Professor Artiles’ scholarship examines paradoxes of educational equity and addresses their consequences. For instance, he studies how disability diagnoses can unwittingly stratify educational opportunities for racial or linguistic minoritized groups and advances models and tools to rectify such inequities. He co-authored the National Research Council’s 2017 report Promoting the Educational Success of Children and Youth Learning English and served on the White House Advisory Commission on Educational Excellence for Hispanics. He and his colleagues led the National Center for Culturally Responsive Educational Systems and the Equity Assistance Center for Region IX. Current work examines the role of cultural and spatial factors in equity reforms for students of color with/without disabilities. He is also documenting how constructs such as “disability” and “inclusive education” embody alternative meanings across settings and scales that can deepen inequities and is generating processes to assemble opportunity structures in such contexts.
Professor Artiles joined Stanford as part of the Faculty Development Initiative in 2020.