Taucia Gonzalez

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CONTACTING US

Main Office

Department of Rehabilitation Psychology & Special Education
School of Education
UW-Madison
Education Building
1000 Bascom Mall, Rm. 431
MadisonWI  53706

Tel: 608/263.5970
Fax: 608/263.5970

Email: rpseinfo@education.wisc.edu
or by contact form
 

Taucia Gonzalez

Profile Photo

Taucia Gonzalez


Rehabilitation Psychology & Special Education (RPSE)

Curriculum Vitae

Personal Biography

Taucia Gonzalez, Ph.D., is an assistant professor at the University of Wisconsin-Madison in Rehabilitation Psychology and Special Education. Her program of research, grounded in equity and inclusion for culturally and linguistically diverse learners, is twofold focusing on 1) opportunity to learn through inclusive literacy instruction for Dual Language Learners (DLLs) with learning disabilities (LDs) and 2) preparing teachers to work at the intersection of language and ability differences. Dr. Gonzalez’s work bridges general and special education and has been featured in journals such as the Journal of Multilingual Research and the European Journal of Special Needs Education. She currently serves as an advisory board member for New York University’s Technical Assistance Center on Disproportionality. Dr. Gonzalez has spent over 15 years working in and with Latinx communities as an educator and educational researcher. While teaching in urban dual language schools where she was honored as an exemplary Latina educator with the Chicanos por la Causa Esperanza Award. She is currently a co-principal investigator on a Spencer Foundation funded study examining youth participatory action research after-school club as a reorganized learning ecology for culturally and linguistically diverse youth with and without LDs.


Education

Ph D, Curriculum and Instruction, Special Education
Arizona State University

MA, Education, Elementary Teacher Education
University of Phoenix

BA, Foreign Languages, Sociology
University of Southern Mississippi


 

 

Scheduled Teaching

  • Spring 2018 - RPSE 300 Individuals with Disabilities
    Minimum Credit Hours: 3, Course Level: Undergraduate, Course Delivery Mode: Lecture
     
  • Summer 2018 - RPSE 300 Individuals with Disabilities
    Course Level: Undergraduate
     
  • Fall 2017 - RPSE 300 Individuals with Disabilities
    Course Delivery Mode: Lecture
     
  • Fall 2017 - RPSE 871 Foundations of Spec Education
    Course Delivery Mode: Seminar
     
  • Spring 2017 - Special Topics: Rsch Thrys&Pract for Inclsv Ed
    Course Prefix: 194, Course Number: 660, Section: 63, Course Delivery Mode: Seminar
     
  • Summer 2017 - RPSE 300 Individuals with Disabilities
     
  • Fall 2016 - RPSE 300 Individuals with Disabilities
    Course Prefix: 194, Course Number: 300, Section: 1, Course Delivery Mode: Lecture
     
  • Fall 2016 - RPSE 871 Foundations of Special Education
    Course Level: Doctoral
     
  • Spring 2016 - RPSE 930 Teaching Internship for Special Education Doctoral Students
    Course Level: Doctoral
     
  • Fall 2015 - RPSE 871 Foundations of Spec Education
    Course Prefix: 194, Course Number: 871, Section: 1, Course Delivery Mode: Seminar
     
  • Fall 2015 - RPSE 871 Foundations of Special Education
    Course Level: Doctoral
     

Grants and Sponsorships

  • 12/30/2020 - Amount: $180,800.00, "Sociocritical Literacy For Community Change And Equity: Participatory Action Research With Bilingual Hmong And Latino Youth With/out Disabilities," Awarded By: The Network, Grant Institution: University of Wisconsin-Madison, Taucia Gonzalez, Co-Principal; Mariana Pacheco, Principal; Yang Sao Xiong, Co-Principal; Madeline Hafner, Co-Principal.
    Abstract: This study titled “Sociocritical Literacy for Community Change and Equity: Participatory Action Research with Bilingual Hmong and Latino Youth with/out Disabilities” is an innovative program for English Learner (EL), Special Education (SpEd), and dual-category EL-SpEd students. These marginalized students are the most over-labeled, segregated, under-served, over-assessed, and misunderstood in public schools, but this study re-imagines their educational possibilities as their assets and critical perspectives are leveraged and their potential as social change agents is expanded. Our burning equity question asks, how do bilingual Latino and Hmong youth with/out disabilities develop sociocritical literacies through youth participatory action research? This innovative social design experiment (1) advances equity-driven learning ecologies, (2) promotes students’ meaning making and critical thinking, and (3) advances social change. We call this program GANAS (Gira Académica para Nuestros Alumnos Sociocríticos). It is driven by asset-based approaches that elevate students’ backgrounds, experiences, knowledge, and histories to promote sociocritical literacies, or literacy learning that promotes critical social thought and equitable change through analysis of the central contradictions of students’ lives as members of minoritized Hmong and Latino communities (e.g., citizenship and belonging). We seek to employ youth participatory action research (Y-PAR) methods—study design, research, and the construction of knowledge—to deepen students’ critical thinking, views of themselves as change agents, and their role in advancing equity. We believe this youth research, when shared with the local and campus communities, could have a positive impact on these students’ social and academic outcomes and advance community change and equity.
  • 6/30/2018 - Amount: $22,900.00, "Engage," Awarded By: University of Wisconsin-Madison, Grant Institution: University of Wisconsin-Madison, Sponsor Type: University of Wisconsin-Madison, Taucia Gonzalez, Co-Principal; Mariana Pacheco, Principal; Yang Sao Xiong, Co-Principal.
    Abstract: Our project is titled, Exploring and Realizing the Equitable Inclusion of Immigrant Parents and Students in Educational Policy- and Decision-Making. We conceptualize that the educational opportunities and schooling experiences of immigrant students have typically been developed ‘top-down’ and, in essence, have excluded the particular insights of the immigrant students and the parents these reforms attempt to serve. This study seeks to address this issue, particularly at a time when school districts are developing a host of policies and programs to serve their growing numbers of immigrant students, especially in the area of language education. As Hmong and Latino immigrants comprise the largest percentage of bilingual students, we believe that examining parents and students’ insights can help shape and realize the equitable potential of education and schooling for disenfranchised students. Our interdisciplinary study is driven by the following questions: (1) How do (im)migrant parents and children seek inclusion in the context of top-down educational reform for (im)migrant students? (2) How do immigrant parents recognize opportunities for and mobilize toward inclusion in school district decision- and policy-making processes and what particular challenges do they face?

Presentations

  • Bertrand, M., Presenter & Author, & Gonzalez, T., Presenter & Author El desarrollo de oportunidades de participación cívica: Investigación-acción participativa y jóvenes de color, bilingües, y/o jóvenes con problemas de aprendizaje [Developing Collective Critical Civic Participation: Participatory Action Research with bilingual youth of color with and without learning disabilities], El Congreso Internacional XXIX Seminario Interuniversitario de Pedagogía Social: Pedagogía social, juventud y transformaciones sociales [XXIX International Interuniversity Congress of Social Pedagogy, Youth and Social Transformation], University of Girona, Girona, Spain.
  • Gonzalez, T., Presenter & Author, Diaz, S., Presenter & Author, & Kilinc, S., Presenter & Author Response to intersecting identities: A critical review of research (non)responders, Council for Exceptional Children 2016 Convention and Expo, Council for Exceptional Children, St. Louis, MO.

Departmental Service

  • Special Education Graduate Education Committee
    Dates of Membership: 2017 - 2018

  • Special Education Teacher Education Committee
    Dates of Membership: 2015 - 2017

School Service

  • School of Education Equity & Diversity Committee
    Dates of Membership: 2015 - Pres.

Public Service

  • NYU's Technical Assistance Center on Disproportionality (TAC-D)
    Dates of Membership: 2016 - Pres.
  • Advisory Board Member.

Memberships

  • Council for Exceptional Children (CEC)
    Scope of Organization: National, Member Since: 2011
  • American Educational Research Association (AERA)
    Scope of Organization: International, Member Since: 2010
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