Cati de los Ríos
Cati de los Ríos is an associate professor of Language, Literacy and Culture at UC Berkeley’s School of Education. She taught Spanish, English language development (ELD), and Ethnic Studies in Massachusetts and California public schools. Her scholarship draws from ethnographic and participatory methodologies to 1) explore the nexus of ethnic studies curricula, writing, and civic learning; and 2) examine how racially minoritized bi/multilingual youth build off of intergenerational cultural legacies while innovating new forms of creative expression and political engagement. de los Rios’s research has been recognized by The National Academy of Education/Spencer Foundation (Dissertation and Postdoctoral Fellowships), National Academies of Science/Ford Foundation (Dissertation and Postdoctoral Fellowships), and National Council of Teachers of English (NCTE) Cultivating New Voices Fellowship. She is also the recipient of several awards including NCTE’s Promising Researcher Award, Alan C. Purvis Award, Janet Emig Award, and a UC Berkeley Regents' Junior Faculty Fellowship. Some of her recent papers can be found in Applied Linguistics, Aztlán: A Journal of Chicano Studies, Reading Research Quarterly, and The ANNALS of the American Academy of Political and Social Science.
- Early Career Award, Division G - “Social Context of Education”, AERA (2025)
- Divergent Award for Excellence in Literacy in a Digital Age Research (2025)
- Early Career Award, Grassroots Community and Youth Organizing SIG, AERA (2022)
- Early Career Award, Language and Social Processes SIG, AERA (2022)
- CITED International Faculty Fellow, Kings College London & Columbia University (2021 - 2024)
- UC Berkeley Regents’ Junior Faculty Fellowship (2021)
- National Academy of Education/ Spencer Postdoctoral Fellowship (2020 - 2021)
- Ford Foundation Postdoctoral Fellowship (2020 - 2021)
- Arthur Applebee Award for Excellence in Research on Literacy, Literacy Research Association (2020)
- Early Career Achievement Award, Literacy Research Association (2020)
- National Council of Teachers of English (NCTE) Janet Emig Award (2019)
- National Council of Teachers of English (NCTE) Alan C. Purves Award (2018)
- National Council of Teachers of English (NCTE) Promising Researcher Award (2018)
- Outstanding Dissertation Award, American Education Research Association Special Interest Group: Critical Educators for Social Justice (CESJ) (2018)
- Outstanding Dissertation Award, American Education Research Association Special Interest Group: Latinx Research Issues (2018)
- Ford Foundation Dissertation Fellowship (2016)
- National Academy of Education/Spencer Dissertation Fellowship (2016)
Ph.D./M.Philosophy, Teachers College, Columbia University
M.T.S., Harvard University
Teaching Credential, Harvard University
B.A., Loyola Marymount University
PEER REVIEWED JOURNAL ARTICLES (most recent)
- de los Ríos, C.V., Félix, I., & Portillo, Y. (2025). Youth podcasting sonic heteroglossia: Exploring translingual youths’ multi-voiced poetics of resistance. TESOL Quarterly.
- de los Ríos, C.V. (2024). “Al sonido del huehuetl”: Situating danza azteca as family translingual prayer and civic participation. Journal of Language, Identity, and Education. 23(3), 355-367.
- Seltzer, K., & de los Ríos, C. V. (2024). Glimpses of Possibility: Decentering the “E” in English Language Arts Juntos. English Journal 114(1), 20-27.
- de los Ríos, C.V., & Patel, L. (2023). Positions, positionalities, and relationality in educational research. International Journal of Qualitative Studies in Education.
- Lyiscott, J., de los Ríos, C.V., & Clark, C. (2023). Case studies of effective learning climates for civic reasoning and discussion. AAPSS ANNALS.
- de los Ríos, C.V., **Portillo, Y., & **Cantero, B. (2022). Critical worldmaking through balladry: Youth corrido literacies as a lived civic poetic. Journal of Adolescent & Adult Literacy 66(2), 55-59.
- de los Ríos, C.V., Ochoa, G., *Molina, A., ***Gómez, B. (2022). Fostering and sustaining relationality in Chicanx/Latinx Studies: Reflections on Transgenerational Learning. Aztlán: A Journal of Chicano Studies, 27(2), 143-156
- de los Ríos, C.V. (2022). Guitarras on the rise: Framing youth sierreño bands as translingual ingenuity. Reading Research Quarterly, 57(2), 691-706
- de los Ríos, C.V. (2022). Translingual youth podcasts as acoustic allies: Writing and negotiating identities at the intersection of literacies, language, and racialization. Journal of Language, Identity, and Education
- de los Ríos, C.V., Seltzer, K., & *Molina, A. (2021). “Juntos somos fuertes”: Writing participatory corridos of solidarity in a Chicanx/Latinx Studies Course. Applied Linguistics 42(6), 1070-1082.
INVITED ARTICLES
- Seltzer, K., & de los Ríos, C.V. (in press). Shifting from labels and languages to people: Attuning TESOL to translanguaging realities. TESOL Quarterly
- de los Ríos, C. V. (2023). Delinking to learn from youth expressive practitioners of the everyday. Language Learning.
