Office of Engagement
Ph.D., June 2002
University of California, Santa Barbara, CA. Education, emphasis in Cultural Perspectives.
MA, June 1997
Autonomous University of Queretaro, Mexico. Educational Psychology. Area: Bilingual Literacy Development.
BA, June 1987
Ealing College of Higher Education, U.K. (Now, Thames Valley University) BA Applied Language Studies (Spanish and Russian)
Licensed Teacher Spanish and French, Multi Subject Secondary Education, London Borough of Bromley, Department of Education, U.K.
Deborah Romero currently serves as Director for Engagement as UNC, overseeing the Community and Civic Engagement strategic plan and working to support faculty, students and community in engaged teaching and learning and scholarship. Romero is faculty in Hispanic Studies where she teaches undergraduate classes in English as a Second Language and Applied Linguistics, and actively encourages engaged learning and research in her courses. She also teaches graduate classes for the MAT program in College of Education and Behavioral Sciences.
Romero has extensive experience partnering with K-12 schools and her research interests
focus on engaged scholarship and collaborations with local teachers and culturally
and linguistically diverse immigrant communities, supporting and understanding multilingualism,
literacies, and identity development. She has published journal articles and book
chapters in both English and Spanish and delivered numerous professional conference
presentations and workshops.
With more than 20 years in higher education, Romero has an established record of leadership, scholarship, community engagement and development. She previously served as assistant professor at the University of Nevada, Las Vegas, and The Monterrey Institute of Technology, Mexico, and as program chair at the Autonomous University Queretaro, Mexico. She currently works closely with the City of Greeley, University Relations, and serves on the Campus Compact of the Mountain West Advisory Board.
Language and Literacy Development in Multilingual Contexts; Digital Literacies, Learning and Identity. Qualitative Research Methodologies: Ethnography, Conversation Analysis, Discourse and Interaction Analysis. Teacher Preparation. Equity Issues, Sociocultural Theories, Home-school-community links, Engaged teaching and learning and the scholarship of engagement.
Romero, D., Romero, A. M. (2016) From College to Classroom: Programmatic Support for Pre-service Teachers for Multilingual and Multicultural Learners in the U.S. Journal of the World Federation of Associations of Teacher Education. (1), pp. 24-34
Huang, J., Berg, M., Romero, D., & Walker, D. (2016). In-service teacher development for culturally and linguistically responsive pedagogy: the impact of a collaborative project between k-12 schools and a teacher preparation institution. Journal of the World Federation of Associations of Teacher Education. (1), pp. 80-101
Romero, D. (2014) Riding the Bus: Symbol and Vehicle for Boundary Spanning. Journal of Higher Education Outreach and Engagement. (18) 3, pp.1- 14
Romero, D. (2013) The Power of Stories to Build Partnerships and Shape Change. The Journal of Community Engagement and Scholarship (JCES) (6) 1, pp. 11-18
Romero, D. (2013) Youth Media: making it in the world! In C. Faltis and S. Chappell, (Eds.) The Arts and Emergent Bilingual Youth. Building Culturally Responsive, Critical and Creative Education in Schools and Community Contexts. New York: Routledge. pp. 145-151
Romero, D., & Walker, D. (2010b). Ethical dilemmas in re-presentation: Engaging participative youth. Ethnography and Education, 5(2), 209-227.
Romero, D., & Walker, D. (2010a). Pushing the Boundaries of Writing: The Consequentiality of Visualizing Voice in Bilingual Youth Radio. In C. Bazerman, P. Rogers & K. Stansell (Eds.), Traditions of Writing Research. Routledge. (Chapter 17)
Walker, D., & Romero, D. (2008). When 'Literacy is a Bennie': Researching Contested Literacies in a Bilingual Youth Radio Project. Ethnography and Education, 3(3), 283-296.
Perry-Romero, D., & Vernon, S. (2005). Conceptualizaciones infantiles del espanol escrito a partir de un idioma extranjero. Linguistica Mexicana, Asociaci6n Mexicana de Linguistica Aplicada., 2(1).
Duran, R., Duran, J., Ramirez, R., & Perry Romero, D. (2004). The Immigrant Parents' Computer Literacy Project: A Strategies Guide for Implementation (Educational Practice Report CREDE- 9088EPR10). Santa Cruz: Center for Research on Education, Diversity & Excellence. University of California.
Perry Romero, D., & McKinney, M. (2004). Local schools empowering families through engagement in their children's literacy: A review of family literacy programs in NREA schools, Multicultural and Diversity Newsletter (Vol. 8, pp. 24-28): Multicultural and Diversity Committee, University of Nevada, Las Vegas.
Perry Romero, D., & Green, J. (2003). Reframing what counts in language and literacy research. (Review of the book Multilingual Literacies). The International Journal of Bilingualism. Cross- Disciplinary, Cross-Linguistic Studies of Language Behavior, 7(1), 95-98.
Romero, D. (2003). Reflections on the Experiences and Challenges of New School Teachers on Diversity in their Classrooms, Multicultural and Diversity Newsletter (Vol. 7, pp. 6-9): Multicultural and Diversity Committee, University of Nevada, Las Vegas.
Duran, R., Duran, J., Reyes-Sanchez, E., & Perry-Romero, D. (2001). Latino Immigrant Parents and Children Publishing Together in an After School Setting. Journal of Education for Students Placed At Risk (JESPAR), 6(1), 95-113.
Perry Romero, D. (2000). Adquisicion y construction del espatiol escrito por nitios mexicanos en education bilingile. (Acquisition and Construction of Written Spanish by Mexican Children in Bilingual Education). Revista de Lenguas y Letras, (Centro de Estudios Linguisticos y Literarias, Autonomous University of Queretaro.), 2, 45-58.
Perry Romero, D., & Vernon, S. (1998). Beginning Literacy in a Foreign Language: Socio-cognitive Construction. In S. Rodriguez Marquez (Ed.), La Psicologia en Mexico Hoy (Psychology in Mexico Today) (pp. 342-386). Queretaro: Autonomous University of Queretaro.