Loyola University Chicago

School of Education

Faculty and Staff Directory

Chang, Aurora

Title/s:  Associate Professor;
Program Chair

Specialty Area: Higher Education; Undocumented Students' Identity, Education & Agency; Schooling Experiences of Latina Students; Multiracial Identity; Chicana Feminism; Teacher Education - How Positionality Impacts Epistemology

Office #:  Lewis Towers 1054, WTC

Phone: 312-915-6856


CV Link: Chang CV


Once an undocumented immigrant from Guatemala and raised in Richmond, California in a family of eight, Dra. (Doctora) Aurora Chang is now an assistant professor and program chair in Higher Education at Loyola University’s School of Education, where she teaches coursework on multicultural education, social justice, undocumented students, critical social theory, Chicana Feminism, and curriculum in higher education.  Chang’s research focuses on the intersection of education, identity and agency within traditionally marginalized communities. Currently, she focuses on undocumented students' paths of educational survival, resistance and persistence, how these experiences affect the "American" sociopolitical landscape and what educators can do to support them.


Ph.D., University of Texas at Austin, Austin, TX

Program Areas

  • Higher Education
  • Curriculum and Instruction
  • Teaching and Learning

Research Interests

  • Undocumented Students
  • Latina Students
  • Female Faculty of Color
  • Multiracial Students
  • Teacher Education

Professional & Community Affiliations

  • American Educational Research Association (AERA)
  • National Association for Ethnic Studies (NAES)
  • American Educational Studies Association (AESA)
  • National Center for Faculty Diversity and Development (NCFDD)

Courses Taught

  • ELPS 429 – Critical Social Theories
  • ELPS 430 – Curriculum in Higher Education 
  • ELPS 432 - Multiculturalism for Social Justice in Higher Education

Selected Publications

  • Chang, A., Neugebauer, S., Ellis, A., Ensminger, D., Ryan, A., & Kennedy, A. (2016).  Teacher Educators’ Experiences around Teacher Education Redesign: A Collaborative Self-Study.  Studying Teacher Education. DOI:10.1080/17425964.2016.1192030
  • Chang, A. (2016).  Undocumented Intelligence: Laying Low by Achieving High as a Good Noncitizen Citizen.  Race, Ethnicity and Education.      DOI:10.1080/13613324.2016.1168539
  • Chang, A. (2016).  Resisting the Orthodox Smart Label: High School Latinas and the Redefinition of Smartness on the Western Frontier.  Journal of Latinos and Education. DOI:10.1080/15348431.2016.1179187
  • Chang, A. (2015).  “Call me a little critical if you will”- Counterstories of Latinas studying     abroad     in Guatemala.  Journal of Hispanic Higher Education. DOI:10.1177/1538192715614900
  • Chang, A. (2015).  Privileged and Undocumented: Toward a borderland love ethic. Association of Mexican American Educators. 9(2), 6-17.
  • Martinez, M., Chang, A., & Welton, A., (2015). Assistant Professors of Color Confront the     Inequitable Terrain of Academia: A Community Cultural Wealth Perspective. Race, Ethnicity and Education. DOI: http://dx.doi.org/10.1080/13613324.2016.1150826
  • Chang, A., Fonseca, V., Soto, L. & Cardona, D.S. (2015).  Writing for Publication: Latina Faculty/Staff of Color’s Perspectives on Scholarship Production.  MALCS (Mujeres Activas en Letras y Cambio Social/Women Active in Research and Social Change), 15(2), 124-149.
  • Chang, A. (2015).  Un-American: Latina high school students’ testimonios of American and White conflation in the middle of nowhere.  Race Ethnicity and Education. DOI:10.1080/13613324.2015.1110337
  • Martinez, M., Alsandor, D., Cortez, L., Welton, A., & Chang, A. (2015). Reflective Testimonios of Female Scholars of Color in a Research and Writing Collective. Reflective Practice, 16(1), 85-95.  DOI: 10.1080/14623943.2014.969698
  • Chang, A. (2014). Multiracial Matters – disrupting and reinforcing the racial rubric in educational discourses. Race Ethnicity and Education.  DOI: 10.1080/13613324.2014.885427
  • Chang, A. (2013).  Identity Production in Figured Worlds: How Some Multiracial Students Become Racial Atravesados. The Urban Review. DOI 10.1007/s11256-013-0247-4.
  • Chang, A., Welton, A., Martinez, M., & Cortez, L. (2013). Becoming Academicians: A Critical Ethnographic Analysis of the Figured Worlds of Racially Underrepresented Female Faculty.  Negro Educational Review, 64(1-4), 97-117.
  • Chang, A. (2011) Undocumented to Hyperdocumented: A Jornada of Protection, Papers and PhD Status.  Harvard Educational Review. 81(3), pp. 508-520.