Gabriel Rodríguez Lemus, Jr

Gabriel  Rodríguez Lemus, Jr

Educational Leadership & Policy

Ph.D. in Higher Education Leadership, The University of Texas at Austin, expected 2024
M.S.Ed. in Higher Education & Student Affairs, Indiana University Bloomington, 2020
B.A. in Sociology, Concentration in Community Change, San José State University, 2015

Email: grodriguezlemus@utexas.edu
View Curriculum Vitae (pdf)
 

Gabriel Rodríguez Lemus, Jr. (he/él) is a third-year doctoral student in Educational Leadership & Policy, Program in Higher Education Leadership (PHEL) at The University of Texas at Austin with a graduate portfolio in Women & Gender Studies with a specialization in LGBTQ+ Studies. He is a Graduate Research Assistant for Project MALES, and a past teaching assistant for the Department of Educational Psychology. He is a 2021-2022 Chancellor Doctoral Incentive Program Fellow with The California State University and a Texas Association of Chicanos in Higher Education Graduate Fellow. Gabriel earned his M.S.Ed. in Higher Education & Student Affairs from Indiana University Bloomington and his B.A. in Sociology, concentration in Community Change from San José State University. Lastly, he is the Founder & Executive Director of the LatinX Graduate Student Association at UT Austin.

Gabriel’s work engages, complicates, & interrogates the ways Latinx/o masculinities is understood, specifically for Queer & Trans* Latinx/o collegians when navigating academe as it relates to their gender, ethnicity, sexuality, & dis/ability. His work employs anti-colonial, postcolonial, and critical theories. He is a qualitative scholar that seeks to use art-based methodologies, autoethnography, critical ethnography, photo elicitations, and testimonios.

As an interdisciplinary educational scholar, his work lives at the intersections of Queer & Trans* Studies, Chicanx & Latinx Studies, and Critical Ethnic Studies. Specifically, on centering the epistemologies, theoretical groundings, and methodologies of Queer & Trans* Latinx/a/o scholars. Utilizing Jotería (Hames-García, 2014; Tijerinna Revilla & Santillano, 2014) and Chicana Latina Epistemologies (Anzaldúa & Moraga, 2015; Hurtado, 2020; Delgado Bernal,1998) to humanize the experiences of Queer & Trans* Latinx/o men and those who em/body masculinities within higher education.