Kevin Perez is a full-time Lecturer in the Department of Learning, Leadership, and Culture at The City College of New York (CCNY). He holds dual Bachelor's degrees in Education Sciences and Korean Literature and Culture from the University of California, Irvine, and a Master’s degree in Dual Language and English Learner Education from San Diego State University. He is currently pursuing a Ph.D. in Bilingual Education at New York University. As a former dual language immersion teacher, Kevin’s work is grounded in cultivating teacher-centered ideological clarity that honors educators’ lived experiences and intersectional identities within multilingual educational spaces.

B.A. Education Sciences (Specialization in English Language Learning), University of California, Irvine

B.A. Korean Literature & Culture, University of California, Irvine

M.A. Education (Concentration in Dual Language and English Learner Education: Critical Literacy and Social Justice), San Diego State University 

Ph.D (In Process) Bilingual Education, New York University 

Undergraduate Courses:

EDCE 22200 The School in American Society: Bilingual Education in the Urban School

Graduate Courses:

EDCE 2207I Research into Teaching: Bilingual Education

EDCE 5300C Theories, Policies, and Programs for Emergent Bilingual Students

EDEC 6000K Introduction to the Education of Emergent Bilingual Students with Disabilities

EDCE 6400C Teaching Content Math, Science, Social Studies with Language Arts in English and an Additional Language 

SPED 3701K Reading and Writing Instruction for Students with Disabilities II

SPED 3900K Instructional Methods for Students with Disabilities in Childhood Education II

Kevin Perez’s research interests explores how de facto Dual Language Immersion language allocation policies intersect with race, class, gender, and dis/ability and how educators navigate these complexities in everyday classroom practices. His broader goal is to support future bilingual educators in affirming their lived histories and cultural repertoires while preparing them to nurture multilingual and multicultural identities in their students. By centering both teacher and student agency, his work seeks to inform more equitable and culturally sustaining approaches to bilingual education policy and practice that reflect and respond to the diverse realities of the communities they serve.