Mónica Vásquez Neshyba
Biographic Data
| ID | 176258 |
|---|---|
| NAME | Mónica Vásquez Neshyba |
| GIVEN NAMES | Mónica Vásquez |
| FAMILY NAME | Neshyba |
| SIGNATURE | NESHYBA M V |
| AFFILIATIONS | Texas A&M University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
Talking Back
This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the…
We Matter Too
The present article problematizes faculty relationships within academic departments by applying critical race theory (counterstorytelling) to generate equity cases promoting racial healing. These equity cases illustrate the utility of an emergent typology, the equity paradox. More specifically, the equity paradox describes the web of reprisals endured by faculty of color who advocate for the authentic actualization of university-sponsored diversi…
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
A multi-dimensional model
While knowledge, attitudes and beliefs as well as skills are integrated parts of Culturally Responsive Teaching (CRT) competency, few teacher education programmes have targeted the well-rounded CRT competency in all of these three aspects. Drawing on the conceptual framework of CRT competency and constructivist learning theory, the present study investigated the impact of a field experience model on developing pre-service teachers’ (PSTs) CRT com…
The Equity Paradox Typology
This inquiry unearths the stratified nature of racial harm in higher education by applying counterstorytelling to fashion an equity case study on racial harm. Racial harm consists of four conditions (hyper-cognition, hyper-isolation, hyper-distress, and hyper-reactivity) brought on by persistent exposure to racial discrimination embedded subtlety within academic departments as a series of racialized conflicts (diversity & curriculum clashes, and …
All American Yemeni Girls
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
All American Yemeni Girls
A multi-dimensional model
While knowledge, attitudes and beliefs as well as skills are integrated parts of Culturally Responsive Teaching (CRT) competency, few teacher education programmes have targeted the well-rounded CRT competency in all of these three aspects. Drawing on the conceptual framework of CRT competency and constructivist learning theory, the present study investigated the impact of a field experience model on developing pre-service teachers’ (PSTs) CRT com…
The Equity Paradox Typology
This inquiry unearths the stratified nature of racial harm in higher education by applying counterstorytelling to fashion an equity case study on racial harm. Racial harm consists of four conditions (hyper-cognition, hyper-isolation, hyper-distress, and hyper-reactivity) brought on by persistent exposure to racial discrimination embedded subtlety within academic departments as a series of racialized conflicts (diversity & curriculum clashes, and …
We Matter Too
The present article problematizes faculty relationships within academic departments by applying critical race theory (counterstorytelling) to generate equity cases promoting racial healing. These equity cases illustrate the utility of an emergent typology, the equity paradox. More specifically, the equity paradox describes the web of reprisals endured by faculty of color who advocate for the authentic actualization of university-sponsored diversi…
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
Talking Back
This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the…
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
Sociology (7 works) · Critical Race Theory in Education (4 works) · Gender Studies (4 works) · Psychology (4 works) · Typology (4 works) · Pedagogy (3 works) · Political science (3 works) · Computer Science (2 works) · Critical race theory (2 works) · Global Education and Multiculturalism (2 works)