Juan C. Garibay

Juan Carlos Garibay is an associate professor and a faculty affiliate at the UVA Center for Race and Public Education in the South. His research takes a critical quantitative approach, utilizing critical theoretical frameworks to examine campus climate and structural inequities in postsecondary education (including STEM) for racial/ethnic minoritized groups.

Professor Garibay’s research has been generously funded by the Spencer Foundation and Russell Sage Foundation. He serves as an associate editor for the Journal of Higher Education. His publications have been featured in the Review of Higher Education, the Journal of Higher Education, Research in Higher Education, the Journal of Diversity in Higher Education, the American Educational Research Journal, the Journal of Latinos and Education, and the Journal of Research in Science Teaching, among others.

In 2020, Professor Garibay was named a Spencer Foundation Postdoctoral Fellow for his work on STEM bachelor’s degree recipients’ social justice outcomes at Minority-serving institutions (MSI) and non-MSIs. He received his Ph.D. and M.A. in higher education and organizational change, and B.S. in applied mathematics all from the University of California, Los Angeles. While at UCLA, he served as a research analyst for the Higher Education Research Institute, the Center for the Study of Inequality, and the Office of Faculty Diversity and Development. Prior to graduate school, Garibay worked for a community-based environmental justice organization in his hometown of Wilmington, California. He comes from a working-class Mexican immigrant family and was a first-generation college student.

Professor Garibay is currently leading two research studies. First, he is co-leading the Slavery Histories and Reparations in Postsecondary Education Project (Project SHARPE), which is examining both how university histories of slavery impact the experiences and outcomes of students of African descent as well as organizational and state factors that predict university engagement in higher education reparations. Second, he is co-leading a research project focused on examining the educational impact of STEM courses integrating issues of social and racial (in)justice at 11 higher education institutions that will help STEM faculty leading such courses better understand how content, pedagogy, and course structures promote students’ identities, learning, and career interests.

Ph.D., University of California, Los Angeles, 2014
M.A., University of California, Los Angeles, 2010
B.S., University of California, Los Angeles, 2008

• Higher Education 
• Racial Equity in Education 
• Science, Technology, Engineering, and Mathematics
• Critical Quantitative Methodologies