School of Teacher Education
College of Education and Behavioral Sciences
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.
Professor, Culturally & Linguistically Diverse Education.
MAT Culturally & Linguistically Diverse (CLD) Education, MA Multilingual Education; World Language Licensure; MA TESOL and Graduate Certificates in CLD, TESOL, and Cultural Studies & Equity
Areas of specialization:
Teaching and learning, especially in ESL/Bilingual Education, Language and Literacy Development in Multilingual Contexts, Latinos and Culturally and Linguistically Diverse Populations, Family Literacy, Youth Media and Multiliteracies,. Engaged teaching and learning and the scholarship of engagement.
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., Epperson, A., Gilbert, E., Marston, C. (2019). After Institutionalization: Enacting University-Community Engagement as a Process of Change. The Cambridge Handbook of Organizational Community Engagement and Outreach (pp. 354-376). Cambridge University Press.
Orphan, C. M., Diaz, L., Romero, D. (2018). Fostering Collective Civic Impact: Measuring and Advancing Higher Education’s Contributions to Civic Health in Colorado. International Journal of Research on Service-Learning & Community Engagement, 21.
Romero, D., Romero de la Torre, A. A. (2018). To be a better teacher: Pre-service teachers' reflections on community engaged leadership experiences in local and global contexts. World Federation of Associations of Teacher Education, 25.
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)