Cynthia Baeza

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Cynthia Baeza is a third year Ph.D. student in the Curriculum and Instruction Department with a focus on issues of race and language in Science and Bilingual Education. Her research interests lay on the intersection between science and bilingual teaching and learning for Latine bi/multilingual students. Cynthia hopes her research will contribute to the improvement of teacher preparation programs for pre- and in-service bilingual educators who will be serving bi/multilingual students. 

Cynthia joins the University of Wisconsin-Madison with a 7-year teaching experience in the Dallas Independent School District. She was a founding member of Solar Preparatory School for Girls in Dallas, TX where she served the roles of Dual Language Lead, Dual Language Teacher, and Language Proficiency Assessment Committee (LPAC) Chair. 

Education: 

  • M.B.E. Master of Bilingual Education, Southern Methodist University, Dallas, TX. 
  • B.I.S. Bilingual Education Generalist Eearly Childhood-6, University of Texas at El Paso, El Paso, TX. 
  • A.A. Associates of Arts in Teaching, El Paso Community College, El Paso, TX. 

Awards and Honors:  

  • Graduate Student Research Grant, ODIF in the Graduate School, UW-Madison, 2022 
  • Top-Up Fellowship for Graduate Students in Science & Technology Studies (STS), Holtz Center, 2021-2023 
  • Wisconsin Center for Education Research (WCER) Graduate Research Fellowship, UW-Madison, 2020-2024 
  • Education Graduate Research Scholars (Ed-GRS) Fellowship, UW-Madison, 2020-2024 
  • International Research and Training Grant, Institute for Regional and International Studies (IRIS), 2020 
  • Fairess Simmons Graduate Fellowship, Southern Methodist University, 2014-2016 

Publications:  

  • Román, D., Castro, M., Baeza, C., Knab, R., Huss-Lederman, S., & Chacon, M. (2021). Resilience, collaboration, and agency: Galapagos teachers confronting the disruption of COVID-19. 

 

Selected Conference Presentations: 

  • Kirchgasler, K. & Baeza, C. (April, 2022). Raciolinguistic Distinctions in U.S. Science Education: A century of Dividing “Potential Scientists” from “Not-yet-healthy Citizens.” AERA Annual Meeting – San Diego, CA. 
  • Kirchgasler, K. & Baeza, C. (March, 2022). Language-as-Race: Segregated Science Education and Why It Matters for Efforts to Include ‘English Learners’ Today. NARST International Conference-Vancouver, BC Canada. 
  • Román, D., Baeza, C., Ward, K., Sawyer, R. (April, 2021). Whose Spanish in the Classroom? A Historical Analysis of Spanish Varieties Taught in U.S. Schools. Paper Presentation at the AERA Annual Meeting (virtual). 
  • Kirchgasler, K. & Baeza, C. (January, 2021). The Hygienic Language of Science: Historicizing U.S. Science Education as Productive of Raciolinguistic Distinctions. Paper Presentation at the SEEDS Conference (virtual). 

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