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Profile for Adele Lozano

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Adele Lozano

Associate Professor
Student Affairs Administration
University of Wisconsin-La Crosse

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Adele Lozano

Associate Professor

Student Affairs Administration

Specialty area(s)

Latinx/a/o identity development and leadership development; student development theory; ethnic cultural centers; qualitative research

Brief biography

Dr. Adele Lozano  has been teaching in the SAA program since January 2015. Prior to joining the SAA Program, she worked for 18 years in multicultural student affairs at research institutions in Iowa and Illinois. Her scholarship centers on the experiences of Latinx students at historically White institutions in the Midwest, with a focus on identity development, leadership development, and the role of cultural centers in Latinx student success. Adele is a third-generation Iowan of Mexican heritage whose experience as a Chicana first-generation college student at a large public university shaped her interest in how Latinx students resist traditional expectations of assimilation in college, while finding culturally relevant ways to develop as leaders. Her book, Latina/o College Student Leadership: Emerging Theory, Promising Practice, was published in 2015. Her work has also been published in Latinos in Education, International Journal of Qualitative Studies in Education, About Campus and New Directions for Student Services, as well as a chapter in Patton’s (2010) book, Cultural Centers in Higher Education. In 2022, Adele began a 3-year term as the Program Director for UWL's Student Affairs Administration and Leadership EdD Program.

Current courses at UWL

SAA702-001  Student Development Theory

SAA790-411  Capstone in Student Affairs

SAA800          21st Century Learners

SAA950          Dissertation Seminar

SAA898        College Teaching



Ph.D. Higher Education Administration, Iowa State University, 2014

M.A. Student Development/Postsecondary Education, University of Northern Iowa, 1997

B.L.S. University of Northern Iowa, 1995


Teaching history

I have taught in the UWL SAA program since January 2015. Previously, at Iowa State University I taught first-year learning community seminars focusing on academic success, leadership, and identity development.

Professional history

2021: SAA Associate Professor at UW La Crosse

2016: SAA Assistant Professor at UW La Crosse

2015: SAA Lecturer at UW La Crosse

2010-2014: Coordinator for Retention, OMSA - Iowa State University

2006-2010: Asst. Dean of Students & Dir. of La Casa Cultural Latina - University of Illinois Urbana Champaign

1998-2006: Multicultural Coordinator, Opportunity at Iowa - University of Iowa

Research and publishing

Lozano, A., Salinas, C., & Orozco, R. (2021). Constructing meaning of the term Latinx: A trioethnography through pláticas. Journal of Qualitative Studies in Education. June 2021.

Lozano, A., Vianden, J., & Kieler, P. (2021). "No, teach yourself!" College Women's Expectations for White Men's Awareness of privilege and oppression. Journal Committed to Social Change on Race and Ethnicity, 7(1), 13-45.

Svoboda, T., & Lozano, A. (2021). Critical social class and leadership practices. New Directions for Student Leadership (no. 169), 23-31.

Lozano, A. (2019). Anchor and launching pad: The role of a Latino cultural center in Latinx college student success at a historically white institution. Future Review, 1, 19-28.

Salinas, C., & Lozano, A. (2017, November 16). Mapping and recontextualizing the evolution of the term Latinx:  An environmental scanning in higher education. Journal of Latinos and Education.

Lozano, A. (2017). Breaking the Black/White binary in higher education leadership. About Campus, 21(6), 27-31.

Lozano, A. (Ed.). (2015). Latina/o college student leadership: Emerging theory, promising practice. Lanham, MD: Lexington Books.

Lozano, A. (2010). Latina/o culture centers: Providing a sense of belonging and promoting student success. In L. D. Patton (Ed.), Spaces of resistance: Multiple perspectives on campus culture centers in higher education. Sterling, VA: Stylus Publishing.

Watt, S.K., Curtiss, G., Drummond, J., Kellogg, A., Lozano, A., Tagliapietra Nicoli, G. & Rosas, M. (December, 2009). Privileged identity exploration: Examining White female counselor trainee’s reactions to difficult dialogue in the classroom. Counselor Education and Supervision Journal (Vol. 49) pp. 86-105.

Stewart, D. L., & Lozano, A. (2009). Intersections of race & religion. In S. K. Watt, E. Fairchild, & K. Goodman (Eds.), Intersections of Religious Privilege: Difficult Dialogues and Student Affairs. New Directions for Student Affairs, no. 125, Spring 2009.

Lozano Rodriguez, A.; Guido-DiBrito, F.; Torres, V.; & Talbot, D., (2000). Latina college students: Issues and challenges for the 21st century, NASPA Journal, vol. 37(3), spring 2000.



Adele Lozano, Student Affairs Administration, authored the article "Book Review: Rethinking College Student Development Theory Using Critical Frameworks" in Journal of College Student Development, 63(2), pp. 234-237 published on June 15 by Johns Hopkins University Press.

Submitted on: Oct. 18, 2022


Adele Lozano, Student Affairs Administration, received the award for 2021 NASPA Region IV-East Research and Practice Grant from NASPA (National Association of Student Personnel Administrators) Region IV-East. Lozano's research examines the ethnic identity development of self-identified Latinx students who do not speak Spanish. Given that this is a growing population in the U.S., she is interested in how they make meaning of their ethnic identity, how they navigate assumptions made about their ethnicity, and how higher education professionals can gain a deeper understanding of the complex diversity within Latinx student populations.

Submitted on: Sept. 27, 2021


Adele Lozano, Student Affairs Administration; Cristobal Salinas Jr., Florida Atlantic University and Roberto C. Orozco, Rutgers University-New Brunswick; co-authored the article "Constructing Meaning of the term "Latinx": A Trioethnography through Pláticas " in the International Journal of Qualitative Studies in Education published on Friday, June 4 by Routledge - Taylor & Francis group. For this study, the authors engaged in a series of conversations or pláticas to critically examine their understanding and use of the term Latinx. Using ‘trioethnography’ as methodology, the authors’ critical dialogic discussions surfaced new and transformative understandings of the term Latinx. Two questions guided this study: (1) How do we choose to take up the term Latinx in our personal and professional lives? (2) What new understandings and implications of the term occur through our pláticas? The authors identified three themes regarding their use and understanding of Latinx: (1) the institutionalization of the term Latinx with a focus on inclusivity versus performativity; (2) the development of critical consciousness and liminality around the term; and (3) epistemological, theoretical, and practical shifts in understanding of the term.

Submitted on: June 4, 2021


Adele Lozano and Jörg Vianden, both Student Affairs Administration and Paige (Kieler) Hendricks, University of Wisconsin-Madison, co-authored the article "No, Teach Yourself!": College Women's Expectations for White Men's Awareness of Privilege and Oppression" in the Journal Committed to Social Change on Race and Ethnicity published on June 1 by JCSCORE , Southwest Center for Human Relations Studies, University of Oklahoma Outreach. The purpose of this qualitative study is to center and raise the experiences of women students, and to communicate to men who are students, faculty, and administrators what women students expect from them in terms of privilege and oppression awareness. Findings indicate that women students felt criticized, judged, and underestimated by men, and expected men to self-educate to become aware of and interrogate their own privileges. The authors provide recommendations for higher education teaching and learning, focusing on attitudes and behaviors of White men in the academy.

Submitted on: June 4, 2021


Adele Lozano and Tori Svoboda, both Student Affairs Administration, co-authored the chapter "Critical Social Class and Leadership Practices" in New Directions for Student Leadership: Leadership Learning Through the Lens of Social Class published on April 19 by Wiley. The chapter provides a brief overview of critical perspectives on social class and leadership and describes a culturally sustaining and class-conscious leadership approach. Case scenarios illustrate using the approach for reflective practice.

Submitted on: April 21, 2021