Campus Directory

Pronouns she, her, her, hers, herself

Division Social Sciences Division

Department/College/Unit Social Sciences Division

Title Project Director

Affiliation Staff

Staff Type Researcher

Primary Office Location Social Sciences 1
N/A

Additional Location(s) Alameda, CA

Mail Stop SOE / BO

Biography, Education and Training

Ph.D., Policy, Organization, Measurement and Evaluation, Graduate School of Education, UC–Berkeley, 2003.

M.S., Curriculum & Instruction in English Education, UW–Madison, 1997.

B.A., English with Education minor, Dartmouth College, 1989.

Summary of Expertise

Marnie W. Curry is a researcher at the University of California, Santa Cruz. She directs the Schools Organized for Latinxs' Educational Success (SOLES) research project. She is the author of Authentic Cariño: Transformative Schooling for Latinx Youth, published by Teachers College Press in 2021. A former middle school and high school teacher, she is committed to bridging the world of academia and K–12 schools in order to advance educational equity for historically underserved youth. Her areas of expertise include urban schooling, teaching and learning to support culturally and linguistically diverse learners, and teacher professional communities. Previously, she directed Project IMPACT, a collaborative teacher inquiry initiative sponsored by the University of California, Berkeley. Her research has been featured in Teachers College Record, Phi Delta Kappan, American Educational Research Journal, and Urban Education.

Teaching Interests

Previouly at UCSC she co-taught "Education 60: Introduction to Education: Learning, Schooling & Society." She has also taught Qualitative Methods and Issues in Teaching & Learning for Educational Leaders.

Selected Publications

Curry, M. W. (2021). Authentic Cariño: Transformative Schooling for Latinx Youth: Teachers College Press.

Curry, M. W., & Athanases, S. Z. (2020). In pursuit of engaged learning with Latinx students: Expanding learning beyond classrooms through performance-based engagements. Teachers College Record, 122(8).

Athanases, S.Z., & Curry, M.W. (2018). Chapter 5: Framing literacy as “revolutionary”: Creating transformative learning opportunities in a predominantly Latinx-serving high school. In A. M. Lazar & P. Schmidt (Eds.), Schools of Promise for Multilingual Students: Transforming Literacies, Learning, and Lives. New York: Teachers College Press.

Curry, M.W. (2016). Will you stand for me? Authentic cariño and transformative rites of passage in an urban high school. American Educational Research Journal. 53(4), 883–918.

Athanases, S.Z., Achinstein, B., Curry, M.W., & Ogawa, R.T. (2016). The Promise and Limitations of a College-Going Culture: Toward Cultures of Engaged Learning for Low-Income Latina/o Youth. Teachers College Record. 18(7).

Achinstein, B., Curry, M.W., Ogawa, R.T. (2015). (Re)labeling Social Status: Promises and Tensions in Developing a College-Going Culture for Latina/o Youth in an Urban High School. American Journal of Education. https://doi.org/10.1086/68040

Achinstein, B., Curry, M.W., Ogawa, R.T., & Athanases, S.Z. (2014). Organizing High Schools for Latina/o Youth Success: Boundary Crossing to Access and Build Community Wealth. Urban Education. https://doi.org/10.1177/0042085914550413.

Achinstein, B., Athanases, S.Z., Curry, M.W., Ogawa, R.T., & de Oliveira, L.C. (2013). These doors are open: Community wealth and health as resources in strengthening education for lower-income Latina/o youth. Leadership (May/June), 30–34.

Curry, M.W. (2013). Being the change: An inner city school builds peace. Phi Delta Kappan. 95(4): 23–27.

Curry, M. W. (2012) In pursuit of reciprocity: Researchers, teachers, and school reformers engaged in collaborative analysis of video records. Theory into Practice, 51:2, 91–98.

Little, J.W. & Curry, M.W. (2009). Structuring talk about teaching and learning: The use of evidence in protocol-based conversation. In L. M. Earl and H.S. Timperley (eds), Professional learning conversations: Challenges in using evidence for improvement (p. 29–52). New York: Springer.

Curry, M. W. (2008). Critical friends: The possibilities and limitations of teacher communities aimed at instructional improvement and reform. Teachers College Record, 110(4), 733–774.

Curry, M., Jaxon, K., Russell, J., Bicais, J., & Callahan, M.A. (2008). Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities. Teaching and Teacher Education, 24(3), 660–673.