معرفی
Claudia Bermúdez serves as a Clinical Assistant Professor and Coordinator in the Department of Teacher Education at Claremont Graduate University, with professional experience spanning K-12 education to higher education. Her work centers on antiracist pedagogy, socially just leadership, and the development of healthy classroom ecologies for marginalized student populations.
Her academic credentials include:
- PhD in Education from Claremont Graduate University
- Master’s degree in Educational Administration from California State University, Los Angeles
- Master’s degree in Latin American Studies from University of California, Los Angeles
- Bachelor’s degree in Latin American Studies from University of California, Los Angeles
Dr. Bermúdez’s research critically examines the tension between social justice teaching and subtractive schooling structures, with particular focus on how class, race, and cultural capital intersect in educational settings. Her scholarship actively challenges systemic inequities through frameworks of antiracist pedagogy and socially just leadership development for educators working with vulnerable student populations.
Her recent publications analyze effective teaching practices for marginalized students, the experiences of women of color in academia, and communication strategies for English learner families. These works collectively demonstrate her commitment to context-responsive educational approaches that transcend theoretical limitations through practical implementation.
While no individual scientific awards are documented, her research team secured a significant grant from the John Randolph Haynes and Dora Haynes Foundation (2015-2017) to study highly effective teachers of historically marginalized students, resulting in peer-reviewed publications and a co-edited academic book.
With two decades of practical experience in the Los Angeles Unified School District across roles including elementary teacher, bilingual coordinator, English learner specialist, and principal, she bridges academic theory with frontline educational leadership. Her current work continues to advance equity-focused practices through teaching, research, and community engagement initiatives.
