Monica L Miles
Biographic Data
| ID | 5429323 |
|---|---|
| NAME | Monica L Miles |
| GIVEN NAMES | Monica L |
| FAMILY NAME | Miles |
| SIGNATURE | MILES M L |
| AFFILIATIONS | University at Buffalo, State University of New York |
| ORCID | 0000-0003-0006-1842 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The silence of pronouns: A critical signaling theory approach to environmental organizations’ online inclusion of linguistic gender markers
Websites are critical platforms for environmental organizations to communicate their values and commitments to justice. This study examines how organizations in Buffalo, NY, signal gender inclusivity by using pronouns on their websites, using Critical Signaling Theory as a framework. Our analysis of organizational websites found that only 6.9% included pronouns in staff bios, and when present, their usage was inconsistent. This reflects a broader…
Using Critical Signaling Theory: A Review of Mission Statements and Racial Representations on Environmental Organizations’ Websites in a Historically Segregated City
Organizational websites are crucial for fostering connections and expanding partnerships by providing insights into an organization’s mission, purpose, and cultural representation. This study employs Critical Signaling Theory to examine how environmental organization websites in Buffalo, New York, an area characterized by systemic inequities and significant racial segregation, communicate their mission, commitment to justice, and organizational d…
Women of Color Administrators: Entering, Disrupting, and Changing Higher Education Engineering Ecosystems
The purpose of this qualitative study is to highlight the trajectory of Women of Color (WoC) administrators in a key STEM discipline: engineering. WoC are underrepresented in higher education, representing fewer than 10% of administrators. Through this study, we provide a nuanced perspective on how the presence of WoC administrators change and potentially disrupt the space typically dominated by men. Drawing upon stereotype management and social …
Examining Black Girls’ Experiences in STEM From a Critical Race Feminist Lens: A Systematic Literature Review
The purpose of this systematic literature review was to examine recent research literature (2013–2023) centering Black girls in STEM education. The experiences of Black girls have been overlooked or generalized under broader categories that do not fully capture their uniqueness, strengths, and challenges in STEM education. Intersectionality and Critical Race Feminism are theoretical frameworks that allowed the authors to critically examine the pu…
An exploration of Black girls’ science motivation and teacher- and school-related beliefs: A QuantCrit approach utilizing situated expectancy-value theory and critical race feminism
Whiteness in Education: A Barrier to the Environmental Justice Education Movement
In this article, we articulate a praxis of environmental justice education (EJE). Formal and informal environmental educators have been slow to join the EJ movement and to consider their roles and responsibilities with educating for EJ. We interrogate the role of whiteness in environmental education and attest that whiteness is a significant stumbling block that impedes the EJ movement in education. We describe whiteness as a historical, social, …
Advancing environmental justice education: A critical review of research and practice
Environmental issues disproportionately impact low-income communities and communities of color, fueling grassroots movements for environmental justice. Despite this, K-16 education curricula often neglect environmental justice topics, failing to expose the unique hazards associated with environmental harms and the health risks faced by minoritized communities. To assess the landscape of environmental justice education in primary, secondary, and p…
Rethinking and reenvisioning research experiences for undergraduate Black women in science, technology, engineering, and mathematics
Mixed reviews on diversity initiatives: Toward an institutional change model for Black faculty in engineering and computing
Introduction Universities across the United States have implemented initiatives to enhance diversity in science, technology, engineering, and mathematics (STEM) fields, focusing on improving outcomes for racially minoritized students. While many diversity initiatives target undergraduate programs, there is a gap in support for STEM graduate students. Recognizing the persistent underrepresentation of racially diverse populations in STEM, the Biden…
Wage Disparities in Academia for Engineering Women of Color and the Limitations of Advocacy and Agency
The devaluation of women of Color (WoC) by way of gender discrimination and systemic racism is well documented. For WoC in engineering a chief cause is the observable wage gap. Women who identify as Asian, Black/African American, Latina/Chicana, Indigenous/Native American, Native Hawaiian, Pacific Islander, Native Alaskan, and/or multiracial have reported stark wage disparities. In this paper, we offer a phenomenological study of how WoC engineer…
Tuscarora nation lands and the New York State Power authority: An environmental justice education approach to decolonizing curriculum
This program evaluation outlines the process, challenges, and outcomes of decolonizing middle school curriculum through an interdisciplinary approach. A diverse team of educators conducted a curriculum audit and restructuring initiative in a Western New York independent school. Faced with data analysis challenges, the team devised an Environmental Justice Education framework, drawing on Bullard’s Environmental Justice Theory and Critical Race The…
Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review
In the field of adolescent development, the language, theoretical frameworks, methods for collecting and analyzing data, and ways of interpretation that researchers use may advance notions of white supremacy and perpetuate racist ideas. Understanding how researchers study Black girls and women, in particular, is a critical step in working toward the production of science and knowledge that promotes an anti-racist and anti-sexist agenda and center…
Beyond Niceties: Urban Black and Latiné High School Students’ Racially and Culturally Situated Perceptions of Care
How do Black engineering and computing doctoral students analyze and appraise their (depleted) STEM diversity programming
Purpose Local and national U.S. programs focused on diversifying science, technology, engineering, and mathematics (STEM) in academia and industry have created academic pathways for Black Engineers. However, most STEM diversity programs in doctoral education typically end or availability significantly decreases. This absence leaves little or limited guidance during the challenging process of completing this terminal degree and seeking employment.…
Utilising cultural competemility as an anti‐racism framework in medical education
An Environmental Justice Mapping Tools Guide to Understand Available Resources to Increase Access
This article describes how an environmental justice (EJ) mapping tool guide was developed to assist communities, educators, students, and environmental practitioners to help investigate and identify environmental issues by bringing awareness to racial, economic, and health disparities in New York State. The Guide helps to increase accessibility to 23 free publicly available tools with the goal of strengthening EJ literacy in general and may event…
Promoting equity in the peer review process of journal publication
While there is evidence to support the existence of identity‐based disparities, inequities, and biases in the academic journal peer‐review process, little research supports the presence of this bias in the peer‐review process for academic journals in science education. Through an analysis of six leading journals in science education, we aimed to investigate the extent to which diversity, equity, and inclusion (DEI), as well as the presence of bia…
Who's who: How “women of color” are (or are not) represented in STEM education research
Despite national calls for increasing diversity and inclusion within science, technology, engineering, and mathematics (STEM), inequitable recruitment and retention strategies remain commonplace. Inherent to many strategies is a lack of specificity in attending to the needs, desires, and cultures of individuals who are minoritized at the intersections of race, gender, and class through the use of broad, sweeping classifications such as “Women of …
How Black Engineering and Computing Faculty Exercise an Equity Ethic to Racially Fortify and Enrich Black Students
U.S. universities are fraught with institutional barriers that challenge Black faculty members’ ability to thrive in academia, while they also make attempts to broaden access and participation in fields like engineering and computing. The diversity-related service requested of Black faculty members can negatively complicate their chances for tenure and promotion. This qualitative research centers on the narratives of 39 Black faculty members in e…
Stressed-Out of STEM: Examining Mentoring Experiences of Women, People of Color, and International Postdocs
This narrative study examined the mentor-mentee relationship from the positioning of 31 minoritized STEM postdocs at a research-intensive institution. Seeking to enhance the current body of literature on mentoring and minoritized STEM postdocs to encourage institutions to adopt culturally responsive practices and cultivate sustainable research environments, the researchers conducted individual, in-depth interviews with women, people of color, and…
Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM
Black students face repeated racial microaggressions that may challenge their mental health and academic performance in engineering doctoral programs. Researchers attribute this to stereotypes and institutional climates that juxtapose their STEM and racial identities as incongruent. In this article, we analyzed the perceptions of environmental, behavioral, and verbal racial microaggressions of 33 Black doctoral students and postdocs, with a focus…
What About Us? Exploring the Challenges and Sources of Support Influencing Black Students' STEM Identity Development in Postsecondary Education
Nickolaus A. Ortiz, Terrell R. Morton, Monica L. Miles, ReAnna S. Roby, What About Us? Exploring the Challenges and Sources of Support Influencing Black Students’ STEM Identity Development in Postsecondary Education, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 311-326
What About Us? Exploring the Challenges and Sources of Support Influencing Black Students' STEM Identity Development in Postsecondary Education
Nickolaus A. Ortiz, Terrell R. Morton, Monica L. Miles, ReAnna S. Roby, What About Us? Exploring the Challenges and Sources of Support Influencing Black Students’ STEM Identity Development in Postsecondary Education, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 311-326
How Black Engineering and Computing Faculty Exercise an Equity Ethic to Racially Fortify and Enrich Black Students
U.S. universities are fraught with institutional barriers that challenge Black faculty members’ ability to thrive in academia, while they also make attempts to broaden access and participation in fields like engineering and computing. The diversity-related service requested of Black faculty members can negatively complicate their chances for tenure and promotion. This qualitative research centers on the narratives of 39 Black faculty members in e…
Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM
Black students face repeated racial microaggressions that may challenge their mental health and academic performance in engineering doctoral programs. Researchers attribute this to stereotypes and institutional climates that juxtapose their STEM and racial identities as incongruent. In this article, we analyzed the perceptions of environmental, behavioral, and verbal racial microaggressions of 33 Black doctoral students and postdocs, with a focus…
What About Us? Exploring the Challenges and Sources of Support Influencing Black Students' STEM Identity Development in Postsecondary Education
Nickolaus A. Ortiz, Terrell R. Morton, Monica L. Miles, ReAnna S. Roby, What About Us? Exploring the Challenges and Sources of Support Influencing Black Students’ STEM Identity Development in Postsecondary Education, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 311-326
Promoting equity in the peer review process of journal publication
While there is evidence to support the existence of identity‐based disparities, inequities, and biases in the academic journal peer‐review process, little research supports the presence of this bias in the peer‐review process for academic journals in science education. Through an analysis of six leading journals in science education, we aimed to investigate the extent to which diversity, equity, and inclusion (DEI), as well as the presence of bia…
Who's who: How “women of color” are (or are not) represented in STEM education research
Despite national calls for increasing diversity and inclusion within science, technology, engineering, and mathematics (STEM), inequitable recruitment and retention strategies remain commonplace. Inherent to many strategies is a lack of specificity in attending to the needs, desires, and cultures of individuals who are minoritized at the intersections of race, gender, and class through the use of broad, sweeping classifications such as “Women of …
How Black Engineering and Computing Faculty Exercise an Equity Ethic to Racially Fortify and Enrich Black Students
U.S. universities are fraught with institutional barriers that challenge Black faculty members’ ability to thrive in academia, while they also make attempts to broaden access and participation in fields like engineering and computing. The diversity-related service requested of Black faculty members can negatively complicate their chances for tenure and promotion. This qualitative research centers on the narratives of 39 Black faculty members in e…
Stressed-Out of STEM: Examining Mentoring Experiences of Women, People of Color, and International Postdocs
This narrative study examined the mentor-mentee relationship from the positioning of 31 minoritized STEM postdocs at a research-intensive institution. Seeking to enhance the current body of literature on mentoring and minoritized STEM postdocs to encourage institutions to adopt culturally responsive practices and cultivate sustainable research environments, the researchers conducted individual, in-depth interviews with women, people of color, and…
How do Black engineering and computing doctoral students analyze and appraise their (depleted) STEM diversity programming
Purpose Local and national U.S. programs focused on diversifying science, technology, engineering, and mathematics (STEM) in academia and industry have created academic pathways for Black Engineers. However, most STEM diversity programs in doctoral education typically end or availability significantly decreases. This absence leaves little or limited guidance during the challenging process of completing this terminal degree and seeking employment.…
Utilising cultural competemility as an anti‐racism framework in medical education
An Environmental Justice Mapping Tools Guide to Understand Available Resources to Increase Access
This article describes how an environmental justice (EJ) mapping tool guide was developed to assist communities, educators, students, and environmental practitioners to help investigate and identify environmental issues by bringing awareness to racial, economic, and health disparities in New York State. The Guide helps to increase accessibility to 23 free publicly available tools with the goal of strengthening EJ literacy in general and may event…
Mixed reviews on diversity initiatives: Toward an institutional change model for Black faculty in engineering and computing
Introduction Universities across the United States have implemented initiatives to enhance diversity in science, technology, engineering, and mathematics (STEM) fields, focusing on improving outcomes for racially minoritized students. While many diversity initiatives target undergraduate programs, there is a gap in support for STEM graduate students. Recognizing the persistent underrepresentation of racially diverse populations in STEM, the Biden…
Wage Disparities in Academia for Engineering Women of Color and the Limitations of Advocacy and Agency
The devaluation of women of Color (WoC) by way of gender discrimination and systemic racism is well documented. For WoC in engineering a chief cause is the observable wage gap. Women who identify as Asian, Black/African American, Latina/Chicana, Indigenous/Native American, Native Hawaiian, Pacific Islander, Native Alaskan, and/or multiracial have reported stark wage disparities. In this paper, we offer a phenomenological study of how WoC engineer…
Tuscarora nation lands and the New York State Power authority: An environmental justice education approach to decolonizing curriculum
This program evaluation outlines the process, challenges, and outcomes of decolonizing middle school curriculum through an interdisciplinary approach. A diverse team of educators conducted a curriculum audit and restructuring initiative in a Western New York independent school. Faced with data analysis challenges, the team devised an Environmental Justice Education framework, drawing on Bullard’s Environmental Justice Theory and Critical Race The…
Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review
In the field of adolescent development, the language, theoretical frameworks, methods for collecting and analyzing data, and ways of interpretation that researchers use may advance notions of white supremacy and perpetuate racist ideas. Understanding how researchers study Black girls and women, in particular, is a critical step in working toward the production of science and knowledge that promotes an anti-racist and anti-sexist agenda and center…
Beyond Niceties: Urban Black and Latiné High School Students’ Racially and Culturally Situated Perceptions of Care
Women of Color Administrators: Entering, Disrupting, and Changing Higher Education Engineering Ecosystems
The purpose of this qualitative study is to highlight the trajectory of Women of Color (WoC) administrators in a key STEM discipline: engineering. WoC are underrepresented in higher education, representing fewer than 10% of administrators. Through this study, we provide a nuanced perspective on how the presence of WoC administrators change and potentially disrupt the space typically dominated by men. Drawing upon stereotype management and social …
Examining Black Girls’ Experiences in STEM From a Critical Race Feminist Lens: A Systematic Literature Review
The purpose of this systematic literature review was to examine recent research literature (2013–2023) centering Black girls in STEM education. The experiences of Black girls have been overlooked or generalized under broader categories that do not fully capture their uniqueness, strengths, and challenges in STEM education. Intersectionality and Critical Race Feminism are theoretical frameworks that allowed the authors to critically examine the pu…
An exploration of Black girls’ science motivation and teacher- and school-related beliefs: A QuantCrit approach utilizing situated expectancy-value theory and critical race feminism
Whiteness in Education: A Barrier to the Environmental Justice Education Movement
In this article, we articulate a praxis of environmental justice education (EJE). Formal and informal environmental educators have been slow to join the EJ movement and to consider their roles and responsibilities with educating for EJ. We interrogate the role of whiteness in environmental education and attest that whiteness is a significant stumbling block that impedes the EJ movement in education. We describe whiteness as a historical, social, …
Advancing environmental justice education: A critical review of research and practice
Environmental issues disproportionately impact low-income communities and communities of color, fueling grassroots movements for environmental justice. Despite this, K-16 education curricula often neglect environmental justice topics, failing to expose the unique hazards associated with environmental harms and the health risks faced by minoritized communities. To assess the landscape of environmental justice education in primary, secondary, and p…
Rethinking and reenvisioning research experiences for undergraduate Black women in science, technology, engineering, and mathematics
The silence of pronouns: A critical signaling theory approach to environmental organizations’ online inclusion of linguistic gender markers
Websites are critical platforms for environmental organizations to communicate their values and commitments to justice. This study examines how organizations in Buffalo, NY, signal gender inclusivity by using pronouns on their websites, using Critical Signaling Theory as a framework. Our analysis of organizational websites found that only 6.9% included pronouns in staff bios, and when present, their usage was inconsistent. This reflects a broader…
Using Critical Signaling Theory: A Review of Mission Statements and Racial Representations on Environmental Organizations’ Websites in a Historically Segregated City
Organizational websites are crucial for fostering connections and expanding partnerships by providing insights into an organization’s mission, purpose, and cultural representation. This study employs Critical Signaling Theory to examine how environmental organization websites in Buffalo, New York, an area characterized by systemic inequities and significant racial segregation, communicate their mission, commitment to justice, and organizational d…
Sociology (16 works) · Political science (14 works) · Psychology (11 works) · Career Development and Diversity (10 works) · Gender Studies (8 works) · Pedagogy (8 works) · Environmental justice (6 works) · Higher Education Research Studies (6 works) · Mentoring and Academic Development (6 works) · Public relations (6 works)