Date Updated



Linguistics and Language Development

Academic Rank

Professor Emeritus

Year Retired from SJSU


Educational Background

Stanford University, Education (Language, Literacy & Culture), Ph.D. 1988

San Francisco State University, English (TESL), M.A. 1980

University of California, Santa Cruz, Art, B.A. 1974

Teaching Experience

San José State University, Linguistics and Language Development Department. 2001-2017 Graduate courses: "Teaching Developmental Reading and Writing: Principles andPractice", "Intercultural Communication and Second Language Acquisition","Practicum in TESOL", "English Structures for Teaching II: Semantics, Pragmatics, and Discourse," and "Becoming a Professional in Linguistics/TESOL." Undergraduate courses: "Culture, Language, and Ethnicity in the U.S.", "Developing Student Leadership for Positive Ethnic Relations", "The Nature of Language," "Grammar for Writers," and “Academic English II.”

San José State University, Sociology Department. 2003 Taught Sociology 185"Wealth, Poverty, and Privilege" as a summer course for students during a project in El Salvador.

CSU Hayward/ARC Associates. Taught “Needs Assessment” course for students in the Leading for Diversity M.A. program in teacher leadership. 2001.

See attached CV for teaching experience prior to 2001

Selected Publications



Refereed Journal Articles

  • Rosemary C. Henze. "Responding to Marta Baltodano's Address" Anthropology and Education Quartely Vol. 50 Iss. 4 (2019) p. 397 - 400
  • Rosemary C. Henze. "Crossing Over, Back, and Through: Reflections on the Use of Video in Ethnographic Research and in Social Change" Anthropology and Education QuarterlyVol. 47 Iss. 3 (2016) p. 223 - 234 ISSN: 0161-7761
  • Fabio Oliveira Coelho and Rosemary Henze. "English for what? Rural Nicaraguan teachers’ local responses to national educational policy" Language Policy Vol. 13 Iss. 2 (2014) p. 145 - 163 ISSN: 1568-4555
  • Rosemary C. Henze and G. Arriaza. "Language and reforming schools: A case for a critical approach to language in educational leadership" International Journal of Leadership in Education Vol. 9 Iss. 2 (2006)
  • Rosemary C. Henze. "Little sisters: An exploration of agency, cultural borderlands, and institutional constraints in the lives of two teenage girls" Social Justice Vol. 32 Iss. 3 (2005)
  • Rosemary C. Henze. "Metaphors of diversity, intergroup relations, and equity in the discourse of school leaders" Journal of Language, Identity, and Education Vol. 4 Iss. 4 (2005)
  • Rosemary C. Henze. "Segregated classrooms, integrated intent: How one school responded to the challenge of developing positive interethnic relations" Journal of Education for Students Placed at Risk Vol. 6 Iss. 1 (2001)
  • Rosemary C. Henze, Anne Katz and Edmundo Norte. "Rethinking the concept of racial or ethnic conflict in schools" Race, Ethnicity, and Education Vol. 3 Iss. 2 (2000)
  • Rosemary C. Henze. "About the Leading for Diversity Research Project" Journal of Negro Education Vol. 68 Iss. 4 (1999)
  • Rosemary C. Henze. "Curricular approaches to developing positive interethnic relations" Journal of Negro Education Vol. 68 Iss. 4 (1999)
  • Rosemary C. Henze and Kathryn Davis. "Applying ethnographic perspectives to issues in cross cultural pragmatics" Journal of Pragmatics Vol. 30 Iss. 4 (1998),
  • Rosemary C. Henze, Tamara Lucas and Beverly Scott. "Dancing with the monster: Teachers discuss racism, power, and privilege" Urban Review Vol. 30 Iss. 3 (1998),
  • Rosemary C. Henze and Tamara Lucas. "Shaping instruction to promote the success of language minority students: An analysis of four high school classes" Peabody Journal of Education Vol. 69 Iss. 1 (1993)
  • Rosemary C. Henze and Lauren Vanett. "To walk in two worlds – or more? Challenging a common metaphor of Native education" Anthropology and Education Quarterly Vol. 24 Iss. 2 (1993)
  • Rosemary C. Henze and Anne Katz. "What is the relationship between workplace literacy and content-based instruction?" CATESOL Journal Vol. 5 Iss. 1 (1992)
  • T. Lucas, Rosemary C. Henze and R. Donato. "Promoting the success of Latino LEP students: An exploratory study of six high schools" Harvard Educational Review Vol. 60 Iss. 3 (1990)

Chapters in Books

  • Rosemary Henze and Fabio Oliveira Coelho. "English learning without English teachers? The rights and access of rural secondary students in Nicaragua" Bristol Language Policies and (Dis)Citizenship: Rights, Access, Pedagogies (2013) p. 231 - 252
  • Gilberto Arriaza and Rosemary Henze. "New Times, New Challenges, and What Transformative Educational Leaders Do" Urban education: A Model for Leadership and Policy(2012)
  • Rosemary C. Henze. "Naming the racial hierarchies that arise during school reform" New YorkEveryday Antiracism: Getting real about race in school (2008)
  • Rosemary C. Henze. "Veronica’s story: Reflections on the limitations of "support systems"" Mahwah, NJLearning, Teaching, and Community (2005)
  • Rosemary C. Henze, E. Norte, S. Sather, E. Walker, et al.. Leading for diversity: How school leaders promote positive interethnic relations. Thousand Oaks, CA(2002)
  • Rosemary C. Henze. Leading for diversity: How school leaders can improve interethnic relations. CREDE Educational Practice Report #7. Washington, DC(2001)
  • Rosemary C. Henze, Anne M Katz, Edmundo Norte, Susan Sather, et al.. "Leading for Diversity Final Cross-Case Report" (1999)
  • Rosemary C. Henze. "“Are we doing multicultural education yet?” Review article of Timothy’s Reagan’s Non-Western Educational Traditions" American Journal of Psychology Vol. 111 Iss. 3 (1998)
  • Rosemary C. Henze. "Literacy in rural Greece: From family to individual" Cross Cultural Literacy (1992)

See attached CV for additional publications

Personal Commentary

Teaching and research interests include educational equity, second language education, race relations, school leadership, and critical discourse analysis. She has conducted fieldwork in the U.S. and Greece and speaks English, Greek, French, and some Spanish.



Download Curriculum Vitae (150 KB)

Henze, Rosemary C.