Profile: Ariana Mangual Figueroa | Graduate School of Education

Profile: Ariana Mangual Figueroa

Assistant Professor


Ariana draws from the fields of language socialization and linguistic anthropology to examine language use and learning in multilingual Latino communities living in the United States. Her research documents the everyday experiences of children and families as they participate in learning activities across multiple settings including homes, schools, and communities. She is particularly interested in the ways in which an individual’s linguistic and cultural development is shaped by citizenship status and educational policies and the ways in which this becomes evident in daily, routine interactions.

Ariana believes in modeling many of the practices that her doctoral and master’s students will utilize in their careers. A cornerstone of her teaching and thinking about teaching is the belief that teachers and their pupils co-construct linguistic and academic knowledge. She believes this to be true of the university classroom as well as the primary and secondary classrooms, and she works to develop approaches to teaching that helps prepare students to be thoughtful and dynamic researchers and educators.  

Her pedagogy is informed by her experiences teaching in a variety of contexts. Ariana began teaching during her undergraduate studies at Brown University, where she taught Spanish language and literature to inner-city youth of color in Massachusetts and English to immigrant families at a family literacy program in Rhode Island. After graduating from college, Ariana taught English as a Second Language (ESL) and Spanish in a public high school in the Bronx for two years. After a year in Spain, where she taught English to adults, Ariana returned to New York and taught ESL and Spanish at a K-8 dual language school in Brooklyn. Prior to joining the faculty at Rutgers, she worked at the University of Pittsburgh as a Lecturer in the Graduate School of Education and as a Research Associate at the Institute for Learning in the Learning Research and Development Center (LRDC). 


Professional Affiliations:

American Educational Research Association
National Association for Bilingual Education
American Anthropological Association

Recent Grants:

2016-2017 Rutgers Research Council Grant

The Everyday Schooling Experiences of Latina Immigrant Girls

2013-2014 National Academy of Education/Spencer Postdoctoral Fellow

Citizenship, Socialization, and Schooling in the Lives of Mixed-Status Mexican Families

2014 The American Anthropological Association Committee on Ethics, Small Grants Program

Beneficience and Informed Consent: Lessons from an Ethnographic Study of Citizenship and Language Socialization 

  • Departments

    Department of Learning & Teaching

  • Associated Programs

    Ph.D. LCID Specialization in Language Education

    Language Education

    I have also taught Qualitative Research Methods I to doctoral students across programs.

  • Courses Taught

    Language Socialization

    Introduction to English as a Second Language

    Bilingual Bicultural Education

    Academic English in the Content Areas

    Qualitative Methods I

  • Education

    2010, Ph.D. in Language, Literacy, and Culture, University of California, Berkeley

    "Language Socialization Experiences of Mixed-Status Mexican Families Living in the New Latino Diaspora" (Patricia Baquedano-López (Chair), Graduate School of Education; Bruce Fuller, Graduate School of Education; William F. Hanks, Department of Anthropology)

    2003, Ms.Ed. in Bilingual Education, Bank Street College of Education

    2003, Granted New York State Provisional Certification, K-6 teacher with bilingual extension

    2003, Granted New York State Permanent Certification, PreK-6 teacher

    2001, B.A. in Educational Studies, Brown University

  • Publications

    Articles in Refereed Journals

    Mangual Figueroa, A.. (accepted). Speech or silence: Undocumented students’ decisions to reveal their citizenship status in school. American Educational Research Journal.

    Byrnes, M.M. & Mangual Figueroa, A. (accepted). “Dice que es Bajo” (She says he’s low): Negotiating Breaches of Literacy Learner Identity in Two Mexican Families. Linguistics & Education.

    Mangual Figueroa, A. (2016). Citizenship, beneficence, and informed consent: The ethics of working in mixed-status families. International Journal of Qualitative Studies in Education 29(10), 66-85.

    Mangual Figueroa, A. (2015). Out of the Shadows: Testimonio as Civic Participation. Journal of Latinos and Education 14(4), 244-260.

    Mangual Figueroa, A., Suh, S., & Byrnes, M.M. (2015). Co-constructing beliefs about parental involvement: Rehearsals and reflections in a family literacy program. Linguistics & Education 31, 44-58.

    Bridges, M., Cohen, S. R., Scott, L., Fuller, B., Anguiano, R., Mangual Figueroa, A. & Livas-Dlott, A. (2015). Home activities of Mexican American children: Structuring early socialization and cognitive engagement. Cultural Diversity and Ethnic Minority Psychology 21(2), 181-190.

    Mangual Figueroa, A., Baquedano-López, P., & Leyva-Cutler, B. (2014). La Cosecha/The Harvest: Sustainable Models for School-Community Engagement at a Bilingual Program. Bilingual Research Journal, 31(7), 43-63.

    Mangual Figueroa, A. (2013). "Hay que hablar": Testimonio in the everyday lives of migrant mothers. Language & Communication, 33, 559-572.

    Mangual Figueroa, A. (2013). Citizenship and language education policy in an emerging Latino community in the United States. Language Policy 12, 333-354.

    Mangual Figueroa, A. (2012). "I have papers so I can go anywhere!": Everyday talk about citizenship in a mixed-status Mexican family." Journal of Language, Identity, & Education, 11(5), 291-311.

    Mangual Figueroa, A. (2011). Citizenship and Education in the Homework Completion Routine. Anthropology & Education Quarterly, 4(3), 263-280.

    Livas-Dlott, A., Fuller, B., Stein, G.S., Bridges, M., Mangual Figueroa, A., & Mireles, L. (2010). Commands, competence, and cariño: Maternal socialization practices in Mexican American families. Developmental Psychology, 46(3), 566-578.

    Invited and Refereed Book Chapters

    Mangual Figueroa, A. (in press). Ethnography and Language Education. In K. King and Y-J. Lai (Eds.). Volume 10: Research Methods. Encyclopedia of Language Education, 3rd edition. New York: Springer.

    Mangual Figueroa, A. and Baquedano-López, P. (in press). Language Socialization and Schooling. In P. Duff (Ed.). Volume 8: Language Socialization. Encyclopedia of Language Education, 3rd edition. New York: Springer.

    Mangual Figueroa, A. (in press). Topography of trámites: Mixed-status families map of the New Latino Diaspora. In S. Salas, P.R. Portes (Eds.), Latinization of American society: Perspectives on national and regional transformation. New York: State University of New York Press.

    Mangual Figueroa, A. (2014). Finding a place: Migration and education in mixed-status families. In P.R. Portes., S. Salas,. P. Mellom (Eds.), U.S. Latinos and education policy: Research-based directions for change (pp. 149-172). New York, NY: Routledge.

    Mangual Figueroa, A. (2014). La carta de responsabilidad: The problem of departure. In D. Paris & M.T. Winn (Eds.). Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 129-146). Thousand Oaks, CA: Sage Publications.

    Chapters in Books or Monographs

    Mangual Figueroa, A. (2014). The Fourteenth Amendment. In A. Ochoa O'Leary (Ed.), Undocumented Immigrants in the United States: An Encyclopedia of their Experience (pp. 274-276). Santa Barbara, CA: ABC-CLIO.

    Baquedano-López, P. & Mangual Figueroa, A. (2011). Language Socialization and Immigration. In A. Duranti, E. Ochs, & B.B.Schieffelin (Eds.), Handbook of Language Socialization (pp. 536-563). Malden, Mass.: Wiley-Blackwell.

    Baquedano-López, P. & Mangual Figueroa, A., Hernandez, S.J. (2011). An integrated approach to the study of transitions as learning activity Two cases from Spanish immersion classrooms. In P. Portes& S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities (pp. 180-198). New York, NY: Peter Lang Publishing, Inc.

    Heiner, B.T. & Mangual, A. (2002). The Repressive Social Function of Schools in Racialized Communities. In J. James (Ed.), States of Confinement: Policing, Detention, and Prisons (2nd ed., pp. 222-229). New York, NY: Palgrave.

    Professional Journals and Textbooks (Non-refereed)

    Leiva, C. & Mangual, A. (2012). Desde las entrañas del monstruo: educadores en Nueva York luchando contra el neoliberalismo y el racismo. Docencia, 47, 90-98.

    Bill, V. L., Jamar, I., Smith, M.S., Campo, S., Hughes, E. & Goldman, P., Mangual Figueroa, A. (with Vennebush, P. & Badertscher, E.).(2009). AccountableLearning supplemental curricula: TeachMathAlgebra I teacher materials. Pittsburgh, PA: University of Pittsburgh.

    Bill, V. L., Jamar, I., Smith, M.S., Campo, S., Hughes, E. & Metz, M.L. (with Vennebush, P., Badertscher, E., & Mangual Figueroa, A.).(2009). AccountableLearning supplemental curricula: LearnMathAlgebra I student materials. Pittsburgh, PA: University of Pittsburgh.

    Book Reviews

    Mangual Figueroa, A. (2009) [Review of the book Bilingual Education an Introductory Reader]. Language Policy, 8(3), 307-309.

  • Research Initiatives

    Ariana's research to date includes: a qualitative study of how Mexican-American families in California’s Bay Area socialize their preschool children, an ethnographic study of learning in a Northern California bilingual preschool and after-school program, and an ethnographic study of a mixed-status, emerging Latino community in Southwestern Pennsylvania. The results of this work can be found in Developmental Psychology, the edited volume entitled Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities, and Anthropology & Education Quarterly, among other journals and books. She is currently conducting ethnographic fieldwork for a study of citizenship and schooling in a mixed-status Latino community in New York City. This latest project is funded by the National Academy of Education/Spencer Foundation.

  • Awards

    American Anthropological Association, Council on Anthropology and Education Presidential Fellow
    American Educational Research Association Early Career Mentoring Program
    American Educational Research Association Minority Dissertation Fellowship 

  • Expertise

    Language Socialization
    Citizenship and Schooling
    The New Latino Diaspora

  • Files


  • 848-932-0788
  • 10 Seminary Place
    Room 218
    New Brunswick, NJ 08901
  • By Appointment