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Dafney Blanca Dabach Assistant Professor 110 Miller Hall, Box 353600 University of Washington Seattle, WA 98195-3600 dbd1@uw.edu

Education Honors & Awards Publications

Dr. Dabach’s research focuses on the adaptation of host society institutions to immigrant populations. Situated in the field of immigration and education, her work examines the nature of opportunities for immigrant-origin youth in urban secondary school settings. Her work also examines how those who work within host society institutions, such as teachers, interact with immigrant-origin youth who are designated as “English learners” (ELs).

Dr. Dabach recently completed the Teacher Adaptation Study (TAS), which was funded by the UC Linguistic Minority Research Institute (LMRI), the UC All Campus Consortium on Research for Diversity (ACCORD), the Spencer Research Training Grant, and the Center for Latino Policy Research.  This study followed the same teachers across distinct institutional tracks: one intended for general education students, the other intended for EL-designated youth.  In addition to research in immigration and education, Dr. Dabach is interested in efforts to integrate the arts into content area teaching in order to provide creative and engaging educational opportunities for youth.

Education

University of California, Berkeley, Ph.D, 2009

Honors & Awards

Outstanding Dissertation Award (AERA Bilingual Education SIG, 2011)

Outstanding Dissertation Award Nomination (UC Berkeley Graduate School of Education, 2009)

Morrison-Miller Prize in U.S. History (1996)

Selected Publications

Dabach, D. B. & Callahan, R. M. (2011). Rights versus reality: The gap between civil rights and English learners' high school educational opportunities. Teachers College Record.

Dabach, D. B. (2011). Teachers as agents of reception: An analysis of teacher preference for immigrant-origin second language learners. The New Educator. 7:66–86. (Special theme issue on immigration and education.)

Dabach, D. B. (2010). Visual prompts in writing instruction: Responses from English language learner middle school students. In D. Donahue & J. B. Stuart (Eds.) Artful teaching: Learning to integrate the arts for understanding across the disciplines. Teachers College Press.

Dabach, D. B. (2006). Documenting the undocumented. Five Fingers Review: Intersecting Lines. 24, 212-216.

Menard-Warwick, J. & Dabach, D. B., (2004). “In a little while I could be in front”: Social mobility, class, and gender in the computer practices of two Mexicano families. Journal of Adult and Adolescent Literacy. 47:5, 380-389.