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Sarah Gallo

Associate Professor
Learning & Teaching
Graduate School of Education Department of Learning & Teaching 10 Seminary Place New Brunswick, NJ 08901

Sarah Gallo (she/her/hers) is an associate professor of Language Education and Urban Social Justice Education at Rutgers University. Her research has brought attention to the ways that undocumented status shapes the educational lives of elementary school-aged children, their families, and their teachers on both sides of the Mexico-U.S. border. Her scholarship has been supported by Fulbright, The National Academy of Education, and the Spencer Foundation and appears in journals such as American Educational Research Journal and Teachers College Record. She is author of Mi Padre: Mexican Immigrant Fathers and their Children’s Education (Teachers College Press, 2017).

• Ph.D. Education – The University of Pennsylvania
• B.A. Spanish / Environmental Studies – Bowdoin College
• Member: The American Education Research Association, Division G- Social Context of Education, Bilingual Education SIG
• The American Anthropological Association,The Council of Anthropology and Education

  • Expertise & Research Interest


    English and Spanish

  • Recent & Selected Publications

    Dreby, J., Gallo, S., Silveira, F., & Adams Corral, M. (Forthcoming). “Nací Allá: Meanings of U.S. Citizenship for Young Children of Return Migrants to Mexico.” Manuscript accepted for publication with Harvard Educational Review.

    Gallo, S. & Ortiz, A. (2020). Broaching unauthorized (im)migration in Mexican primary schools. Teachers College Record, 122(8).

    Gallo, S., & Dabkoswki, M. (2018). The Permanence of departure: Young Mexican immigrant students’ discursive negotiations of imagined childhoods allá. Linguistics and Education, 45, 92-100.

    Gallo, S. (2017). Mi Padre: Mexican immigrant fathers and their children’s education. New York, NY: Teachers College Press. Refereed Journal Articles

    Link, H., Gallo, S., & Wortham, S. (2017). The production of schoolchildren as Enlightenment subjects. American Educational Research Journal, 54(5), 834-867.

    Gallo, S. & Hornberger, N. H. (2017). Immigration policy as language policy: Mexican families’ decision-making in search of biliteracy for their children. International Journal of Bilingualism, 21(2), 1 – 14.

    Gallo, S. (2016). Humor in father-daughter immigration narratives of resistance. Anthropology and Education Quarterly, 47(3), 279-296.

    Gallo, S. & Link, H. (2015). “Diles la verdad”: Deportation policies, politicized funds of knowledge, and schooling in middle childhood. Special Issue Dissolving Boundaries: Understanding Undocumented Students’ Educational Experiences, Harvard Educational Review, 85 (3), 357-382.

    Gallo, S. (2014). The effects of gendered immigration enforcement on middle childhood and schooling. American Educational Research Journal, 51 (3), 473 – 504.

  • Honors & Awards

    2018 – 2020 Co-Principal Investigator, National Geographic, “Ethnographic Mosaic of Migrant Children Experiences in the Americas” : Valentina Glockner, PI

    2017 – 2018 Post-Doctoral Fellowship Recipient: National Academy of Education / Spencer Foundation

    2016 Fulbright Recipient: U.S. Scholar Grant for Mexico

    2015 – 2016 Faculty Fellow, Office of Diversity and Inclusion in the College of Education and Human Ecology, The Ohio State University

    2011 – 2012 Dissertation Fellowship Recipient, National Academy of Education / Spencer Foundations

    2011 Co-Principal Investigator, National Science Foundation Doctoral Dissertation Improvement Grant in Cultural Anthropology

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