Rachel Endo

Dean and Professor
Office hours
By appointment.
Campus Box

Rachel Endo recently became Founding Dean of the School of Education at the University of Washington Tacoma.

Prior to joining the University of Washington Tacoma, Endo was Chair of the Teacher Education Department and a Professor in the School of Education at Hamline University. Prior to that, she was Faculty Coordinator of the Master of Arts in Teaching Program at the College of St. Mary, where she also was a Core Faculty Member in the Creative Arts and Communication Program and Teacher Education Department. Before becoming a faculty member, she held various administrative and teaching positions in Illinois and Nebraska.

A first-generation college student, Endo started her postsecondary pursuits at Metropolitan Community College. She then transferred to the University of Nebraska at Omaha, where she was part of the Project Achieve TRIO program, and then went on to obtain an M.P.A. in Public Management, an M.A. in Education, and a Graduate Certificate in Instructional Technology. Her Ph.D. in Language and Literacy Education is from the University of Illinois at Urbana-Champaign, where she was a University of Illinois Pre-Doctoral Fellow, and received multiple awards and recognition for academic excellence and research innovation.

Honors and Awards

Endo has been widely recognized inter/nationally for her commitment to equity and excellence in education. For example, she is the 2018 recipient of the international Arthur R. King, Jr. Award for Curriculum Innovation and Promoting Equity in Education. She received a Distinguished Alumni Award in 2018 through the College of Education at the University of Illinois at Urbana-Champaign. In 2017, she received the Carl A. Grant Excellence in Research Award through the National Association for Multicultural Education, and also, received the 2017 Inaugural Don T. Nakanishi Excellence in Mentorship Award through the American Educational Research Association’s Research on the Education of Asian and Pacific Americans Special Interest Group (SIG 94).

Moreover, Endo has been recognized for teaching excellence and innovation. For example, she was named by the National General Board of Higher Education as Hamline University’s 2015 Exemplary Teacher of the Year, which recognizes a faculty member who demonstrates "civility and concern for students and colleagues; commitment to value-centered education; and service to students, the institution, and the community." She was also recognized as Outstanding Faculty of the Year (by students) at the College of St. Mary in 2010 for her investment in causes that promoted gender and racial equity in PK-16 education.

In prior years, Endo received dozens of other awards and recognition for her service to underrepresented communities, families, and youth, as well as for excellence in mentoring learners and scholars who are from indigenous backgrounds and of color.

Scholarly Interests

A nationally recognized scholar of Asian American education, critical/decolonizing approaches to multicultural education, immigrant/refugee education, and urban teacher education, Endo is the author of multiple publications that have appeared in high-impact journals in education such as Bilingual Research Journal, Diaspora, Indigenous, and Minority Education, Education & Urban Society, Equity & Excellence in Education, Journal of Language, Identity & Education, The Urban Review, Urban Education, among others.

She is the author of two recent books: (a) The Incarceration of Japanese Americans in the 1940s: Literature for the High School Classroom (2018, The National Council of Teachers of English), and (b) co-editor with Frank Hernandez of Developing and Supporting Critically Reflective Teachers: Diverse Perspectives in the Twenty-First Century (2017, Sense).

Endo is also: (a) wrapping a book project with over a dozen scholars of color tentatively titled Optical Dis/illusions: When Scholars of Color "Flip the Script" in Colleges and Schools of Education, and (b) working on an autoethnographic memoir that details the multiple contexts of being an un/desirable body of racial difference in white-dominated institutions of higher education, particularly in U.S. schools of education as societal microcosms of racial exclusion, isolation, and segregation.