Milagros Castillo‐Montoya
Biographic Data
| ID | 5453359 |
|---|---|
| NAME | Milagros Castillo‐Montoya |
| GIVEN NAMES | Milagros |
| FAMILY NAME | Castillo‐Montoya |
| SIGNATURE | MONTOYA M C |
| AFFILIATIONS | University of Connecticut |
| ORCID | 0000-0001-5057-2451 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Decolonizing assessment of learning in higher education: The journey ahead
This Point of Departure ponders the question of decolonizing assessment of learning in higher education. In addressing this question, we, as scholars of color who work in the academy in the US and the UK, have leaned on the work of Shahjahan, Estera, Surla, and Edwards’ (2022) ‘“Decolonizing” Curriculum and Pedagogy: A comparative review across disciplines and global higher education contexts’ in Review of Educational Research (92[1]: 73–113). Th…
Braids and bridges: A critical collaborative autoethnography of racially minoritized women teaching intergroup dialogue
Why the caged bird sings in the academy: A decolonial collaborative autoethnography of African American and Puerto Rican faculty and staff in higher education
Sisterhood Birthed through Colonialism
It is already known that one of the ways in which colonialism operates and exerts harm is by dehumanizing Black, Indigenous, and other racially minoritized populations. Less attention has been paid, however, to the ways in which this dehumanization erodes relations among those colonized. Colonial logics designed to separate and alienate the colonized from each other have been internalized for centuries, preventing communities and individuals from…
Assessment: The “Wild Card” in Student Affairs
Assessment is a core competency in student affairs, but scholars in the field of higher education and student affairs know little about how practitioners perceive and approach learning about assessment. In this study with 20 students in a student affairs master’s program, I found they perceived assessment as the “wild card” and had trepidation about learning assessment. They also viewed it as meeting accountability obligations, securing careers, …
Researching complex collegiate learning: A critical and integrative approach to classroom observation
In higher education, educators establish complex learning outcomes for students to achieve during their collegiate studies. These outcomes, given their complexity, necessitate an advanced approach to studying the teaching and learning process as it unfolds in real time. We brought together extant literature and our own research experience studying teaching and learning in higher education to develop a critical and integrative approach to classroo…
Instructors’ Conceptions of Minoritized College Students’ Prior Knowledge and Their Related Teaching Practices
Drawing on students’ prior knowledge can enhance learning, but we know little about how instructors learn to teach with this knowledge in mind. Through a two-year embedded case study, we sought to examine how 10 college instructors’ teaching conceptions and practices relevant to minoritized students’ prior knowledge shifted over the course of two years. We found instructors’ conceptions advanced further than their practices and the nature and ext…
First-Generation College Students as Academic Learners: A Systematic Review
The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students are as learners. To address this gap, this systematic review examines how scholars study and conceptualize first-generation college students as learners. We found the majority of the literature we reviewed conceptualized them as learners based on their ac…
Racially liberatory pedagogy: A Black Lives Matter approach to education
In this study, we sought to understand how Black lives matter (BLM) epistemology, as displayed through six months of social media content from official accounts, can inform a racially liberatory pedagogy in higher education for Black and other racially minoritized students. We found BLM, through Facebook and Twitter, situated intersectional Black culture in the contemporary struggle for liberation. BLM also offered information that can raise its …
Black Deprivation, Black Resistance, and Black Liberation: The influence of #BlackLivesMatter (BLM) on higher education
Oppression and resistance remain intricately linked such that the shape of one influences that of the other. (Collins, 2000, p. 274)Patricia Hill Collins asserts that oppression and resistance exis
Learning Latinidad: The role of a Latino cultural center service-learning course in Latino identity inquiry and sociopolitical capacity
College culture centers are safe havens for underrepresented students, yet we know little about them. Through a survey with open- and closed-ended questions, this exploratory study examined the experiences and learning of 9 out of 11 college students who completed an academic course offered through a Latino Cultural Center (LCC). Through analysis of open-ended responses, we found that these students (1) engaged in Latino identity inquiry; (2) dev…
Preparing for Interview Research: The Interview Protocol Refinement Framework
This article presents the interview protocol refinement (IPR) framework comprised of a four-phase process for systematically developing and refining an interview protocol. The four-phase process includes: (1) ensuring interview questions align with research questions, (2) constructing an inquiry-based conversation, (3) receiving feedback on interview protocols, and (4) piloting the interview protocol. The IRP method can support efforts to strengt…
Preparing for Interview Research: The Interview Protocol Refinement Framework
This article presents the interview protocol refinement (IPR) framework comprised of a four-phase process for systematically developing and refining an interview protocol. The four-phase process includes: (1) ensuring interview questions align with research questions, (2) constructing an inquiry-based conversation, (3) receiving feedback on interview protocols, and (4) piloting the interview protocol. The IRP method can support efforts to strengt…
Racially liberatory pedagogy: A Black Lives Matter approach to education
In this study, we sought to understand how Black lives matter (BLM) epistemology, as displayed through six months of social media content from official accounts, can inform a racially liberatory pedagogy in higher education for Black and other racially minoritized students. We found BLM, through Facebook and Twitter, situated intersectional Black culture in the contemporary struggle for liberation. BLM also offered information that can raise its …
Black Deprivation, Black Resistance, and Black Liberation: The influence of #BlackLivesMatter (BLM) on higher education
Oppression and resistance remain intricately linked such that the shape of one influences that of the other. (Collins, 2000, p. 274)Patricia Hill Collins asserts that oppression and resistance exis
Learning Latinidad: The role of a Latino cultural center service-learning course in Latino identity inquiry and sociopolitical capacity
College culture centers are safe havens for underrepresented students, yet we know little about them. Through a survey with open- and closed-ended questions, this exploratory study examined the experiences and learning of 9 out of 11 college students who completed an academic course offered through a Latino Cultural Center (LCC). Through analysis of open-ended responses, we found that these students (1) engaged in Latino identity inquiry; (2) dev…
Preparing for Interview Research: The Interview Protocol Refinement Framework
This article presents the interview protocol refinement (IPR) framework comprised of a four-phase process for systematically developing and refining an interview protocol. The four-phase process includes: (1) ensuring interview questions align with research questions, (2) constructing an inquiry-based conversation, (3) receiving feedback on interview protocols, and (4) piloting the interview protocol. The IRP method can support efforts to strengt…
Learning Latinidad: The role of a Latino cultural center service-learning course in Latino identity inquiry and sociopolitical capacity
College culture centers are safe havens for underrepresented students, yet we know little about them. Through a survey with open- and closed-ended questions, this exploratory study examined the experiences and learning of 9 out of 11 college students who completed an academic course offered through a Latino Cultural Center (LCC). Through analysis of open-ended responses, we found that these students (1) engaged in Latino identity inquiry; (2) dev…
Racially liberatory pedagogy: A Black Lives Matter approach to education
In this study, we sought to understand how Black lives matter (BLM) epistemology, as displayed through six months of social media content from official accounts, can inform a racially liberatory pedagogy in higher education for Black and other racially minoritized students. We found BLM, through Facebook and Twitter, situated intersectional Black culture in the contemporary struggle for liberation. BLM also offered information that can raise its …
Black Deprivation, Black Resistance, and Black Liberation: The influence of #BlackLivesMatter (BLM) on higher education
Oppression and resistance remain intricately linked such that the shape of one influences that of the other. (Collins, 2000, p. 274)Patricia Hill Collins asserts that oppression and resistance exis
First-Generation College Students as Academic Learners: A Systematic Review
The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students are as learners. To address this gap, this systematic review examines how scholars study and conceptualize first-generation college students as learners. We found the majority of the literature we reviewed conceptualized them as learners based on their ac…
Assessment: The “Wild Card” in Student Affairs
Assessment is a core competency in student affairs, but scholars in the field of higher education and student affairs know little about how practitioners perceive and approach learning about assessment. In this study with 20 students in a student affairs master’s program, I found they perceived assessment as the “wild card” and had trepidation about learning assessment. They also viewed it as meeting accountability obligations, securing careers, …
Researching complex collegiate learning: A critical and integrative approach to classroom observation
In higher education, educators establish complex learning outcomes for students to achieve during their collegiate studies. These outcomes, given their complexity, necessitate an advanced approach to studying the teaching and learning process as it unfolds in real time. We brought together extant literature and our own research experience studying teaching and learning in higher education to develop a critical and integrative approach to classroo…
Instructors’ Conceptions of Minoritized College Students’ Prior Knowledge and Their Related Teaching Practices
Drawing on students’ prior knowledge can enhance learning, but we know little about how instructors learn to teach with this knowledge in mind. Through a two-year embedded case study, we sought to examine how 10 college instructors’ teaching conceptions and practices relevant to minoritized students’ prior knowledge shifted over the course of two years. We found instructors’ conceptions advanced further than their practices and the nature and ext…
Braids and bridges: A critical collaborative autoethnography of racially minoritized women teaching intergroup dialogue
Why the caged bird sings in the academy: A decolonial collaborative autoethnography of African American and Puerto Rican faculty and staff in higher education
Sisterhood Birthed through Colonialism
It is already known that one of the ways in which colonialism operates and exerts harm is by dehumanizing Black, Indigenous, and other racially minoritized populations. Less attention has been paid, however, to the ways in which this dehumanization erodes relations among those colonized. Colonial logics designed to separate and alienate the colonized from each other have been internalized for centuries, preventing communities and individuals from…
Decolonizing assessment of learning in higher education: The journey ahead
This Point of Departure ponders the question of decolonizing assessment of learning in higher education. In addressing this question, we, as scholars of color who work in the academy in the US and the UK, have leaned on the work of Shahjahan, Estera, Surla, and Edwards’ (2022) ‘“Decolonizing” Curriculum and Pedagogy: A comparative review across disciplines and global higher education contexts’ in Review of Educational Research (92[1]: 73–113). Th…
Sociology (10 works) · Psychology (9 works) · Pedagogy (7 works) · Critical Race Theory in Education (6 works) · Higher education (6 works) · Political science (6 works) · Gender Studies (5 works) · Gender Studies (4 works) · Higher Education Research Studies (4 works) · Evaluation of Teaching Practices (3 works)