Thursday, June 3
9:00-10:00am EST
Quantitative Track
Title: Breaking it Down: A Conversation about How Quantitative Scholars Advance Culturally
Relevant Research
Abstract: Dr. Matt Mayhew and Dr. Anne-Marie Núñez will host an engaging conversation with two of our workshop presenters, Dr. Jamilia Blake and Dr. Verónica N. Vélez, joined by OSU faculty Dr. Xin Feng. Faculty often talk about the topics of their research, but not always about their epistemological, ontological, axiological and methodological intentional choices they make and why. This session will explore how scholars conduct culturally relevant research and the ways in which they push themselves to develop cutting-edge methodologies that reflect these perspectives. The scholars will also talk about what has gone wrong in the past and how they have made changes to address it moving forward. There will be plenty of time for questions and conversation.
Moderators:
Dr. Matthew Mayhew
William Ray & Marie Adamson Flesher Professor, Higher Education and Student Affairs
College of Education and Human Ecology
The Ohio State University
Dr. Anne-Marie Núñez
Professor, Higher Education and Student Affairs
College of Education and Human Ecology
The Ohio State University
Panelists:
Dr. Jamilia Blake
Professor, Educational Psychology
Texas A&M University
Dr. Xin Feng
Associate Professor, Human Development and Family Science
College of Education and Human Ecology
The Ohio State University
Dr. Verónica N. Vélez
Associate Professor, Secondary Education
Founding Director, Education & Social Justice Minor
Western Washington University
Biographies:
Matt Mayhew, PhD (he/him) is the William Ray and Marie Adamson Flesher Professor of Educational Administration with a focus on Higher Education and Student Affairs in the Department of Educational Studies, College of Education and Human Ecology, at The Ohio State University. He received his BA from Wheaton College, Illinois; his master’s degree from Brandeis University; and his PhD from the University of Michigan. Before coming to Ohio State, he served as an associate professor at New York University and an administrator at the University of North Carolina at Wilmington and at Fisher College.
He has focused his research on examining the relationship between college and its influence on student learning and democratic outcomes. To support the study of college and its impact on student development and learning, he has been awarded over 20 million dollars in funding from sources including the United States Department of Education; the Ewing Marion Kauffman Foundation; the Merrifield Family Trust; the National Science Foundation and an anonymous non-religiously affiliated organization with interests in social cooperation. He is the current editor of the Digest of Recent Research. He has been on the editorial boards of the Journal of Higher Education, Research in Higher Education, and the Journal of College Student Development. He recently received the American Educational Research Association Religion and Education SIG Emerging Scholar Award. He was also recognized as a Diamond Honoree by ACPA-College Student Educators International.
For more information visit Dr. Mayhew’s Twitter and website.
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Anne-Marie Núñez, PhD (she/her) is a professor of Higher Education and Student Affairs Program in the Department of Educational Studies, College of Education and Human Ecology, at The Ohio State University. Her research explores how to broaden participation for historically underrepresented groups, including students and faculty, in postsecondary education. One line of her scholarship has focused on the higher education experiences and trajectories of Latino, first-generation, and migrant students. Another has emphasized institutional diversity in the United States, including the role of Hispanic-Serving Institutions in promoting college access and success. A third has focused on fostering supportive organizational climates for faculty and administrators to advance inclusivity in the academy. Her research has been published in several journals, including Educational Researcher, Harvard Educational Review, and the American Educational Research Journal.
She is also the lead author of the book Latinos in Higher Education and Hispanic-Serving Institutions: Creating Conditions for Success (2013, Jossey-Bass) and the lead editor of the award-winning book Hispanic-Serving Institutions: Advancing Research and Transformative Practice (2015, Routledge). For her contributions to research on underrepresented groups, she received the 2011 Association for the Study of Higher Education (ASHE) Council on Ethnic Participation Mildred Garcia Exemplary Scholarship award. Currently, she serves as an Associate Editor of The Journal of Higher Education and an Associate Editor of the Higher Education: Handbook of Theory and Research. She holds a PhD in Education from UCLA, MEd in Education from Stanford University and AB in Social Studies from Harvard University.
For more information visit Dr. Núñez’s LinkedIn, Twitter and website.
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Jamilia Blake, PhD (she/her) is an award-winning and published licensed psychologist and a tenured professor at Texas A&M University. She has been with Texas A&M since 2007, where she has achieved numerous accolades including Texas A&M University’s Montague-Center for Teaching Excellence and College of Education and Human Development Transforming Lives Faculty Fellowship for her teaching and mentoring.
Dr. Blake’s research examines the developmental trajectory of peer-directed aggression, bullying, and victimization in socially marginalized youth and racial/ethnic disparities in school discipline. She is author to more than 40 publications and a fellow of the American Psychological Association. Dr. Blake has published studies examining the social and psychological consequences of aggression and victimization for African-American girls and students with disabilities and the disparate impact of school discipline for African-American girls. Her work on the inequitable discipline experiences of Black girls has been featured in the New York Times, Huffington Post, on NPR, and CBS. She is the co-PI of a federally funded grant to examine the relation between school discipline and disproportionate minority contact in juvenile justice centers for immigrant youth. Dr. Blake is the lead researcher for the Girlhood Interrupted: The Erasure of Black Girls’ Childhood and the lead author for the follow-up work Listening to Black Women and Girls: Lived Experiences of Adultification Bias reports. Dr. Blake teaches graduate courses at Texas A&M University in child assessment, child therapy, and factors that contribute to racial/ethnic educational disparities.
For more information visit Dr. Blake’s LinkedIn, Twitter and website.
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Xin Feng, PhD (she/her) is an Associate Professor in the Department of Human Sciences, Human Development and Family Science, College of Education and Human Ecology, at The Ohio State University. She has a broad background in social and emotional development in diverse family and cultural contexts, with specific focus on the interface of temperament, self-regulation, and contextual influences in the development of adaptive socioemotional functioning and childhood psychopathology. She is particularly interested in examining early emotional, cognitive, and physiological regulation as mechanisms for the transmission of depression between mothers and their children. Her research has focused on: 1) the co-development of emotional and cognitive regulation during early childhood, 2) early risk factors associated with the onset and maintenance of childhood depressive and anxiety symptoms, 3) the effect of parental socialization on the development of social and emotional competence across cultures. In these lines of research, her work relies on intensive behavioral observations of children and mothers. Her areas of expertise also include statistical methods in modeling longitudinal data. Her research has been funded by the National Institutes of Health and Health Resources and Services Administration, Health and Human Services.
For more information visit Dr. Feng’s LinkedIn, faculty website and lab website.
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Verónica Vélez, PhD (she/her) is an Associate Professor in the Woodring College of Education at Western Washington University (WWU). She is the Founding Director of WWU’s Education and Social Justice Minor. Her research is grounded in Critical Race Theory (CRT), Latinx Critical Theory (LatCrit), Radical Cartography, and Chicana Feminist Epistemologies. Influenced and inspired by these varied, but interrelated frameworks, she pioneered Critical Race Spatial Analysis (CRSA), a framework and methodological approach that seeks to deepen a spatial consciousness and expand the use of geographic information systems (GIS) in critical race research in education. As a result of this work, Dr. Vélez will be featured in the second volume of ESRI Press’s Women and GIS: Mapping Their Stories. In addition, she has published in multiple academic journals including Educational Forum, Harvard Educational Review, Association of Mexican American Educators Journal, and Race, Ethnicity, and Education, and has contributed several chapters to edited anthologies. She recently co-edited a special issue in Race, Ethnicity, and Education on “QuantCrit,” a methodological subfield of CRT that troubles the decontextualized and color-evasive nature of quantitative research in education and posits quantitative methods for racial justice.
Dr. Vélez pursued her graduate studies at UCLA, completing an MA and PhD in Social Science and Comparative Education with a specialization in Race and Ethnic Studies. She conducted her undergraduate studies at Stanford University, where she obtained a BA in Psychology. Before joining WWU, Dr. Vélez was a Post-Doctorate Research Fellow and Director of Public Programming at the Center for Latino Policy Research (CLPR) at UC Berkeley. At CLPR, Dr. Vélez developed research partnerships with P-16 institutions, non-profit organizations, and grassroots groups connected to CLPR’s research priorities in the areas of education, immigration, and civic engagement. She co-led a multi-method community needs assessment in the historically Latinx Mission neighborhood of San Francisco as part of a U.S. Department of Education grant that resulted in an award of $30 million to provide cradle-to-career services for Mission residents.
In addition to her scholarly work, Dr. Vélez worked as a grassroots organizer with Latinx im/migrant families for over 15 years. She is currently organizing with teachers, administrators, and community members in the Pacific Northwest to develop Ethnic Studies courses for local high school students. In 2017, she was one of six faculty across Washington State awarded The Ormsby Award for Faculty Citizenship to recognize exemplary service in the public interest for her efforts to create systems through which institutionally underrepresented and underserved students can access higher education.
For more information visit Dr. Vélez’s LinkedIn and website.
