Faculty Publications

Reyes Quezada

Teaching and Supporting Migrant Children


Teaching and Supporting Migrant Children in Our Schools: A Culturally Proficient Approach

Written by Reyes L Quezada, Fernando Rodriguez-Valls, and Randall B. Lindsey



"The writing of this book with a focus on the education of children of migrant farmworkers was special," says Dr. Quezada, "as my father himself was a farmworker and I too along with my brothers and sisters worked in the agricultural fields of the Imperial Valley. Throughout the book I would reflect on the time I had a conversation with Cesar Chavez, then UFW President for about a half hour at the airport in Fresno on his way to a hearing in Washington DC and saw my father in him-a humble man but with conviction."

General approaches to multiculturalism run the risk of overlooking an increasingly diverse student population that deserves special consideration and attention: students from immigrant backgrounds whose families toil the fields in order to provide better educational opportunities for their children. This book’s purpose is to guide educators to think deeply about their roles and responsibilities in the education of children of farmworker families in our nation’s schools. Readers will view their classrooms, schools, districts, and the migrant programs they lead in a broad and inclusive manner through the lens of cultural proficiency.

The initial steps when embracing cultural proficiency entails thinking reflectively about one’s own values and behaviors and the school’s policies and practices toward children of farmworker families. Cultivating a willingness, openness and commitment to meeting the challenges and opportunities of this often-invisible aspect of diversity is an important first step for the development of effective educational practices for migrant students and their families. The cultural proficiency framework can inform staff development models for working effectively with migrant students and their families.


Reyes Quezada, Ed.D., writes and teaches in the areas of Bilingual Education, K-12 Teacher Recruitment, Issues on Faculty of Color, Instructional Models, Home-School Community Partnerships, Experiential Education and Physical Education Through Adventure Based Programs. He came to USD in 1999 from the University of Redlands and prior to that he taught at California State University, Stanislaus. He has also lectured for California State University San Bernardino, San Diego State University and the Washington Center for Academic Seminars in Washington D.C. Among his articles are "K-12 Teacher Recruitment: Implications for Teacher Education" (Teacher Education Quarterly), "Developing Diverse Faculty in Culturally Proficient Education Programs" (Journal of Multicultural Education), and "Forming Home-School Community Partnerships Among Bilingual Communities" (The School Community Journal).


Recent Publications:

Published Books:

Quezada, R., Lindsey, R., & Lindsey, D. (July, 2012). Cultural proficiency Practice-Educating English learners. Corwin Press.

Quezada, R. (2012). Internationalization of teacher education: Creating global competent teachers and teacher educators for the 21st. Century. UK. Reutledge.

Published Book Chapters:

Quezada, R. (2010). Internationalization of teacher education: Creating global competent teachers and teacher educators for the 21st. Century. UK. Reutledge. (1-6 and 47-60).

Quezada, R., Lattimer, H., & Spencer, J. (2011). Opportunities and obstacles in action research as a pathway to developing as a practitioner researcher, in Part III. Practitioner Research: Opportunities and Challenges. Peter Lang Publishing Group, Frankfurt am Main Germany. (pg.183-200).


"Although often overlooked in schools and curricula, the children of farmworker families nonetheless bring rich cultural and linguistic strengths to their education. The authors make a compelling case in this book that these children deserve an education that is culturally responsive, deeply engaging, and respectful of their particular sociocultural realities"

Sonia Nieto, professor emerita, Language, Literacy and Culture,
College of Education, University of Massachusetts, Amherst