Michelle M Espino
Datos Biográficos
| ID | 180673 |
|---|---|
| NOMBRE | Michelle M Espino |
| NOMBRES | Michelle M |
| APELLIDO | Espino |
| FIRMA | ESPINO M M |
| AFILIACIONES | University of Maryland, College Park |
| ORCID | 0000-0003-1628-9091 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 96 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Identifying Ideal Worker Norms in Student Affairs Practice
University Leadership as a Racialized Space
The organizational settings and subcultures in which Latine mid-level student affairs administrators are employed obscure the covert nature and permeation of racialized processes throughout the academic organization. Such processes determine who is promoted and who can lead. I used a constructivist grounded theory approach to challenge current leadership discourses and to propose an initial set of theorizing constructs for an emergent theory of u…
“We’re Not Going to Overcome Institutional Bias by Doing Nothing”
Higher education institutions continue to be contested environments where the goals of equity and inclusion are often at odds with the permanence of institutional racism. Through a multi-case study of 19 Latinx/a/o mid-level administrators who worked at 16 predominantly white, private four-year universities, the authors uncovered the ways that (a) private universities grant agency to Latinx/a/o mid-level administrators to serve student needs but …
They’re My Life Advisory Board
This article explores the mentoring networks for 34 mid-level Latinx/a/o student affairs administrators who aspire to senior leadership roles. Findings indicate that (a) most participants have entrepreneurial developmental networks; (b) participants with mentors gained career and psychosocial functions, including forms of community cultural wealth; and (c) participants without mentors were uncomfortable seeking support. By focusing on Latinx/a/o …
Pathways to Healing BodyMindSpirit for Latina-Identified College Students, Administrators, and Faculty in Higher Education
In 2017, the Journal of Women and Gender in Higher Education (formerly known as the NASPA Journal about Women in Higher Education) published a special issue on Black women’s experiences in higher e
Doing the work
Inspired by Black and Chicana feminists who came before us and are leading our paths, we critically examine how to build solidarity among womyn of color faculty, support each other’s political projects by uplifting critical raced-gendered epistemologies, and disrupt white supremacy that seeps into the everyday experiences in academia via neoliberal logics at predominantly white research-extensive universities. Through plática methodology, we demo…
I’m the One Who Pieces Back Together What Was Broken”
This study uncovers how 15 Latina-identified first-generation college students draw from mestiza consciousness to develop coping strategies for navigating multiple worlds of family, community, and higher education. The findings suggest that Latina-identified first-generation college students develop mestiza consciousness by (a) (un)consciously drawing from their strengths, (b) reframing their academic experiences even amid struggle through self-t…
Mexican American Faculty in Research Universities
Mexican Americans represent the largest Latina/o subpopulation and have the lowest levels of educational attainment in the United States. Mexican Americans are underrepresented in all professional fields, including academia, and thus warrant attention. The purposes of this study are to describe the experiences of early and mid-career Mexican American faculty, emphasizing key sources of inspiration, support, and mentoring, perceived discrimination…
The Value of Education and Educación
Guided by the framework of community cultural wealth, this study uncovered how 7 low-income, 1st-generation Mexican American PhDs interpreted their parents' and families' educational aspirations, messages imbued with aspects of normative parental/familial involvement as well as cultural forms of support. This study demonstrates the power of narratives that children carry with them as they navigate various educational systems. I discuss strategies…
Grit Under Duress
Undocumented Latina/o college students face obstacles and stressors; their stressful experiences and academic strengths merit empirical attention. This cross-sectional, mixed-methods study explored stress, depression, grit, and grade point average (GPA) of 84 non-citizen, Latina/o first-generation college students with a comparison group of 180 citizen, Latina/o first-generation college students in Maryland. Qualitative interviews were conducted …
Don’t Leave Us Behind”
This article examines the mentoring experiences of 58 underrepresented minority (URM) faculty at 22 research-extensive institutions. Drawing on in-depth interviews and focus group data, participants discussed the importance of mentoring across the life course, the ideal attributes of mentoring relationships, the challenges to effective mentoring, and the role of political guidance. These data elicited three main themes regarding mentoring: (a) Li…
Exploring the Role of Community Cultural Wealth in Graduate School Access and Persistence for Mexican American PhDs
This article focuses on the extent to which devalued forms of capital along with limited access to valued cultural capital facilitated the access and persistence of 33 Mexican American PhDs who earned their doctorates in a variety of disciplines at 15 universities across the United States. Using the framework of community cultural wealth, this study uncovered and contextualized the ways that Mexican American PhDs activated navigational capital, r…
Transitioning From Doctoral Study to the Academy
This article focuses on multiple truths pertaining to doctoral education as expressed by three Latina doctoral recipients. These scholars successfully navigated various educational processes with the support of one another, their families, faculty, and their chosen discipline. The authors, as sister scholars, retell their educational journeys through testimonio and analyze how their trenzas de identidades multiples (multiple strands of identity, …
Transitioning From Doctoral Study to the Academy
This article focuses on multiple truths pertaining to doctoral education as expressed by three Latina doctoral recipients. These scholars successfully navigated various educational processes with the support of one another, their families, faculty, and their chosen discipline. The authors, as sister scholars, retell their educational journeys through testimonio and analyze how their trenzas de identidades multiples (multiple strands of identity, …
Don’t Leave Us Behind”
This article examines the mentoring experiences of 58 underrepresented minority (URM) faculty at 22 research-extensive institutions. Drawing on in-depth interviews and focus group data, participants discussed the importance of mentoring across the life course, the ideal attributes of mentoring relationships, the challenges to effective mentoring, and the role of political guidance. These data elicited three main themes regarding mentoring: (a) Li…
Exploring the Role of Community Cultural Wealth in Graduate School Access and Persistence for Mexican American PhDs
This article focuses on the extent to which devalued forms of capital along with limited access to valued cultural capital facilitated the access and persistence of 33 Mexican American PhDs who earned their doctorates in a variety of disciplines at 15 universities across the United States. Using the framework of community cultural wealth, this study uncovered and contextualized the ways that Mexican American PhDs activated navigational capital, r…
The Value of Education and Educación
Guided by the framework of community cultural wealth, this study uncovered how 7 low-income, 1st-generation Mexican American PhDs interpreted their parents' and families' educational aspirations, messages imbued with aspects of normative parental/familial involvement as well as cultural forms of support. This study demonstrates the power of narratives that children carry with them as they navigate various educational systems. I discuss strategies…
Mexican American Faculty in Research Universities
Mexican Americans represent the largest Latina/o subpopulation and have the lowest levels of educational attainment in the United States. Mexican Americans are underrepresented in all professional fields, including academia, and thus warrant attention. The purposes of this study are to describe the experiences of early and mid-career Mexican American faculty, emphasizing key sources of inspiration, support, and mentoring, perceived discrimination…
Grit Under Duress
Undocumented Latina/o college students face obstacles and stressors; their stressful experiences and academic strengths merit empirical attention. This cross-sectional, mixed-methods study explored stress, depression, grit, and grade point average (GPA) of 84 non-citizen, Latina/o first-generation college students with a comparison group of 180 citizen, Latina/o first-generation college students in Maryland. Qualitative interviews were conducted …
University Leadership as a Racialized Space
The organizational settings and subcultures in which Latine mid-level student affairs administrators are employed obscure the covert nature and permeation of racialized processes throughout the academic organization. Such processes determine who is promoted and who can lead. I used a constructivist grounded theory approach to challenge current leadership discourses and to propose an initial set of theorizing constructs for an emergent theory of u…
Pathways to Healing BodyMindSpirit for Latina-Identified College Students, Administrators, and Faculty in Higher Education
In 2017, the Journal of Women and Gender in Higher Education (formerly known as the NASPA Journal about Women in Higher Education) published a special issue on Black women’s experiences in higher e
Doing the work
Inspired by Black and Chicana feminists who came before us and are leading our paths, we critically examine how to build solidarity among womyn of color faculty, support each other’s political projects by uplifting critical raced-gendered epistemologies, and disrupt white supremacy that seeps into the everyday experiences in academia via neoliberal logics at predominantly white research-extensive universities. Through plática methodology, we demo…
Transitioning From Doctoral Study to the Academy
This article focuses on multiple truths pertaining to doctoral education as expressed by three Latina doctoral recipients. These scholars successfully navigated various educational processes with the support of one another, their families, faculty, and their chosen discipline. The authors, as sister scholars, retell their educational journeys through testimonio and analyze how their trenzas de identidades multiples (multiple strands of identity, …
Exploring the Role of Community Cultural Wealth in Graduate School Access and Persistence for Mexican American PhDs
This article focuses on the extent to which devalued forms of capital along with limited access to valued cultural capital facilitated the access and persistence of 33 Mexican American PhDs who earned their doctorates in a variety of disciplines at 15 universities across the United States. Using the framework of community cultural wealth, this study uncovered and contextualized the ways that Mexican American PhDs activated navigational capital, r…
Don’t Leave Us Behind”
This article examines the mentoring experiences of 58 underrepresented minority (URM) faculty at 22 research-extensive institutions. Drawing on in-depth interviews and focus group data, participants discussed the importance of mentoring across the life course, the ideal attributes of mentoring relationships, the challenges to effective mentoring, and the role of political guidance. These data elicited three main themes regarding mentoring: (a) Li…
The Value of Education and Educación
Guided by the framework of community cultural wealth, this study uncovered how 7 low-income, 1st-generation Mexican American PhDs interpreted their parents' and families' educational aspirations, messages imbued with aspects of normative parental/familial involvement as well as cultural forms of support. This study demonstrates the power of narratives that children carry with them as they navigate various educational systems. I discuss strategies…
Grit Under Duress
Undocumented Latina/o college students face obstacles and stressors; their stressful experiences and academic strengths merit empirical attention. This cross-sectional, mixed-methods study explored stress, depression, grit, and grade point average (GPA) of 84 non-citizen, Latina/o first-generation college students with a comparison group of 180 citizen, Latina/o first-generation college students in Maryland. Qualitative interviews were conducted …
Mexican American Faculty in Research Universities
Mexican Americans represent the largest Latina/o subpopulation and have the lowest levels of educational attainment in the United States. Mexican Americans are underrepresented in all professional fields, including academia, and thus warrant attention. The purposes of this study are to describe the experiences of early and mid-career Mexican American faculty, emphasizing key sources of inspiration, support, and mentoring, perceived discrimination…
I’m the One Who Pieces Back Together What Was Broken”
This study uncovers how 15 Latina-identified first-generation college students draw from mestiza consciousness to develop coping strategies for navigating multiple worlds of family, community, and higher education. The findings suggest that Latina-identified first-generation college students develop mestiza consciousness by (a) (un)consciously drawing from their strengths, (b) reframing their academic experiences even amid struggle through self-t…
Pathways to Healing BodyMindSpirit for Latina-Identified College Students, Administrators, and Faculty in Higher Education
In 2017, the Journal of Women and Gender in Higher Education (formerly known as the NASPA Journal about Women in Higher Education) published a special issue on Black women’s experiences in higher e
Doing the work
Inspired by Black and Chicana feminists who came before us and are leading our paths, we critically examine how to build solidarity among womyn of color faculty, support each other’s political projects by uplifting critical raced-gendered epistemologies, and disrupt white supremacy that seeps into the everyday experiences in academia via neoliberal logics at predominantly white research-extensive universities. Through plática methodology, we demo…
“We’re Not Going to Overcome Institutional Bias by Doing Nothing”
Higher education institutions continue to be contested environments where the goals of equity and inclusion are often at odds with the permanence of institutional racism. Through a multi-case study of 19 Latinx/a/o mid-level administrators who worked at 16 predominantly white, private four-year universities, the authors uncovered the ways that (a) private universities grant agency to Latinx/a/o mid-level administrators to serve student needs but …
They’re My Life Advisory Board
This article explores the mentoring networks for 34 mid-level Latinx/a/o student affairs administrators who aspire to senior leadership roles. Findings indicate that (a) most participants have entrepreneurial developmental networks; (b) participants with mentors gained career and psychosocial functions, including forms of community cultural wealth; and (c) participants without mentors were uncomfortable seeking support. By focusing on Latinx/a/o …
University Leadership as a Racialized Space
The organizational settings and subcultures in which Latine mid-level student affairs administrators are employed obscure the covert nature and permeation of racialized processes throughout the academic organization. Such processes determine who is promoted and who can lead. I used a constructivist grounded theory approach to challenge current leadership discourses and to propose an initial set of theorizing constructs for an emergent theory of u…
Identifying Ideal Worker Norms in Student Affairs Practice
Higher Education Research Studies (10 obras) · Sociology (9 obras) · Political science (8 obras) · Mentoring and Academic Development (7 obras) · Psychology (7 obras) · Critical Race Theory in Education (6 obras) · Higher education (6 obras) · Pedagogy (6 obras) · Medical education (4 obras) · Medicine (4 obras)