Cinthya Salazar
Biographic Data
| ID | 3995068 |
|---|---|
| NAME | Cinthya Salazar |
| GIVEN NAMES | Cinthya |
| FAMILY NAME | Salazar |
| SIGNATURE | SALAZAR C |
| AFFILIATIONS | Texas A&M University, College Station, TX, USA |
| ORCID | 0000-0002-2584-3376 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Impact of Intrinsic Factors on the Insertion and Permanence of Low-Income Students in Public Universities in 2024
The development of early childhood is influenced by a multitude of factors, including the psychological resources of caregivers and the socioeconomic conditions of the family environment. The present study sought to examine the correlation between the intrinsic factors of mothers—including levels of self-esteem, anxiety, and perception of the maternal role—and low socioeconomic resources, in the context of the development of cognitive and affecti…
Establishing Mentoring Relationships as Early-Career Latina Student Support Services Professionals
Mediating factors in telecollaborative exchanges among secondary-school global partners
Experiences of Racial Discrimination among STEM Majors
This study extends previous research on student–faculty interaction and discriminatory climates in STEM fields by examining the effect of both positive/neutral and discriminatory forms of student–faculty interactions on GPA and academic satisfaction. Feeling discouraged from speaking in class due to race was negatively associated with student GPA, which was more pronounced among women and Black students. Asking questions in and after class was po…
Research Collectives With, For, and By Undocumented Scholars
We use a testimonio methodology to examine how engaging in a research collective designed with and for, and comprised by current and former undocumented scholars promoted our development, persistence, and professional preparedness. We argue that research collectives initiated through participatory action research serve as counterspaces for revelation, validation, resistance, empowerment, and liberation for undocumented students. We conclude with …
Empowered and educated
In this qualitative case study, using Freire’s theory of critical consciousness development, we examined the influence of a 1-credit immigration policy service-learning course on college students’ motivations to act against immigration injustices. We found that after witnessing immigration issues at the Lower Rio Grande Valley area in Texas, participants felt compelled to advocate for immigrant communities. Also, by engaging in a critical analysi…
Where Do I Go from Here? Examining the Transition of Undocumented Students Graduating from College
In this longitudinal qualitative study, we examined how 23 undocumented college students with and without DACA navigated the college graduation process and transitioned out of higher education. Despite the growing number of undocumented students with and without DACA enrolling and graduating from college over the past 10 years, few studies have been conducted about this significant life event that can involve numerous new challenges and opportuni…
Undocufriendly ≠ undocuserving
Marginality and mattering
Looking beyond college
Participatory action research with and for undocumented college students
Scholarship on undocumented college students has been growing for the past 10 years; yet, the engagement of students without documentation in the research process is typically limited to the role of participants. A participatory action research (PAR) methodology provides critical scholars with the opportunity to involve undocumented college students as co-researchers and producers of knowledge. At the same time, the risks associated with the immi…
Who Are You Studying With? The Role of Diverse Friendships in STEM and Corresponding Inequality
We are friends? Navigating relationships with undocumented college students as co-researchers in participatory action research
This article focuses on the process of establishing, defining, and making sense of relationships with undocumented college students as co-researchers in participatory action research (PAR). Using memos and narratives with thick descriptions of critical moments that emerged during a qualitative higher education PAR study, the author examines the challenges and opportunities of engaging undocumented college students as co-researchers in all aspects…
Racial discrimination and student–faculty interaction in STEM
I feel like I have to be the whitest version of myself”
The perception of Aids in the Bété and Baoulé of the Ivory Coast
Racial discrimination and student–faculty interaction in STEM
Participatory action research with and for undocumented college students
Scholarship on undocumented college students has been growing for the past 10 years; yet, the engagement of students without documentation in the research process is typically limited to the role of participants. A participatory action research (PAR) methodology provides critical scholars with the opportunity to involve undocumented college students as co-researchers and producers of knowledge. At the same time, the risks associated with the immi…
We are friends? Navigating relationships with undocumented college students as co-researchers in participatory action research
This article focuses on the process of establishing, defining, and making sense of relationships with undocumented college students as co-researchers in participatory action research (PAR). Using memos and narratives with thick descriptions of critical moments that emerged during a qualitative higher education PAR study, the author examines the challenges and opportunities of engaging undocumented college students as co-researchers in all aspects…
I feel like I have to be the whitest version of myself”
The perception of Aids in the Bété and Baoulé of the Ivory Coast
Undocufriendly ≠ undocuserving
Empowered and educated
In this qualitative case study, using Freire’s theory of critical consciousness development, we examined the influence of a 1-credit immigration policy service-learning course on college students’ motivations to act against immigration injustices. We found that after witnessing immigration issues at the Lower Rio Grande Valley area in Texas, participants felt compelled to advocate for immigrant communities. Also, by engaging in a critical analysi…
The perception of Aids in the Bété and Baoulé of the Ivory Coast
Racial discrimination and student–faculty interaction in STEM
I feel like I have to be the whitest version of myself”
Who Are You Studying With? The Role of Diverse Friendships in STEM and Corresponding Inequality
We are friends? Navigating relationships with undocumented college students as co-researchers in participatory action research
This article focuses on the process of establishing, defining, and making sense of relationships with undocumented college students as co-researchers in participatory action research (PAR). Using memos and narratives with thick descriptions of critical moments that emerged during a qualitative higher education PAR study, the author examines the challenges and opportunities of engaging undocumented college students as co-researchers in all aspects…
Undocufriendly ≠ undocuserving
Marginality and mattering
Looking beyond college
Participatory action research with and for undocumented college students
Scholarship on undocumented college students has been growing for the past 10 years; yet, the engagement of students without documentation in the research process is typically limited to the role of participants. A participatory action research (PAR) methodology provides critical scholars with the opportunity to involve undocumented college students as co-researchers and producers of knowledge. At the same time, the risks associated with the immi…
Experiences of Racial Discrimination among STEM Majors
This study extends previous research on student–faculty interaction and discriminatory climates in STEM fields by examining the effect of both positive/neutral and discriminatory forms of student–faculty interactions on GPA and academic satisfaction. Feeling discouraged from speaking in class due to race was negatively associated with student GPA, which was more pronounced among women and Black students. Asking questions in and after class was po…
Research Collectives With, For, and By Undocumented Scholars
We use a testimonio methodology to examine how engaging in a research collective designed with and for, and comprised by current and former undocumented scholars promoted our development, persistence, and professional preparedness. We argue that research collectives initiated through participatory action research serve as counterspaces for revelation, validation, resistance, empowerment, and liberation for undocumented students. We conclude with …
Empowered and educated
In this qualitative case study, using Freire’s theory of critical consciousness development, we examined the influence of a 1-credit immigration policy service-learning course on college students’ motivations to act against immigration injustices. We found that after witnessing immigration issues at the Lower Rio Grande Valley area in Texas, participants felt compelled to advocate for immigrant communities. Also, by engaging in a critical analysi…
Where Do I Go from Here? Examining the Transition of Undocumented Students Graduating from College
In this longitudinal qualitative study, we examined how 23 undocumented college students with and without DACA navigated the college graduation process and transitioned out of higher education. Despite the growing number of undocumented students with and without DACA enrolling and graduating from college over the past 10 years, few studies have been conducted about this significant life event that can involve numerous new challenges and opportuni…
Impact of Intrinsic Factors on the Insertion and Permanence of Low-Income Students in Public Universities in 2024
The development of early childhood is influenced by a multitude of factors, including the psychological resources of caregivers and the socioeconomic conditions of the family environment. The present study sought to examine the correlation between the intrinsic factors of mothers—including levels of self-esteem, anxiety, and perception of the maternal role—and low socioeconomic resources, in the context of the development of cognitive and affecti…
Establishing Mentoring Relationships as Early-Career Latina Student Support Services Professionals
Mediating factors in telecollaborative exchanges among secondary-school global partners
Psychology (13 works) · Political science (12 works) · Sociology (10 works) · Higher education (9 works) · Pedagogy (9 works) · Social Psychology (7 works) · Gender Studies (6 works) · Mathematics education (6 works) · Career Development and Diversity (5 works) · Education and experiences of immigrants and refugees (5 works)