Ph.D., New York University, Ed.M. Harvard University, M.S.W., University of California, Berkeley, B.S., Loyola University Chicago
Gaytán, F.X. (2013). Social capital and the academic and ethnic resources of Mexican youth in New York City. In A. Sawyer & B. Jensen (Eds.), Regarding Educación: Mexican-American Schooling the 21st Century. New York: Teachers College Press.
Moreno, G. & Gaytán, F.X. (2013). Focus on Latino learners: Developing a foundational understanding of Latino cultures to cultivate student success. Preventing School Failure: Alternative Education for Children and Youth, 57:1, 7-16.
Moreno, G. & Gaytán, F.X. (2012). Reducing subjectivity in special education referrals by educators working with Latino students: Encouraging the incorporation of the Functional Behavioural Assessment as a pre-referral practice in student support teams. Emotional and Behavioural Difficulties, iFirst, 1-14
Gaytán, F.X. & Suárez-Orozco, C. (2011). Social-emotional challenges for newcomer Latino youth in educational settings. In N.J. Cabrera, F.A. Villaruel, & H.E. Fitzgerald (Eds.), Latina and Latino Children's Mental Health, Volume 1: Development and Context. Santa Barbara, CA: Praeger.
Suárez-Orozco, C., Gaytán, F.X., & Kim, H.Y. (2010). Facing the Challenges of Educating Latino Immigrant Origin Students. In Growing up Hispanic: Health and Development of Children of Immigrants. Nancy Landale, Susan McHale, & Alan Booth (Eds.), Washington, D.C.: The Urban Institute.
Suárez-Orozco, C., Gaytán, F. X. Bang, H, J. Pakes, O’Connor, E., & Rhodes, J. (2010). Academic trajectories of newcomer immigrant youth. Developmental Psychology, 46, 602-618.