Directory » ELSA GONZALEZ
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ELSA GONZALEZ
Assistant Provost for Strategic Educational Partnerships & Director of HSI Initiatives and Associate
Dr. Elsa Gonzalez is an Associate Professor in the School of Education & Human Development at Texas A&M University. Dr. Gonzalez currently serves as Program Director at the National Sciences Foundation for the Improving Undergraduate STEM Education: Hispanic Serving Institutions (HSI) program, Louis Stokes Alliances for Minority Participation (LSAMP), and the Faculty Early Career Development Program (CAREER).
Dr. Gonzalez is the Regional Editor of the International Journal of Qualitative Studies in Education (QSE), and Board Member of the Journal of Hispanic in Higher Education. She is the author of over hundred publications, her research interests include underrepresented students; access, resilience, retention, graduation, and workforce in STEM fields; HSI institutions; leadership and methodological issues in cross-language qualitative methodology.
Dr. Gonzalez has professional and academic leadership experience as bilingual scholar in higher education institutions in Mexico, Spain, USA, and China. In 2020, she was awarded from the National Science Foundation (NSF) – with a CAREER grant award for her project: CAREER: Broadening Participation in STEM: A Qualitative Analysis of Resilience Experiences and Strategies of Latina STEM Majors in HSIs. She is the author of the book "An Asset-Based Approach to Advancing Latina Students in STEM: Increasing Resilience, Participation, and Success", the book was awarded as the 2022 Book of the Year by the American Association of Hispanics in Higher Education (AAHHE). Recently, she was named by Diverse Issues in Higher Education as one of the 25 Most Outstanding Women in Academia 2023, and she was recognized with the 2023 NSF Director’s Award for Superior Accomplishment.
Dr. Gonzalez is the Regional Editor of the International Journal of Qualitative Studies in Education (QSE), and Board Member of the Journal of Hispanic in Higher Education. She is the author of over hundred publications, her research interests include underrepresented students; access, resilience, retention, graduation, and workforce in STEM fields; HSI institutions; leadership and methodological issues in cross-language qualitative methodology.
Dr. Gonzalez has professional and academic leadership experience as bilingual scholar in higher education institutions in Mexico, Spain, USA, and China. In 2020, she was awarded from the National Science Foundation (NSF) – with a CAREER grant award for her project: CAREER: Broadening Participation in STEM: A Qualitative Analysis of Resilience Experiences and Strategies of Latina STEM Majors in HSIs. She is the author of the book "An Asset-Based Approach to Advancing Latina Students in STEM: Increasing Resilience, Participation, and Success", the book was awarded as the 2022 Book of the Year by the American Association of Hispanics in Higher Education (AAHHE). Recently, she was named by Diverse Issues in Higher Education as one of the 25 Most Outstanding Women in Academia 2023, and she was recognized with the 2023 NSF Director’s Award for Superior Accomplishment.
Education
Ph.D., EAHRD, Texas A&M University (2004)
MBA, National University of Mexico (UNAM) (1998)
FORMER DOCTORAL STUDENTS
Maria Alves, Ph.D. (Summer 2017)
Sunday Johnson, Ph.D. (Fall 2016)
Diego Garcia, Ph.D. (Summer 2016)
Amanda Otten, Ph.D. (Fall 2015)
James "Glenn" Forister, Ph.D. (Spring 2015)
Michael Rutledge, Ph.D. (Fall 2014)
SELECTED PUBLICATIONS
Highlighed Publications
Gonzalez, E. & Perez, E. C. (2023). Latina resilience in engineering and the impact of COVID: Strategies of success in a Hispanic serving institution. In L. Perez-Felkner, S. L. Rodriguez, & C. Fluker (Eds.), Latin* students in engineering: An intentional focus on a growing population. Rutgers University Press.
Gonzalez, E., Fernandez, F., & Wilson, M. (Eds). (2021). An Asset-Based Approach to Advancing Latina Students in STEM: Increasing Resilience, Participation, and Success. New York, NY: Routledge.
Journal Articles
Sevilla, M. P., Rangel, V. S., & Gonzalez, E. (2023). Understanding motivational beliefs of women in postsecondary STEM- vocational-technical education. Evidence from Chile. Journal of Education and Work, 36(2), 125-137.
Gonzalez, E. M., Contreras Aguirre, C., & Myers, J. (2022). Persistence of Latinas in STEM at a R1 higher education institution in Texas. Journal of Hispanics in Higher Education, 1-14.
Luis, S., Gonzalez, E., Banda, R., & Bonner, F. (2020). Latino males in higher education, experiences affecting retention. Journal of Latinos and Education, 1-14.
Book Chapters
Gonzalez, E., & Lincoln, Y. (2021). Analyzing and Coding Interviews and Focus Groups Considering Cross-Cultural and Cross-Language Data. In C. Vanover, P. Mihas, & J. Saldana (Eds.), Analyzing and Interpreting Qualitative Research, After the Interview (pp. 207-226). Sage Publications.
Contreras Aguirre, H. C., Banda, R., & Gonzalez, E. (2020). Leadership through the lenses of Latinas: Undergraduate college students in STEM-related disciplines at regional HSIs. In E. Gonzalez, F. Fernandez, & M. Wilson (Eds.), An Asset-Based Approach to Advancing Latina Students in STEM: Increasing Resilience, Participation, and Success (pp. 165-180). Routledge. [published with student]
Gonzalez, E., & Forister, J. (2020). Qualitative research. In J. Forister & D. Blessing (Eds.), Introduction to research and medical literature for health professionals (5th ed., pp. 111-124). Jones & Barlett Learning.
Gonzalez, E., *Molina, M., & *Turner, S. (2020). Empowering Latina STEM majors at a Tier One public research university and Hispanic-serving institution in Texas: Strategies for success. In E. Gonzalez, F. Fernandez, & M. Wilson (Eds.), An Asset-Based Approach to Advancing Latina Students in STEM: Increasing Resilience, Participation, and Success (pp. 97-114). Routledge.
Gonzalez, E., & Wilson, M. (2020). Introduction. In E. Gonzalez, F. Fernandez, & M. Wilson (Eds.), An Asset-Based Approach to Advancing Latina Students in STEM: Increasing Resilience, Participation, and Success (pp. 1-8). Routledge
Irby, B. J., Johnson, J., *Abdelrahman, N., Gonzalez, E. M., Lara-Alecio, R., & Tong, F. (2016). A website analysis of mentoring programs for Latina faculty at the 25 top-ranked national universities. In G. G. Johannessen, Global co-mentoring networks in higher education: Politics, policies, and practices (pp. 27–54). Springer. [published with student]
Gonzalez, E., & *Forister, J. (2015). Conducting qualitative research. In J. Forister & D. Blessing (Eds.), Introduction to research and medical literature (4th ed., pp. 97–110). Information Age.
Gonzalez, E., *Valentin, M., Johnson, D., Valentin, C., Lopez, B., Gonzalez, A., Lincoln, Y., & Stanley, C. (2015). Retention of Latina STEM students in Texas: Exploring the experiences that should be considered. In F. Hernandez, E. Murakami, & G. Rodriguez (Eds.), Abriendo Puertas, Cerrando Heridas (opening doors, closing wounds): Latinas/os finding work-life balance in academia (pp. 205–215). Information Age. [published with student]
*Rosli, R., Capraro, M. M., Goldsby, D., Gonzalez y Gonzalez, E., Onwuegbuzie, A. J., & Capraro, R. M. (2014). Middle-grade preservice teachers’ mathematical problem solving and problem posing. In F. M. Singer, N. Ellerton, & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 333-354). Springer. [published with student]
Sokolowski, A., & Gonzalez, E. (2011). Teachers’ perspective on utilizing graphical representations to enhance the process of mathematical modeling. In C. D. Maddux (Ed.), Research highlights in technology and teacher education 2011 (pp. 157-164). SITE [published with student]
González y González, E. M., & Lincoln, Y. S. (2009). Foreword. In N. Lucca-Irizarry & R. B. Rivera (Authors), Investigación Cualitativa, Fundamentos, Diseños y Estrategias [Qualitative research, fundaments, designs, strategies]. Ediciones SM.
González y González, E. M., & Lincoln, Y. S. (2006). Decolonizing qualitative research: Non-traditional reporting forms in the academy. In N. K. Denzin & M. Giardina (Eds.), Qualitative inquiry and the conservative challenge. Left Coast Press.
Lincoln, Y. Gonzalez y Gonzalez, E., Huckaby, M. F., López, M., Spurlock, B., & Carpenter, S. (2002). The responsive university: Parent’s perceptions and expectations. In H. Casanova (Ed.), Nuevas políticas de la educación superior [New Policies of Higher Education]. Serie Universidad Contemporánea. Netbiblo-Riseu. [published with student]
Conference Proceedings
Gonzalez, E., & Perez, E. C. (2022). CAREER: Broadening Participation in STEM: A Qualitative Analysis of Resilience Experiences and Strategies of Latina STEM Majors in Hispanic Serving Institutions NSF Award # 2045802. In Annual Meeting of the American Society for Engineering Education
Dooley, L., Paprock, K. E., Shim, I., & Gonzalez, E. M. (2001). Differences in priority for competencies trained between U.S. and Mexican trainers. In Proceedings of the 2001 Academy of Human Resource Development Annual Conference
Kasper, D., Gonzalez, E. M., & Paprock, K. E. (1999). Critical perspective: Global cultural diversity. In Proceedings of the Quest for Global Competitiveness Forum: An Interdisciplinary and Multinational Conference, APICS Educational and Research Foundation