Tina Gutierez-Schmich

Tina Gutierez-Schmich profile picture

Biography

Dr. Tina Gutierez-Schmich has spent her career in education including early intervention, K-12, and higher education.  She has served a variety of roles including teacher, equity facilitator and trainer, mediator, restorative practice trainer and practitioner, educational policy analyst, and educational consultant.

Education

Ph.D., 2016, University of Oregon, Eugene, OR
Major: Critical Socio-Cultural Studies in Education

M.S., 2007, University of Oregon, Eugene, OR
Major: Conflict and Dispute Resolution

M.P.A., 2005, University of Oregon, Eugene, OR
Major: Public Policy and Management

B.Ed., 2002, University of Oregon, Eugene, OR
Major: Family and Human Services

Honors and Awards

2016    Oregon Safe Schools Award

2014    Janette Gunther Drew Scholarship

2014    College of Education Diversity Award, University of Oregon

2013    Lucinda Jane Criswell Scholarship, University of Oregon

2012    Silvy Kraus Presidential Fellowship, University of Oregon

2012    Daniels Family Scholarship, University of Oregon

2011    Martin Luther King Jr. Award, University of Oregon

Publications

Gutierez-Schmich, T. and Heffernan, J. (2018). The 2017 State of Safe Schools
Report: Sticks and Stones | Persistent Unsafe Conditions for LGBT Youth in Oregon Schools. Portland, OR: OSSCC

Heffernan, J. and Gutierez-Schmich, T. (2017). The 2016 State of Safe Schools
Report: Deliberate Practices for a Safe and Inclusive School Climate in Oregon. Portland, OR: OSSCC

Gutierez-Schmich, T. and Heffernan, J. (2015). Public Pedagogy in Rodriguez, N. et al.
(eds.) Queer Studies Education: Critical Concepts for the Twenty-First Century. New York: Palgrave Macmillan.

Heffernan, J. and Gutierez-Schmich, T. (2014) We Recruit: A Queer Pedagogy for Teacher Educators. Chapter 12 in Voices of LGBTQ Students and Teachers: Changing the Culture of Schooling, Anna Wilson and Veronica Bloomfield, Editors.

Research

Dr. Gutierez-Schmich’ s practice and research focuses on preservice and inservice teacher development and practice with students systemically underserved in public schools.