• A school psychologist and scholar of early childhood oral language development by training and experience, Dr. Gonzalez began his career serving culturally and linguistically diverse children and families through school-based practice, research, and community partnerships, and now dedicates his teaching and mentoring to preparing graduate students in school psychology at Trinity University as Murchison Endowed Chair in the School Psychology Program. His work focuses on advancing educational equity for Latinx and other multilingual learners through research on shared book reading, family literacy, and multi-tiered systems of support, supported by federal and foundation funding and disseminated in leading journals, books, and curricula used in schools nationally and internationally. He has been recognized for his editorial leadership and national service, including an Outstanding Editorial Board Member Award from the National Association of School Psychologists’ School Psychology Review and multiple roles with the U.S. Department of Education’s Institute of Education Sciences and What Works Clearinghouse. Dr. Gonzalez is also a Licensed Psychologist LIC#33984 (Texas), and a Licensed Specialist in School Psychology LIC#34849 (Texas).

    • Ph. D.  University of Nebraska-Lincoln, Lincoln, NE
    • M. A.   University of Texas-Pan American, Edinburg, TX
    • B. A.    University of Denver, Denver, CO

    • Gonzalez, J. E., Vazquez, M., Usero Gonzalez, F., Sanchez, R., Anderson, J. R., Kriescher, S., Carter, J. & Bumgardner, R. (2023). Remote schooling during the COVID-19 Pandemic: Rural Latino caregiver perspectives and experience. Journal of Latinos and Education, 23(3), 1035-1045.  https://doi.org/10.1080/15348431.2023.2243626
    • Gonzalez, J. E., Kim, H., Anderson, J., & Pollard-Durodola (2023). The effects of a science and social studies content rich shared reading intervention on the vocabulary learning of preschool dual language learners. Early Childhood Research Quarterly, 66, 34-47.  https://doi.org/10.11016/j.ecresq.2023.08.011
    • Gonzalez, J. E., Duran, L., Linan-Thompson, S, & Jimerson, S. R. (2022). Unlocking the promise of multi-tiered systems of support (MTSS): Advancing science, practice and equity. School Psychology Review, 51(4), 387-391.  https://doi.org/10.1080/2372966x.2022.2105612  
    • Gonzalez, J. E., Liew, J., Zou, Y., Curtis, G. & Li, D. (2021). “They are going to forget about their mother tongue”: Influence of Chinese beliefs in child home language and literacy development. Early Childhood Education Journal.  https://doi.org/10.1007/s10643-021-01241-x.
    • Gonzalez, J. E., Bengochea, A., Justice, L., Yomans-Maldonado, & McCormick, A. (2019).
    • Native Mexican parents’ beliefs about children’s literacy and language development. A
    • Mixed-methods study. Early Education and Development, 30, 259-270.  https//doi.org: 10.1080/10409289.2018.1542889 

    • Emergent bilinguals’ language and vocabulary development,
    • Shared book reading and content-enriched literacy interventions,
    • Family literacy beliefs and practices in Latinx and other multilingual communities.
    • Multi-tiered Systems of Support (MTSS)
    • Assessment for diverse learners

    Dr. Gonzalez teaches and advises graduate students in the School Psychology Masters Program, with a focus on consultation, intervention, program evaluation, and research methods in school psychology.​ He leads and supports field-based, research, and practicum experiences in Queretaro, Mexico where he mentors students in data collection, analysis, and dissemination related to Latinx literacy, family engagement, and multi-tiered systems of support.

    Selected Research Funding

    • Institute of Education Sciences (IES), Grant # CFDA 84.305A, PI: Milena Keller-Margulis, Ph.D., Amount: $1,387,772.00, Period: 09/01/19-08/31/2025, Title: Identifying Optimal Scoring Metrics and Prompt Type for Written Expression Curriculum-Based Measurement (Goal 5: Measurement), University of Houston, Project Role: Co-Principal Investigator.
    • University of Houston: Division of Research (DOR), PI: Jorge E. Gonzalez, Ph.D., Amount: $10,000.00, Period: 09/01/2020-08/31/2022, Title: “Techquity” and the COVID-19 Digital Divide: A Sequential Mixed-Methods Study of Latinx Families, University of Houston, Role on Project: Principal Investigator.
    • Spencer Foundation, PI: Bradley Smith, Ph.D., Amount: $187,000.00, Period: 9/1/2019-6/31/2021, Title: Letting Everyone Achieve their Dreams: Evaluation of LEAD Fidelity and Implementation Study, University of Houston, Project Role: Co-Principal Investigator.
    • Social Motion Inc., PI: Sarah Mire, Ph.D., Amount: $16,500.00, Period: 9/1/2020-5/31/2021, Title: Social Motion Skills Program Evaluation Research Study. University of Houston, Project Role: Co-Principal Investigator.
    • Spencer Foundation, PI: Bradley Smith, Ph.D., Amount: $165,000.00. Period: 05/01/2018-06/31/2019, Title: Letting Everyone Achieve their Dream (LEAD) Program Evaluation: Manualization, Logic Modeling, and Fidelity Measures, University of Houston, Role on Project: Co-Principal Investigator. 

    Dr. Gonzalez serves on and leads several initiatives in school psychology and education, including service on three editorial boards: School Psychology Review, Journal of Latinos in Psychology, and Early Childhood Research Quarterly, as well as grant review panels for the U.S. Department of Education’s Institute of Education Sciences and the What Works Clearinghouse Preparing Young Children for School practice guide panel.​

    Engages with schools, communities, and professional organizations serving Latinx and emergent bilingual children and families, contributing to projects on literacy, family engagement, and multi-tiered systems of support across Texas and in international contexts.​

    Contributes to professional societies and scholarly networks in school psychology and educational research through conference organizing, invited talks, and mentoring of emerging scholars and practitioners, and serves as a commissioner for the American Psychological Association Commission on Accreditation.