Milagros Castillo-Montoya
Assistant Professor, Higher Education and Student Affairs, Education
Primary Research Theme
Recent Cities-related Projects
- Teaching through Diversity: The project focuses on improvement of college teaching that centralizes the knowledge and experiences of minoritized students.
- Critical Service Learning: Examining the way Latinx students develop critical consciousness through service learning in an urban environment.
- First-Generation College Students as Academic Learners: Systematic literature synthesis examining research conceptualization, methodologies, and practices regarding first-generation college students as academic learners.
Selected Urban-Related Publications
Castillo-Montoya, M., & Ives, J. (forthcoming). A liberating education: Integrating funds of knowledge and disciplinary knowledge to create tools for students’ lives. In K.C. Culver & T. L. Trolian (Eds.), New Directions for Teaching and Learning: Effective Instruction in College Classrooms: Research-Based Approaches to College and University Teaching. Medford, MA: Wiley.
Castillo-Montoya, M., Abreu, J., Abad, A. (2019). Racially liberatory pedagogy: A Black Lives Matter approach to education. International Journal of Qualitative Studies in Education, 32(9).
Castillo-Montoya, M. (2019). Professors’ strategies for teaching through diversity. Review of Higher Education, 42 (supplement), 199-226.
Martínez, A., Castillo-Montoya, M., & Bolitzer, L. A. (2019). Learning within teaching: Insights faculty gain from their interactions with students around subject matter. Journal on Excellence in College Teaching, 30(1), 5-26.
Abreu, J., Castillo-Montoya, M., & Kortz, K. (2019). Community college English instructors’ perceptions of learning and enacting culturally-sustaining teaching strategies. Journal on Excellence in College Teaching, 30(1), 27-50.
Rincón, B., & Castillo-Montoya, M. (2018). Teaching assessment in student affairs through service learning. Journal of Research & Practice in Assessment, 13, 39-50.
Castillo-Montoya, M., & Reyes, D. (2018). Learning Latinidad: The Role of a Latino Cultural Center Service-Learning Course in College Students’ Latino Identity Inquiry and Sociopolitical Capacity. Journal of Latinos and Education. DOI: 10.1080/15348431.2018.1480374
“Castillo-Montoya, M. (2018). Rigor revisited: Scaffolding college student learning by incorporating their livedexperiences. In C. Campbell (Ed.), New Directions for Higher Education, (2018) 181, 37-46. Medford, MA: Wiley.”
Castillo-Montoya, M. (2017). Deepening understanding of prior knowledge: What diverse first-generation college students in the U.S. can teach us. Teaching in Higher Education, 22(5), 587-603.
Bolitzer, L. A., Castillo-Montoya, M. & Williams, L. (2016). Pursuing equity through diversity: Perspectives and propositions for teaching and learning in higher education. In F. Tuitt, C. Haynes, & S. Stewart (Eds.), Race, Equity, and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education. Sterling, VA: Stylus.
Castillo-Montoya, M. (2016). Interview Protocol Refinement Method: A Four-Phase Process for Systematically Developing Research Interviews. Qualitative Report, 21(5), 811-831.
