• A native of Kingsville in South Texas and a first-generation college student, Dr. Alemán melds his personal and professional interests with research that has the potential to address the racialized and institutionalized inequities that have historically underserved students and communities of color.

    Dr. Enrique Alemán, Jr., is the Lillian Radford Endowed Professor in Education at Trinity University in San Antonio, Texas. In addition to serving as a faculty member, Dr. Alemán has appointments as the Director of the Trinity Tomorrow’s Leaders Program and as the Director of the Center for Educational Leadership. Between 2015 and 2020, he was Professor and Chair of the Department of Educational Leadership & Policy Studies at the University of Texas at San Antonio. Dr. Alemán started his academic career at the University of Utah in 2004, where he first served as an Assistant Professor in Educational Leadership and Policy prior to earning tenure and being promoted to Associate Professor. Between 2012-2014, Dr. Alemán served as an Assistant Vice President for Student Equity and Diversity where he continued creating pathways to higher education and designed and implemented more equitable institutional policies.

    He has other professional experiences including being employed with the Central Intelligence Agency in Langley, Virginia, the Bronx Borough President’s Office in the Bronx, New York, and the Texas Education Agency in Austin, Texas. During his tenure with the TEA, he managed the state’s facilities and debt allotment programs and was responsible for the accounting and disbursement of approximately $300 million in state funds in 2004. 

    • Ph.D. - University of Texas at Austin, Educational Administration
      • Concentration: Educational Policy & Planning
      • Doctoral Portfolio Certification: Center for Mexican American Studies (CMAS)
    • M.P.A. - Columbia University, Public Administration Concentration: Public Policy
    • B.A. - St. Mary’s University, Political Science

    Book

    Delgado Bernal, D. and Alemán, E., Jr. (2017). "Transforming educational pathways for Chicana/o students: A critical race feminista praxis." New York: Teachers College Press.

    Articles

    Alemán, S. M., Bahena, S., & Alemán, E., Jr. (2019). Remapping the Latina/o and Chicana/o pipeline: A critical race analysis of educational inequity in Texas. Journal of Hispanic Higher Education.

    Horsford, S. D., Alemán, E., Jr., & Smith, P. (2019). "Our separate struggles really one: Building political race coalitions for educational justice." Leadership and Policy in Schools, 18(2), 226-236.

    Oliva, N., & Alemán, E., Jr. (2019)." A muxerista politics of education: Latina mother leaders enacting educational leadership and policy advocacy". Educational Policy, 33(1), 67-87.

    Journal

    The utility of affirmative action for Latina/os: Toward a new model of policy and accíon.”,  Co-Author Enrique Alemán Association of Mexican American Educators (AMAE) Journal Special Invited Issue 2015 Volume 9, Issue 1 ISSN 2377-9187

    • Chicana/o & Latina/o educational issues, policy & leadership
    • Critical Race Theory (CRT) & Latina/o Critical Theory (LatCrit)
    • Educational policy and politics
    • Culturally-relevant and critically/racially conscious school leadership preparation
    • K-16 university-community partnerships
    • Experiential learning and critical service learning
    • Education 
    • Leadership

    National

    • 2019-2020 Hispanic Association of Colleges and Universities (HACU), Fellow Presidential Leadership Academy/La Academia de Liderazgo
    • 2010-2011 Ford Foundation/National Academy of Sciences, Postdoctoral Fellow (Host Institution: UCLA, Senior Faculty Mentor: Dr. Daniel G. Solórzano) ENRIQUE ALEMÁN, JR. – PAGE 6
    • 2010 University Council for Educational Administration (UCEA), Paula Silver Outstanding Case Award for article published in the Journal of Cases in Educational Leadership

    University

    • 2011-2012 University of Utah, Lowell Bennion Community Service Center, Public Service Professorship
    • 2010 University of Utah, College of Education, Faculty Research Award

    As co-founder and director of both the Westside Pathways Project and the Adelante Partnership, he led efforts to develop and implement college awareness and expectation programs for historically underrepresented students and communities in west Salt Lake City.

    Perhaps his most rewarding work thus far in his career, Dr. Alemán and his colleague, Dr. Dolores Delgado Bernal, created these two partnerships as a way to institute the expectation of college attendance and success starting with students in kindergarten. Visiting the university and pairing up young students with university students who served as their mentors in their classroom throughout the academic year, the partnership programs integrated higher education awareness into the school experience and personal lives of its participants, valued the rich cultural and language diversity that students bring to the schooling environment, and supported their school’s efforts to promote college awareness and the idea that every child has the potential to attend and succeed in college.

    The partnerships have been awarded the Utah Hispanic Chamber of Commerce, Education Award in 2007, the Utah Association of Bilingual Education, Community Member of the Year Award in 2006, the American Educational Research Association (AERA), Paulo Freire Critical Pedagogy SIG Award in 2011, and the Utah Council of La Raza, César Chávez Peace and Justice Award in 2012.