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About IES

Charles Martinez

About

Charles R. Martinez, Jr., Ph.D., is the 12th dean of the College of Education at the University of Texas at Austin. Dr. Martinez began his tenure as dean on January 1, 2019. Dr. Martinez's scholarly work focuses on identifying factors that hinder or promote the success of children and families who are from vulnerable and underserved populations. He is particularly interested in how immigrant Latino families adjust to life in the U.S. and how to better harness culturally specific protective factors to ensure their success in navigating the many challenges associated with immigration. Dr. Martinez has led numerous national and international research projects designed to examine risk and protective factors involved in linking social and cultural factors to education and behavioral health disparities for Latino children and families, and to develop and test culturally specific interventions for at-risk families in the U.S. and in Latin America. Prior to joining Texas, Dr. Martinez was the Philip H. Knight Professor in the Department of Educational Methodology, Policy, and Leadership at the University of Oregon, where he also served as founding director of the Center for Equity Promotion. He is a nationally recognized scholar on organizational equity, cross-cultural research, and community engagement. A first-generation college graduate, Dr. Martinez received his bachelor's degree in psychology from Pitzer College and his master's degree and Ph.D. in clinical psychology from the California School of Professional Psychology. Dr. Martinez holds the Lee Hage Jamail Regents Chair in Education and the Sid W. Richardson Regents Chair. He is a professor in the Department of Educational Psychology.

Associated IES Content

Program Information

Welcome to the 2020 Annual Principal Investigators Meeting! Our theme this year, Closing the Gaps for All Learners, underscores IES’s objective to support research that improves equity in access to education and education outcomes.
Grant

Project LEAPS: Latino Education After Public School

. Latinos are the U.S. racial/ethnic group with the lowest levels of educational attainment. At the same time, Latino parents perceive education as vital to their children's future. Although most Latino adolescents identify postsecondary education as important, many do not pursue it due to limited knowledge and confidence about their readiness. The purpose of this project is to develop and test LEAPS, an intervention that intervenes simultaneously with Latino parents, students, and school co...
Federal funding program:
Education Research Grants
Award number:
R305A200387
Grant

Nuestras Familias: Refining an Evidence-based Intervention to Promote Latino Student Academic Success and Positive Behavioral Outcomes through School-Family Partnerships

In this project, researchers will develop and test the Escuelas y Familias: Somos Juntos (Schools and Families: We're Together) program to support school success for Latino middle school students. This program will be based on Nuestras Familias (NF), a culturally-specific intervention that provides direct support to immigrant Latino parents. Prior efficacy studies indicate NF improves behavioral outcomes closely linked to academic and school success for Latino middle school students. The new...
Federal funding program:
Education Research Grants
Award number:
R305A150280
Grant

The Role of Native Language and Culture in Decreasing Discipline Problems and Increasing Academic Achievement for American Indian/Alaska Native Students

The purpose of this study was to explore the relationship between school personnel's use of Native language and culture (NLC) in discipline and instruction and the behavioral and academic outcomes of American Indian and Alaska Native (AI/AN) students. The findings of this exploration study can be used to guide intervention development to benefit the academic success of AI/AN students. These students represent about one percent of the total U.S. school population, yet they experience some of ...
Federal funding program:
Education Research Grants
Award number:
R305A140162
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