Editorial Policies

Focus and Scope

The Association of Mexican American Educators (AMAE) Journal addresses interdisciplinary research and academic issues of importance in the education of Mexican-American/Latinx children and families to help inform those working in the field of educational studies. In addition, we hope this research is of service to other stakeholders, such as administrators, policymakers, teachers, civic leaders, community organizers, and parents. In this way, the AMAE Journal is organized and focused to make an immediate impact at different educational levels, apprising different constituencies—from academia to policymakers to school districts to communities—on the conditions of Mexican-American/Latinx students and their families.

It is important to note that Mexican-American/Latinx children are the fastest growing population and majority student population in school districts across the nation. It is imperative to understand the needs, challenges, and strengths of Mexican-American/Latinx youth and their families to improve their educational conditions and attainment.

All research topics related to the education of Mexican-American/Latinx students are welcome. These include topics related to immigration and education, the achievement gap, bilingual education, parent engagement, ESL/EL education, equity and social justice, critical theories (i.e. CRT, Critical Pedagogy), literacy and content area instruction, curriculum and instruction, policy development, teacher education, the sociology of education, educational anthropology, among others. If you have any questions about a specific manuscript and its content, you may contact the editors to inquire about the suitability of its submission.

Manuscript Submissions

Manuscripts should be submitted electronically (in Microsoft Word or a compatible format) at amaejournal.utsa.edu

1.  Manuscripts will be judged on merit and relevance to the AMAE Journal.

2.  Manuscripts must follow the required manuscript style.

3.  Manuscripts should not have been previously published in another journal, nor should they be under consideration by another journal at the time of submission.

4.  Each manuscript will be subjected to a blind review by two peers with expertise in the area treated by the manuscript.  Those manuscripts recommended by the expert reviewers will then be considered by the AMAE Journal Editors, who will make final selections.



Section Policies

Complete Issue

Checked Open Submissions Unchecked Indexed Unchecked Peer Reviewed

Research Articles

All submissions to this secton must be based on original research and include a clearly detailed methodology section.

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Book Reviews

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Short Essays

Checked Open Submissions Checked Indexed Unchecked Peer Reviewed


Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Publication Frequency

The AMAE Journal publishes three issues per year.  One issue is open to manuscript submissions fitting the general scope of the journal.  The second is a theme issue focused on a particular topic.  The third is often an invited issue relevant to a timely topic.  All  issues must follow the manuscript style requirements.



Open issue manuscripts may be submitted at any time for review. The manuscripts are peer-reviewed, and authors are provided an initial editorial decision within approximately two months of submitting their manuscript. The open issue is published in the spring.



Theme issue manuscripts are also peer-reviewed, and authors are provided an initial editorial decision within approximately two months of submitting their manuscript. The theme issue is published in the winter. For more information, click on the "Announcements" tab for the most recent Call for Papers.

Selection of Theme Issue and Guest Editor(s)

The AMAE Journal co-editors, along with the advisory editorial board, select a topic for the theme issue that they deem most important and timely that fits within the scope of the AMAE Journal. Leading scholars are identified and approached to consider becoming guest editors.



The AMAE Journal co-editors, along with the advisory editorial board, select a topic for the invited issue that they deem most important and timely that fits within the scope of the AMAE Journal. Leading scholars are identified and approached to submit a cohesive set of papers.  The invited issue is published in the summer.


Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.



This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...


Guest Editors

AMAE Journal Guest Editors are experts in their field of study and on the topic of the theme issue. Guest Editors assist the Editors-in-Chief by taking on the editorial process for a particular theme issue. They are responsible for developing a call for papers and securing reviews from two external referees for each submission to the theme issue. Then they evaluate those peer reviews, supply their own thoughts on the manuscripts, and offer a preliminary editorial decision to the Editors-in-Chief. Guest Editors serve a one-year term with an MOU. Below is a list of current/past themes and guest editors of the AMAE Journal.

2019-Critical Latinx Indigeneities and Education 

Luis Urrieta, University of Texas at Austin 

Melissa Mesinas, Stanford University 

Ramón Antonio Martínez, Stanford University 

2018-Latinx Education Policy and Resistance in the Trump Era

Patricia D. López, California State University, Fresno.

William Pérez, Loyola Marymount University

2018-Linguistic Hegemony and Counterhegemonic Discourse in the Borderlands

Brendan H. O'Connor, Arizona State University.

2017- Latinx and the Community College: Promoting Pathways to Postsecondary Degrees

Edna Martinez, Nancy Acevedo-Gil and Enrique, G. Murillo, Jr.

California State University, San Bernardino.

2016- Latina/o Educational Leadership: Testimonios from the Field

Rebeca Burciaga, San Jose State University

Gloria M. Rodriguez, University of California, Davis

2015-Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth

Genevieve Negrón-Gonzales, University of San Francisco

Leisy J. Abrego, University of California - Los Angeles

Kathleen Coll, University of San Francisco

2015-The Utility of Affirmative Action for Latinas/os, Toward a New Policy and Accion Model

María C. Ledesma, University of Utah

Enrique Alemán, Jr., University of Utah

Brenda G. Valles, University of Utah

María E. Fránquiz, University of Utah

2014—Critical Issues in Teacher Education: Building a Bridge Between Teacher Education and Latina/o English Language Learners in K-12 schools

Christian J. Faltis, University of California, Davis

Ester J. de Jong, University of Florida

Pablo C. Ramírez, Arizona State University

Irina S. Okhremtchouk, Arizona State University

2013—Latin@ Students and the School-Prison-Pipeline

Lilia Bartolomé, University of Massachusetts, Boston

Donaldo Macedo, University of Massachusetts, Boston

Victor Rios, University of California, Santa Barbara

Anthony Peguero, Virginia Tech University

2012—Politics of Latina/o Social Agency: Praxis & Policy in the Struggle for Educational Justice

Pedro Noguera, New York University

Antonia Darder, Loyola Marymount University

Emma Fuentes, University of San Francisco

Patricia Sánchez, University of Texas, San Antonio

2011—Educational Opportunity for Immigrant Children: From Preschool to Higher Education

James L. Rodríguez, CSU, Fullerton

William Pérez Claremont Graduate University

Patricia A. Pérez, CSU, Fullerton

2010—Critical Issues in School Finance and Mexican-American Education

Oscar Jimenez-Castellanos, Arizona State University

Ruben W. Espinosa, San Diego State University

2009—Critical Issues in Mexican-American/Chicano/Latino Parent Engagement in K-12 Schools

Edward M. Olivos, University of Oregon

Oscar Jimenez-Castellanos, Arizona State University

Alberto M. Ochoa, San Diego State University