Caleb González is a third-year PhD student specializing in rhetoric, composition and literacy. His interests stem from cross-disciplinary work in composition studies, writing program administration, and examining the landscape of higher education and minority-serving institutions (MSIs) from a broader lens. Having experienced his undergraduate education as a transfer and commuter student at four broad-access institutions, three of which were Hispanic-serving institutions and one emerging Hispanic-serving institution, he is particularly interested in how academic excellence and student success is inscribed across writing programs at Hispanic-serving institutions (HSIs) and regional comprehensive universities (RCUs).

His work has appeared in Xchanges: An Interdisciplinary Journal of Technical Communication, Rhetoric, and Writing Across the Curriculum; Writing On the Edge, TEXT: Journal of Writing and Writing Courses; and the upcoming edited collection Self+Culture+Writing: Autoethnography For/As Writing Studies published by Utah State University Press. As a committed teacher-scholar, his interests are motivated by anti-racist programmatic practices of higher education that support and sustain inclusion, equity and social justice.