL 780Practicum
TEL 791Seminar
EPA 792Research
DCI 792Research
TEL 799Dissertation
Summer 2017
Course NumberCourse Title
TEL 780Practicum
TEL 791Seminar
Spring 2017
Course NumberCourse Title
EDA 505American Education System
TEL 792Research
Fall 2016
Course NumberCourse Title
TEL 791Seminar
TEL 792Research
EPA 792Research
DCI 792Research
Spring 2016
Course NumberCourse Title
EDA 505American Education System
DCI 790Reading and Conference
TEL 799Dissertation
Fall 2015
Course NumberCourse Title
COE 501Intro to Resrch & Eval in Educ
TEL 799Dissertation
Spring 2015
Course NumberCourse Title
EDA 505American Education System
TEL 792Research
Fall 2014
Course NumberCourse Title
EDA 505American Education System
TEL 792Research