Adrian H. Huerta

ASHE Early Career Award, 2022
National Academy of Education/Spencer Foundation Postdoctoral Fellow, 2022-2024
ACPA Men and Masculinities Outstanding Research Award, 2022
Health Equity Fellow in Training (HEFT), Health Affairs, 2021-2022
Visiting Scholar, Harvard University, Graduate School of Education (Spring 2020 - COVID-19)
Emerging Poverty Scholar, Institute for Research on Poverty, University of Wisconsin, Madison
Poverty-Scholar-in-Residence, West Coast Poverty Center, University of Washington; 
Diversity Scholar, National Center for Institutional Diversity, University of Michigan; 
HEOC Faculty Award, UCLAA; 
Minority Dissertation Fellow, American Educational Research Association (AERA) 

EDUC 661: Equity in College and Career Access (Fall 2019)
EDUC 651: Introduction to Qualitative Methods (Summer 2020; Fall 2020; Summer 2022)
EDUC 658: School-to-Prison Nexus (Fall 2021) 

• Huerta, A. H. (2022). Accessing possible selves with limited college knowledge: Case studies of Latino boys in two urban continuation schools. American Behavioral Scientist, 66(10), 1342–1367.
• Huerta, A. H., & Martinez, E., Jr. (2022). Strategies and support services for community college Latino/x men on academic probation. Journal of Diversity in Higher Education, 15(4), 406-411, https://doi.org/10.1037/dhe0000418. 
• Huerta, A. H., Salazar, M. E., & Dizon, J. P. M. (in press). “No space for humanizing us:” Men of color identifying institutional needs at a rural university. Journal of College Student Retention: Research, Theory & Practice. 
• Huerta, A. H. (2022). Exploring undergraduate students’ emotional vulnerability in men of color programs. Journal of College Student Development. 
• Huerta, A. H., & Hernandez, E. (2021). Capturing the complexity of alternative schools: Narratives of Latino males in an overlooked educational space. The Urban Review. 
• Huerta, A. H., Rios-Aguilar, C., & Ramirez, D. (2022). A case study of how racial and ethnic minoritized community college student parents make decisions about college, careers, and campus resources. Community College Review.
• Huerta, A. H., McDonough, P. M., Venegas, K. V. & Allen, W. R. (in press). College is…: Focusing on the college knowledge of gang-associated Latino boys and young men. Urban Education. DOI: 10.1177/0042085920934854 
• Neri, R. C., Zipin, L., Rios-Aguilar, C. & Huerta, A. H. (in press, online). Surfacing deep challenges for social-educational justice: Putting funds, wealth, and capital frameworks into dialogue. Urban Education. 
• Huerta, A. H., & Rios-Aguilar, C. (2021). “Treat a cop like they are God”: Exploring the relevance and utility of funds of gang knowledge among Latino male students. Urban Education. 
• Huerta, A.H., & Dizon, J.P.M. (2021). Redistributing resources for men of color in higher education. About Campus.
• Huerta, A.H., Howard, T.C., & Haro, B.N. (2020). A call to action for new practice and research efforts to support Black and Latino boys in education. Phi Delta Kappa, 102(1), 29–33.
• Huerta, A. H. (2018). Educational persistence in the face of violence: Narratives of resilient Latino male youth. Boyhood Studies, 11(2), 94-113.
• Huerta, A. H., McDonough, P. M., & Allen, W. R. (2018). Employing a developmental perspective to examine how young men of color construct a college-going identity. Urban Review, DOI: 10.1007/s11256-018-0466-9​
• Howard, T. C., Woodward, B., Navarro, O., Huerta, A. H., Haro, B., & Watson, K. (2019). (2019). Renaming the narrative, reclaiming their humanity: Black and Latino males descriptions of success. Teachers College Record. 121(5), 1-32
• Martinez, E., & Huerta, A. H. (2020). Deferred enrollment: Chicano/Latino males, social mobility and military enlistment. Education & Urban Society, DOI: 10.1177/0013124518785021​
• Estrada, J. N., Huerta, A. H., Hernandez, E., Hernandez, R., & Kim, S. (2018). Socio-ecological risk and protective factors for youth gang involvement. In H. Shapiro and associates (Eds.), The Handbook of Violence in Education: Forms, Factors, and Preventions. Hoboken, NJ: Wiley-Blackwell.
• Garcia, G., Huerta, A. H., Ramirez, J. J., & Patron, O. E. (2017). Contexts that matter to the leadership development of Latino male college students: A mixed-methods perspective. Journal of College Student Development, 58(1), 1-18. 
• Howard, T. C., & Associates (2017). The counter narrative: Reframing success of high achieving Black and Latino males in Los Angeles County. University of California, Los Angeles: UCLA Black Male Institute. 
• Giraldo, L. G., Huerta, A. H., & Solórzano, D. G. (2017). From incarceration to community college: Funds of knowledge, community cultural wealth, and critical race theory. In C. Rios-Aguilar & J. M. Kiyama (Eds.), Funds of Knowledge in Higher Education: Honoring Students’ Cultural Experiences and Resources as Strengths (pp. 48-65). New York: Routledge. 
• Santos, J. L., Roth, K., & Huerta, A. H., & Ritter, Z. (2015). Technology and improving learning outcomes: A discussion of policy, costs and access. In R. T. Teranishi, L. Bordoloi Pazich, M. Knobel, & W. R. Allen (Eds.), Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification. U.K.: Emerald Group Publishing.
• Huerta, A. H. (2015). “I didn’t want my life to be like that”: Gangs, college, or the military for Latino male high school students. Journal of Latino/Latin American Studies, 7(2), 156-167.
• Huerta, A. H. (2015). The role of counselors in facilitating college opportunities for marginalized student populations. In J. D. Mathis, R. M. Rall & T. M. Laudino (Eds.), Fundamentals of college admission counseling: A textbook for graduate students and practicing counselors (pp. 276-289). Arlington, VA: NACAC.
• Huerta, A. H., & Fishman, S. M. (2014). Marginality and mattering: Urban Latino male undergraduates in higher education. Journal of The First-Year Experience & Students in Transition, 26(1), 85 -100.
• Sanchez, S. M., Huerta, A. H., & Venegas, K. M. (2012). Latino males and college preparation programs: Examples of increased access. Metropolitan Universities, 22(3), 27-45.
• Venegas, K. M., & Huerta, A. H. (2010). Urban ethnography: Approaches, perspectives and challenges. In M. Savin-Baden & C. H. Major (Eds.), New approaches to qualitative research: Wisdom and uncertainty (pp. 154-161). New York: Taylor Francis.

Assistant Professor of Education (tenure-track), Rossier School of Education, 8/2019 - Present
Provost Postdoctoral Scholar, Pullias Center for Higher Education, Rossier School of Education, USC, 8/2017 - 8/2019
Research Affiliate, University of Texas, Austin, Project MALES, 8/2016 – present
Postdoctoral Research Scholar, UCLA Higher Education Research Institute (HERI), 7/2016 – 7/2018 
Research Assistant, UCLA, 10/2011 – 6/2016
Assistant Director, USC, Office of the Provost, McNair Scholars Program, 3/2011 – 8/2011
Program Coordinator, USC, McNair Scholars Program, 3/2010 – 3/2011
Academic Advisor, USC, Rossier School of Education, Master of Arts in Teaching, 6/2009 – 3/2010

Funder: ECMC Foundation
Amount: 159,203
PI
Duration: 2022-2023

Funder: U.S. Department of Education
Amount: 990,000
co-PI. 
Duration: 2021-2024
Title: LBCC Phoenix Scholars: Supporting gang-involved youth and young adults into postsecondary education
 

Funder: CSU Student Success Network
PI
Amount: 38,500
Duration: 2020-2021
 

Funder: ECMC Foundation
PI
Amount: 9,350
Duration: 2020

Funder: Institute for Research on Poverty
PI
Amount: 20,000
Duration: 2019-2021

Funder: ECMC Foundation
Amount: 300,000
Duration: 2018-2021

Funder: The Center for Research on College-Workforce Transitions
Amount: ~45,000 (25K from community college partner) 
Duration: 2018-2020