Degrees: Ph.D., Education (Urban Schooling/Sociology of Education), UCLA, 2001
Office: ED 2114
Teaching Interests: Urban education, school-community relations, qualitative research methods, social and cultural foundations of education, multicultural education/diversity/cultural proficiency, educational policy
Research Interests: Parent/family engagement in education, school-community partnerships, college access, accountability, social context of urban education, leadership for partnerships
Auerbach, S., & Collier, S. (2012). Bringing high stakes from the classroom to the parent center: Lessons from an intervention program for immigrant families. Teachers College Record, 114(3). ID Number: 16292.
Auerbach, S. (Ed.) (2012). School leadership for authentic family and community partnerships: Research perspectives for transforming practice. New York: Routledge.
Auerbach, S. (2012). Conceptualizing leadership for authentic partnerships: A continuum to inspire practice. In S. Auerbach (Ed.), School leadership for authentic family and community partnerships: Research perspectives for transforming practice (pp. 29-52). New York: Routledge.
Auerbach, S. (2012). Conversations with community-oriented educational leaders. In S. Auerbach (Ed.), School leadership for authentic family and community partnerships: Research perspectives for transforming practice (pp. 233-247). New York: Routledge
Collier, S., & Auerbach, S. (winter, 2011). “It’s difficult because of the language”: A Case Study of the Families Promoting Success Program in the Los Angeles Unified School District. Multicultural Education 18(2), 9-14.
Auerbach, S. (May, 2011). Bridging cultures and building relationships: Engaging Latino/a immigrant parents in urban schools. Educational Leadership 68(8), 16-21.
Auerbach, S. (2011). “It’s not just going to collect dust on a shelf:” Faculty perceptions of the applied dissertation in the new California State University (CSU) Ed.D. programs. Journal of Research on Leadership Education, 6(3), 59-82.
Auerbach, S. (2010). Beyond Coffee with the Principal: Toward leadership for authentic school-family partnerships. Journal of School Leadership 20(6), 730-759.
Auerbach, S. (2009). Walking the walk: Portraits in leadership for family engagement in urban schools. School Community Journal, 19(1), 9-32.
Auerbach, S. (2008). Book review essay on N. Fruchter’s (2007) “Urban schools, public will: Making education work for all our children.” Educational Administration Quarterly, 44(3), 443-450.
Auerbach, S. (2007). Visioning parent engagement in urban schools: Role constructions of Los Angeles administrators. Journal of School Leadership, 17(6), 699-735.
Auerbach, S. (2007). From Moral Supporters to Struggling Advocates: Reconceptualizing parent roles in education through the experience of working-class families of color. Urban Education 42(3), 250-283.
Auerbach, S. (2006). “If the student is good, let him fly”: Moral support for college among Latino immigrant parents. Journal of Latinos and Education, 5(4), 275-292.
Tierney, W., & Auerbach, S. (2005). Toward developing an untapped resource: The role of families in college preparation. In W. Tierney, Z. Corwin, & J. Colyar (Eds.), Preparing for college: Nine elements of effective outreach (pp. 29-48). Albany, NY: State University of New York Press.
Auerbach, S. (2004). Review essay on A. Lareau’s (2003) Unequal Childhoods: Class, Race, and Family Life. Harvard Educational Review 74(4), 431-440.
Auerbach, S. (2004). Engaging Latino parents in supporting college pathways: Lessons from a college access program. Journal of Hispanic Higher Education>3(2), 125-145 (special invited issue of new peer reviewed journal).
Auerbach, S. (2002). “Why do they give the good classes to some and not to others?” Latino parent narratives of struggle in a college access program. Teachers College Record, 104(7), 1369-1392. (peer reviewed Tier I education journal)
Auerbach, S. (Ed.) (1994). Encyclopedia of Multiculturalism (6 vol.). North Bellmore, NY: Marshall Cavendish Corp.. (high school-college reference)