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Biography
Ramón Antonio Martínez is an associate professor in the Graduate School of Education and the Center for Comparative Studies in Race and Ethnicity at Stanford University. His research explores the intersections of language, race, and ideology in K-12 public schools, with a particular focus on literacy learning among multilingual children and youth, and the preparation of teachers to work in multilingual settings. In addition to his long-term, community-engaged, and ethnographically informed research, Dr. Martínez actively supports pre-service teachers through his ongoing work in the Stanford Teacher Education Program (STEP). His scholarship has been published in journals such as Anthropology & Education Quarterly, International Multilingual Research Journal, Language Policy, Linguistics and Education, Modern Language Journal, Research in the Teaching of English, and Review of Research in Education. Dr. Martínez earned his Ph.D. from the Division of Urban Schooling in the Graduate School of Education & Information Studies at the University of California, Los Angeles.
Other titles
Associate Professor, Graduate School of Education
Program affiliations
CTE
CTE: Literacy, Language, and English Education
SHIPS (PhD): Race, Inequality, and Language in Education (RILE)
SHIPS (PhD)
SHIPS (PhD): Anthropology of Education
SHIPS (PhD): Educational Linguistics
(MA) STEP
Stanford Accelerator for Learning
Research interests
Achievement | Diversity and Identity | Educational Policy | Immigrants and Immigration | Literacy and Language | Poverty and Inequality | Sociology | Teachers and Teaching
Recent publications
Martinez, R. A. (2018). Beyond the English Learner Label: Recognizing the Richnessof Bi/Multilingual Students' LinguisticRepertoires. READING TEACHER, 71(5), 515–22.
Martinez, R. A. (2017). " Are you gonna show this to white people?': Chicana/o and Latina/o students' counter-narratives on race, place, and representation. RACE ETHNICITY AND EDUCATION, 20(1), 101–16.
Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9(1).
