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OLPD

206 Burton Hall
178 Pillsbury Drive SE
Minneapolis, MN 55455

Fax: 612-624-3377

Undergraduate Studies:
612-624-3640
ugolpd@umn.edu

Graduate Studies:
612-624-1006
olpd@umn.edu


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Heidi Barajas

Associate Professor; Department Chair

178 Pillsbury Dr SE
206 Burton Hall

612/625-4823

Download Curriculum Vitae [PDF]


Ph.D. University of Minnesota, sociology
M.S. University of Utah, sociology
B.A. University of Utah, Spanish Education

Barajas

Areas of Interest

Race, Class, Gender and Educational Attainment
Diversity and Inclusion in Higher Education
Transformational Models of Public Engagement
Gender and Leadership

Profile

Heidi Lasley Barajas, Ph.D. is an associate professor and chair of the Department of Organizational Leadership, Policy, and Development (OLPD) in the College of Education and Human Development (CEHD). She has held several leadership roles at the University including founding chair of the Department of Postsecondary Teaching and Learning, Associate Dean for Undergraduate Programs, and Diversity & Equity in CEHD, and most recently as the Executive Director of the Urban Research and Outreach-Engagement Center (UROC). Dr. Barajas, who is a native Californian, received a Ph.D. in Sociology from the University of Minnesota as a National Science Foundation Fellow; she also holds a B.A. in Spanish and education and a Master's degree in Sociology from the University of Utah.

Dr. Barajas joined the University of Minnesota faculty in 2000. Her research, teaching and public service center on issues related to access and equity in educational institutions that support students across differences of race, gender and class. Her work crosses disciplinary boundaries with publications in top journals such as Gender and Society, Teachers College Record, and National Association of Secondary School Principals Bulletin. Her research also includes work in pedagogy and access through the lens of Multicultural Universal Instructional Design. Dr. Barajas has been the primary investigator and directed teams in grant funded research through several notable funders including the U. S. Department of Commerce, the U.S Department of Education, the Wallace Reader’s Digest fund as well as local philanthropic organizations including the Bush Foundation, the Schultz Foundation, and the Minneapolis Foundation.

Dr. Barajas has also served with the Office for Public Engagement supporting the University of Minnesota’s urban community engagement work. She has played a key role on behalf of the University’s urban agenda in organizations such as National Urban Serving Universities and the Coalition on Metropolitan and Urban Universities.

Selected Publications

  1. Barajas, H., Smalkoski, K., Kaplan, M., Yang, Y. (2012). “Hmong Families and Education: Partnership as Essential Link to Discovery.” Cura Reporter, vol 42, n 3: 3-9.

    Higbee, J. L., & Barajas, H. L. (2007). Building effective places for multicultural learning. About Campus, 12(3), 16-22.

    Barajas, H.L., & Ronnkvist, A. (2007). Racialized space: Framing Latino and Latina experience in public schools. Teachers College Record, vol 9, n 6: 1517-1538.

    Barajas, H. L., Howarth, A., Telles, A. (2006). I know the space I’m in: Latina students linking theory and experience in Student Standpoints About Access Programs in Higher Education.. D.B. Lundell & J.L. Higbee (Eds.). Minneapolis, MN: Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota.

    Barajas, H. L., and Pierce, J. L. (2005) “The significance of race and gender in school success among Latinas and Latinos in college.” Gender & Society, vol 15, n 6, pp. 859-878, reprinted in Elizabeth Higginbotham and Margaret Anderson (Eds.) Race and Ethnicity in Society: The Changing Landscape. Belmont, CA: Wadsworth Publishing Company.

    Barajas, H.L. Creating spheres of freedom: (2005). The connection of developmental education, multicultural education, and student experience. Book Chapter in The General College Vision: Integrating Intellectual Growth, Multicultural Perspectives and Student Development. Minneapolis, MN: Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota

    Barajas, H.L., & Jacobs, W. R. (2005) Reading, writing, and sociology?: ‘Other’ subjects as developmental education. Book Chapter in The General College Vision: Integrating Intellectual Growth, Multicultural Perspectives and Student Development. Minneapolis, MN: Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota

    Barajas, H.L., Higbee, J.L. (2003). Where do we go from here? Universal Design as a model for multicultural education. In J.L. Higbee (ed.), Curriculum transformation and disability: Implementing universal design in higher education. Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy, General College. University of Minnesota.

    Barajas, H. L. (2002). Changing objects to subjects: Transgressing normative service learning approaches” in Urban Literacy and Developmental Education.. D.B. Lundell & J.L. Higbee (Eds.). Minneapolis, MN: Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota

    Barajas, H.L., Seashore, K. L., Pepper, D. (2002). Implementing a vision for change in schools: Creating a Cadre of advocates for student success. In Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota. Evaluation of the National Program for Transforming School Counseling. Paper published on careiweb@umn.edu

    Barajas , H. L. & Pierce, J.L. (2001). The significance of race and gender in school success among Latinas and Latinos in college. Gender and Society. 15 (6), pp. 859-78

    Seashore, K., Jones, L., & Barajas, H.L. (2001) Districts and Schools as a Context for Transformed Counseling Roles. Paper published on careiweb@umn.edu

    Louis, K., Jones, L., & Barajas, H.L. (2001) Districts and Schools as a Context for Transformed Counseling Roles. National Association of Secondary School Principals Bulletin, the Journal for Middle Level and High School Leaders. 85 (625), 62-71.

    Davison Aviles, R., Guerrero, M., & Barajas Howarth, H. (1999). Perceptions of Chicano/Latino Students Who have Dropped Out of School. Journal of Counseling and Development V. 77 No 4 pp. 465-73.

    Barajas, H. L. (2000). Is Developmental Education a Racial Project? Race Relations in

    Developmental Education Spaces in Theoretical Perspectives for Developmental Education. (pp. 29-37). D.B. Lundell & J.L. Higbee (Eds.). Minneapolis, MN: Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota.

    Howarth (Barajas), H. (1994). The Creation of Education by Hispanic Females. Explorations in Ethnic Studies, 17, (1), 45-61.

Selected Presentations

  1. Barajas, H. (June, 2014). Working with Interesting, Challenging, Difficult People. National Children, Youth, and Families at Risk Conference, Washington, DC (invited)

    *Barajas, H., Martin, L. (October, 2012). “The Emerging UROC Model: Partnership as a Vehicle for Discovery, Inquiry and Engaged Research to fulfill a 21st Century Urban Land Grant Mission.” Coalition for Urban and Metropolitan Universities (CUMU). Chattanooga, TN.

  2. Barajas, H., Axtell, S. (November, 2011). “Broadband Access: Engaging Diverse Communities.” Blandin Foundation and Connect Minnesota Policy and Progress: Border to Border Broadband Conference. Duluth, MN. (invited)

    *Matson, J., Barajas, H. (October 5, 2011). “Characterizing Neighborhood Change with Data: The Role of University Centers.” Coalition of Urban Serving Universities (USU) Webinar

    Barajas, H., Smalkoski, K. (August, 2010). “Choice Matters: Urban Hmong and the suburban school.” The Society for the Study of Social Problems (SSSP), Atlanta, GA. (invited)

    *Barajas, H., Smalkoski, K., Yang, Y., Yang L., Yang, P. (June, 2010). “Engaging Research Design:  Reflections and ethics in working with newly arrived immigrants.” The Ethnics and Politics of Research with Immigrant Populations Conference, Minneapolis, MN.

    *Barajas, H., Burton, L. (March 2010). “A Comparative Look at Diverse Students in Service-Learning.” Comparative and International Education Society (CIES), Chicago, Illinois.

    *Barajas, H., Burton, L., Ronnkvist, A. (November, 2008). “From Disequilibrium to Literacy:

    Diverse Students and Service-Learning.” Association for the Study of Higher Education (ASHE), Jacksonville, Florida.