Daniel Dinn-You Liou

Assistant Professor
Faculty
WEST Campus
Mailcode
3151

Biography

Daniel D. Liou's research focuses on the institutional dynamics of academic expectations for student achievement and how these contexts and processes for learning and teaching influence teacher-student relationships, the classroom environment, academic equity and academic excellence across the school system and educational pipeline. He draws from the traditions of critical race studies, ethnic studies, social psychology, urban sociology, and asset-oriented frameworks to understand how these school-level dynamics influence students' opportunities to learn from the perspectives of the parents, students, teachers, and school leaders. Liou is a principal investigator for the Arizona Successful Schools Project and Youth Voices in School Reform. He is a co-principal investigator for Counterspaces of Color. ASSP is a joint effort with Erin Rotheram-Fuller and a team of graduate students. The team analyzes survey, interview, and ethnographic data from students, teachers, counselors, and school leaders to understand how statewide, local, and classroom dynamics shape educational excellence across diverse student populations at the intersections of race, social class, gender, and place of residence. YVSR is a longitudinal ethnographic case study which examines teachers' expectations of low-income students of color in a comprehensive high school in California. This study examines the school's history of racial desegregation from the perspectives of the students, and the ongoing efforts to create conditions of high academic expectations through small schools' reform, choice, and college-readiness. Liou analyzes 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. Counterspaces of Color is a 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. Liou partners with Carrie Sampson and the director of the Nevada program in analyzing student interviews to understand their perceptions of schooling, expectations of their teachers in the organization and their high school, and self-expectations for leadership and college readiness. 

Education

Unversity of California, Los Angeles (Ph.D.)

University of British Columbia (Visiting Scholar)

Harvard University (M.Ed.)

University of California, Berkeley (B.A.)

 

 

 

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. 

 

Guiding research questions: 

  • How do the educational expectations that families, teachers, and schools have of students, influence students classroom endeavors, school environment, and educational equity?
  • How can schools, families, and local communities create conditions of higher expectations to increase students opportunities to learn and school-wide success?
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Publications

Peer-Reviewed Journal Articles:

Liou, D. D., & Hermanns, C. (2017). Preparing Transformative Leaders for Diversity, Immigration, and Equitable Expectations for School-wide Excellence. International Journal of Educational Management, 31(5). http://www.emeraldinsight.com/doi/abs/10.1108/IJEM-10-2016-0227.  http://www.emeraldinsight.com/doi/abs/10.1108/IJEM-10-2016-0227

Liou, D.D., Marsh, T.E.J., Antrop-González, R. (2017). Urban Sanctuary Schools for Diverse Populations: Examining Curricular Expectations and School Effectiveness for Student Learning. Equity & Excellence in Education. 50(1), 68-83. http://www.tandfonline.com/doi/full/10.1080/10665684.2016.1250237

Rojas, L., & Liou, D. D. (2017). Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color. Journal of Teacher Education68(1), 28-40. http://jte.sagepub.com/content/68/1/28.full.pdf?ijkey=cfkZjjCclU6zfvo&keytype=finite

Liou, D.D. & Rojas, L. (2016). Teaching for Empowerment and Excellence: The Transformative Potential of Teacher Expectations in an Urban Latina/o Classroom. The Urban Review. 48(3), 380-402. DOI: 10.1007/s11256-016-0359-8. http://link.springer.com/article/10.1007%2Fs11256-016-0359-8

Liou, D.D., Marsh, T.E.J., Antrop-González, R. (2016). The Spatiality of Schooling: A Quest for Equitable Classrooms and High Expectations for Low-Income Students of Color. InterActions: UCLA Journal of Education and Information Studies. 12(2), 1-20. http://escholarship.org/uc/item/4mn4927d

Liou, D.D. (2016). Centering Anti-Deficit Perspectives within Transformative Leadership Practices: College-Going Expectations of Immigrant Students. Multicultural Perspectives, 18 (2), 82-90. http://www.tandfonline.com/doi/abs/10.1080/15210960.2016.1155152#.Vz5Ino1edlo

Liou, D.D. & Rotheram-Fuller, E. (2016). Where is the Real Reform? African American Students and Their School’s Expectations for Academic Performance. Urban Education. DOI: 10.1177/0042085915623340. http://uex.sagepub.com/content/early/recent

Liou, D.D., Martinez, A. & Rotheram-Fuller, E. (2015). Don’t Give Up on Me: Towards a Critical Mentoring Pedagogy for the Classroom Building on Students’ Community Cultural Wealth. International Journal of Qualitative Studies in Education. https://www.academia.edu/12710731/_Don_t_give_up_on_me_critical_mentoring_pedagogy_for_the_classroom_building_students_community_cultural_wealth

Covarrubias, A., & Liou, D. D. (2014). Asian American education and income attainment in the Era of Post-Racial America. Teachers College Record, 116, 060301. http://www.tcrecord.org/Content.asp?ContentID=17279

Matias, C. E., & Liou, D.D. (2014). Tending to the Heart of Communities of Color: Toward Critical Race Teacher Activism. Urban Education. http://uex.sagepub.com/content/early/2014/02/18/0042085913519338.full.pdf

Cooper, R., Liou, D.D., & Antrop-González, R. (2010). The relationship between high stakes information and the community cultural wealth model perspective: Lessons from Milwaukee and beyond. Multicultural Learning and Teaching, 5(2), 73-94. http://mltonline.org/mlt-new/archived-issues/mlt-5-2/Article%206%5B1%5DFinal3.pdf

Liou, D.D., Antrop-González, R., & Cooper, R. (2009). Unveiling the promise of community cultural wealth to sustaining Latina/o students’ college-going information networks. Educational Studies: A Journal of the American Educational Studies Association, 45(6), 534-555. http://www.informaworld.com/smpp/content~db=all~content=a917150307

Liou, D.D. (2008, September 12). Beyond Politics of School Size: An Essay Review. Educational Review, 11(5). Retrieved October 12, 2010 from http://researchhighschools.pbworks.com/f/ConchasSmall.pdf

Cooper, R. & Liou, D. D. (2007). The structure and culture of information pathways: Rethinking Opportunity to Learn in Urban High Schools During the Ninth Grade Transition. The High School Journal, 91(1), 43-56. http://muse.jhu.edu/journals/high_school_journal/v091/91.1cooper.html

Peer-Reviewed Book Reviews:

Liou, D.D. (2015). Book Review of Uprooting Urban America: Multidisciplinary Perspectives on Race, Class, and Gentrificaiton by Horace R. Hall, Cynthia Cole Robinson, & Amor Kohli. Teachers College Record. http://www.tcrecord.org/Content.asp?ContentID=17862

Liou, D.D. (2007). [Review of the book Education Research in the Public Interest: Social Justice, Action, and Policy, by G. Ladson-Billings and W.F. Tate]. InterActions: UCLA Journal of Education and Information Studies, 3(1), Retrieved October 12, 2010 from http://repositories.cdlib.org/gseis/interactions/vol3/iss1/art8.

Book Chapters:

Liou, D.D. & Antrop-González, R. (2016). Transformative Leadership and Creating Conditions to Empower Students Marginalized by Low Academic Expectations. In Marsh, T.E.J. & Croom, N. (2016). Envisioning a Critical Race Praxis in K-12 Education Through Counter-Storytelling. Charlotte, NC: Information Age Publishing. (Acceptance Rate: 25%).

Liou, D.D., & Antrop-González, R. (2011). To Upend the Boat of Teacher Mediocrity: The Challenges and Possibilities of Critical Race Pedagogy in Diverse Urban Classrooms. In C. Malott and B. Porfilio (Eds.), Critical pedagogy in the 21st century: A new generation of scholars. Greenwich, CT: Information Age Publishing.

Antrop-González, R., Liou, D.D, & Cooper, R. (2009). Examining the Community Cultural Wealth Model to Meet Students’ Aspirations. In G. Williams and F. Obiakor (Eds.), The state of education of urban learners and possible solutions: The Milwaukee experience (pp. 75-92). Dubuque, Iowa: Kendall Hunt.

Antrop-González, R., & Liou, D.D. (2009/2008). Toward a Theory of High Stakes Information Networks: Examining Student Voices of Color. In B. Kožuh, R. Kahn and A. Kozłowska (Eds.), Practical science of society (pp. 285-302). Grand Forks, North Dakota: University of North Dakota. 

Rubin, B., Wing, J.Y., Noguera, P.A., Fuentes, E.H., Liou, D.D., Rodriguez, A.P., & McCready, L.T. (2006). Structuring Inequality at Berkeley High. In P.A. Noguera and J.Y. Wing (2006 Ed.), Unfinished Business: One School’s Effort to Close the Racial Achievement Gap, the Work (pp. 29-87). San Francisco, California: Jossey-Bass. http://media.wiley.com/product_data/excerpt/54/07879727/0787972754.pdf

State Standards:

Douglas, D.M., Alvara, R., Basham, J., Benally, C., Bowen, A., Clary, C., Collins, J., Dunn, L., Federico Brummer, M.C., Gilpatrick, M., Groenig, N., Frances Haluska, M., Hernandez, D., Herrera, G., Liou, D.D., Lippert, C., Martin, J., Migali, F., Owen-West, R., Pete, C., Ramirez, N.G., Sallu, A., Sanchez, H.T., Waller, T., Yee, M.C. (2017). Culturally Inclusive Practices: Implementation guidance for local educational agencies. Arizona Department of Education.

Policy Briefs:

Covarrubias, A. & Liou, D.D. (2014). Asian American Educational Attainment and Earning Power in Post-Racial America. Asian American Legal and Education Defense Fund. http://aaldef.org/EdAttainment.pdf

Liou, D.D. (2003). What President Bush and Governor Davis don’t want you to know about tax cuts and deficit increases. The Greenlining Institute.

Fuentes, E., Liou, D., Sanchez, P., & Dyrness, A. (2000). Interim Report from the English Language Learners Committee, Diversity Project, University of California, Berkeley.

Research Videos & Podcasts

Rojas, L. & Liou, D.D. (2017). Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color. Journal of Teacher Education.  http://edwp.educ.msu.edu/jte-insider/2017/podcast-interview-rojas-liou/

Liou, D.D. (2014). Asian American Educational Attainment and Earning Power in Post-Racial America. The Voice of Teachers College Record. https://vialogues.com/vialogues/play/14426/

Doctoral Dissertation:

Liou, D.D. (2011). Students of Color and Their Teachers’ Expectations for Academic Success. Unpublished doctoral dissertation. University of California, Los Angeles. Dissertation Committee: Donald T. Nakanishi and Daniel G. Solórzano (Co-Chairs). Tyrone C. Howard (Education) and M. Belinda Tucker (Psychiatry and Biobehavioral Sciences).

Courses

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
Spring 2014
Course NumberCourse Title
EDA 505American Education System