Araceli A. Espinoza is a Ford Fellow and a Gates Scholar. She earned a B.A. in American Studies from UC Berkeley. Thereafter she earned a M.E. in postsecondary administration and student affairs from USC where she also completed a Ph.D. in urban education policy. Her research interests include the postsecondary outcomes of racial and ethnic minority (REM) students, first-generation college students and REM students in science, technology, engineering and mathematics (STEM) fields.
B.A., UC Berkeley
Racial and ethnic minority (REM) students, first-generation college students, and REM students in science, technology, engineering and mathematics (STEM) fields.
Cole, D. & Espinoza, A. (2008). Examining the academic success of Latino students in science, technology, engineering, and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285-300. doi: 10.1353/csd.0.0018
Cole, D. & Espinoza, A. (2009). When gender is considered: Racial ethnic minority students inSTEM majors. Journal of Women and Minorities in Science and Engineering, 15, 263-277. doi: 10.1615/JWomenMinorScienEng.v15.i3.50
Cole, D. & Espinoza, A. (2011). The post-baccalaureate goals of college women in STEM. InJ.G. Gayles (Ed.), Attracting and retaining women in STEM. New Directions for Institutional Research (no. 152, pp. 51-58). San Francisco: Jossey-Bass.
Cole, D. & Espinoza, A. (2012). Engineering the academic success of racial and ethnic minoritystudents at minority serving institutions via mentoring and research. In R.T. Palmer, D.C. Maramba, & M. Gasman (Eds.), Fostering success of ethnic and racial minorities in STEM: The role of minority serving institutions. New York, NY: Routledge.
Cole, D. & Espinoza, A. (2013). From a man’s perspective: Latino men’s outlook on the campuscommunity. In B. Gastic & R.R. Verdugo (Eds.), The education of the Hispanic population: Selected essays. Charlotte, NC: Information Age Publishing.
Espinoza, A. (2013). The college experiences of first-generation college Latino students in engineering. Journal of Latino-Latin American Studies, 5(2), 71-84.