• 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
    • M.P.A. - Columbia University
    • B.A. - St. Mary’s University


    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.


    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.


    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

    • Critical Race Theory in Education
    • Social Justice Leadership
    • Educational Policy
    • Educational Leadership
    • Educational Policy
    • Community Engagement
    • 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)
    • 2012 Utah Council of La Raza (UCLR), César Chávez Peace and Justice Award
    • 2011 American Educational Research Association (AERA), Paulo Freire Critical Pedagogy SIG 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.