Elvira J Abrica
Biographic Data
| ID | 6006942 |
|---|---|
| NAME | Elvira J Abrica |
| GIVEN NAMES | Elvira J |
| FAMILY NAME | Abrica |
| SIGNATURE | ABRICA E J |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0001-6140-5325 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Humanizing STEM Education Amidst Environmental Crises
This study investigates how a rural Hispanic-Serving Institution (HSI) in New Mexico created and maintained a humanizing STEM educational environment amidst repeated and overlapping natural disasters between 2020 and 2024. Specifically, we explore the impacts of the COVID-19 pandemic, severe wildfires, water contamination, and a chemical leak on a STEM initiative known as SomosSTEM (“We are STEM”), a five-year, NSF-funded program at New Mexico Hi…
The racial politics of diversity, equity, and inclusion (DEI) work
Toward a (Re)Integrated Application of Bourdieuan Theory
Bourdieu’s critical analysis of capital (BCAC) is a useful tool for unmasking how schools legitimate class structure and identifying the institutional, societal, and cultural forces that structure class reproduction and oppression. In this paper, we examine the ways educational researchers have constrained the critical application of Bourdieu’s concepts. We highlight the utility of BCAC for exposing the symbolic violence that educational systems …
On the impossibilities of advancing racial justice in higher education research through reliance on the campus climate heuristic
Campus climates are often described as “hostile” for racially minoritized populations. However, growing recognition of complexities associated with intersecting and interwoven systems of social oppression compel the field of higher education to move away from overly simplistic portrayals of postsecondary environments as “welcoming/chilly” or “positive/negative.” More than this, there is a need to engage in a broader discussion of the field’s reli…
Latino Male Community College Students’ Perceptions of Course-Related Interactions
This paper explores Latino male community college students’ perceptions of their course-related interactions with faculty at a Hispanic Serving Institution in California. Using a Critical Race Theory in Education framework, we qualitatively examine the ways in which race and racism shape students’ descriptions of these interactions and the extent to which students attribute negative interactions to racial discrimination and/or oppression. Longitu…
Sense of Belonging and Community Building within a STEM Intervention Program
Relying on semi-structured, qualitative interviews with 13 Latino male undergraduates in engineering, this study explored students experiences and sense of belonging within a Minority Retention Program at a 4-year public university in California. Findings support extent research on the importance of structural interventions in science, technology, engineering, and mathematics (STEM) while highlighting nuance in experiences of Latino males, includ…
Antiblackness in the Hispanic-serving community college (HSCC) context
This qualitative longitudinal study explored the experiences of Black males attending a public, two-year, community college Hispanic-serving community college (HSCC) in Southern California. Drawing on the perspective of HSCCs as reflecting a colonial relationship between whites and Students of Color, we outline specific forms of anti-Black racism that include the rejection of Black intellectualism, presumed ownership of Blacks’ intellectual and m…
The Mañana Complex
Antiblackness in the Hispanic-serving community college (HSCC) context
This qualitative longitudinal study explored the experiences of Black males attending a public, two-year, community college Hispanic-serving community college (HSCC) in Southern California. Drawing on the perspective of HSCCs as reflecting a colonial relationship between whites and Students of Color, we outline specific forms of anti-Black racism that include the rejection of Black intellectualism, presumed ownership of Blacks’ intellectual and m…
Toward a (Re)Integrated Application of Bourdieuan Theory
Bourdieu’s critical analysis of capital (BCAC) is a useful tool for unmasking how schools legitimate class structure and identifying the institutional, societal, and cultural forces that structure class reproduction and oppression. In this paper, we examine the ways educational researchers have constrained the critical application of Bourdieu’s concepts. We highlight the utility of BCAC for exposing the symbolic violence that educational systems …
The racial politics of diversity, equity, and inclusion (DEI) work
Sense of Belonging and Community Building within a STEM Intervention Program
Relying on semi-structured, qualitative interviews with 13 Latino male undergraduates in engineering, this study explored students experiences and sense of belonging within a Minority Retention Program at a 4-year public university in California. Findings support extent research on the importance of structural interventions in science, technology, engineering, and mathematics (STEM) while highlighting nuance in experiences of Latino males, includ…
On the impossibilities of advancing racial justice in higher education research through reliance on the campus climate heuristic
Campus climates are often described as “hostile” for racially minoritized populations. However, growing recognition of complexities associated with intersecting and interwoven systems of social oppression compel the field of higher education to move away from overly simplistic portrayals of postsecondary environments as “welcoming/chilly” or “positive/negative.” More than this, there is a need to engage in a broader discussion of the field’s reli…
The Mañana Complex
Antiblackness in the Hispanic-serving community college (HSCC) context
This qualitative longitudinal study explored the experiences of Black males attending a public, two-year, community college Hispanic-serving community college (HSCC) in Southern California. Drawing on the perspective of HSCCs as reflecting a colonial relationship between whites and Students of Color, we outline specific forms of anti-Black racism that include the rejection of Black intellectualism, presumed ownership of Blacks’ intellectual and m…
The Mañana Complex
Sense of Belonging and Community Building within a STEM Intervention Program
Relying on semi-structured, qualitative interviews with 13 Latino male undergraduates in engineering, this study explored students experiences and sense of belonging within a Minority Retention Program at a 4-year public university in California. Findings support extent research on the importance of structural interventions in science, technology, engineering, and mathematics (STEM) while highlighting nuance in experiences of Latino males, includ…
On the impossibilities of advancing racial justice in higher education research through reliance on the campus climate heuristic
Campus climates are often described as “hostile” for racially minoritized populations. However, growing recognition of complexities associated with intersecting and interwoven systems of social oppression compel the field of higher education to move away from overly simplistic portrayals of postsecondary environments as “welcoming/chilly” or “positive/negative.” More than this, there is a need to engage in a broader discussion of the field’s reli…
Latino Male Community College Students’ Perceptions of Course-Related Interactions
This paper explores Latino male community college students’ perceptions of their course-related interactions with faculty at a Hispanic Serving Institution in California. Using a Critical Race Theory in Education framework, we qualitatively examine the ways in which race and racism shape students’ descriptions of these interactions and the extent to which students attribute negative interactions to racial discrimination and/or oppression. Longitu…
Toward a (Re)Integrated Application of Bourdieuan Theory
Bourdieu’s critical analysis of capital (BCAC) is a useful tool for unmasking how schools legitimate class structure and identifying the institutional, societal, and cultural forces that structure class reproduction and oppression. In this paper, we examine the ways educational researchers have constrained the critical application of Bourdieu’s concepts. We highlight the utility of BCAC for exposing the symbolic violence that educational systems …
The racial politics of diversity, equity, and inclusion (DEI) work
Humanizing STEM Education Amidst Environmental Crises
This study investigates how a rural Hispanic-Serving Institution (HSI) in New Mexico created and maintained a humanizing STEM educational environment amidst repeated and overlapping natural disasters between 2020 and 2024. Specifically, we explore the impacts of the COVID-19 pandemic, severe wildfires, water contamination, and a chemical leak on a STEM initiative known as SomosSTEM (“We are STEM”), a five-year, NSF-funded program at New Mexico Hi…
Sociology (7 works) · Gender Studies (6 works) · Political science (6 works) · Gender Studies (5 works) · Psychology (5 works) · Critical Race Theory in Education (4 works) · Higher Education Research Studies (4 works) · Pedagogy (4 works) · Social Psychology (4 works) · Social Psychology (4 works)