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Dr. Camacho (he, him, él) graduated from the Higher Education Leadership Ph.D. program at Florida Atlantic University in Spring 2021. As the Program Coordinator, and Faculty of Practice, for the College Student Personnel program, College of Education and Professional Studies, at the University of Rhode Island, he is responsible for teaching, admissions, academic and career advising, curriculum development, and program assessment. Dr. Camacho’s research critically explores the educational outcomes of men of color and historically marginalized students through a focus on men and masculinities, intersectional socialization, mentorship, and community college-based educational pathways.



You can follow him on

Twitter: @lazcamacho

Instagram: @lazcamcho

LinkedIn: https://www.linkedin.com/in/lazaro-camacho-ph-d-71991823/

GoogleScholar: https://scholar.google.com/citations?user=Ykk4x2IAAAAJ&hl=en


Favorite Quote: "It's like a sin not to live up to your potential." - Al Morro


What advice would you give other graduate students?

To be a successful grad student, one must strike a balance between finding and nurturing, a community that will support your holistic needs, and the ability to be singularly focused on your work. In finding the compromise between these two spaces, you will find your greatest success.


Dissertation

“We need to have more conversations about masculinity”: A phenomenological exploration of masculinity and the undergraduate experiences of Latino men


This study addresses existing gaps in the literature concerning the undergraduate experiences of Latino men students as examined through an intersectional and masculinities-based lens. Due to a dearth of literature centering on the exclusive study of Latino men in higher education, researchers are challenged to offer a comprehensive understanding of their postsecondary experiences and outcomes. Therefore, the purpose of this phenomenological study was to understand how currently enrolled Latino men undergraduate students make meaning of their undergraduate experiences. Relying on the lived experiences of Latino undergraduate men, this study collected data through three sets of interviews (Seidman, 2013). The examination of data was considered through the Multilevel Model of Intersectionality (Núñez, 2014a), which allowed for the participants’ lived experiences to be examined at multiple levels of intersectionality and centered in social oppression and privilege. The findings center the role of the Latino family, navigating and overcoming pan-ethnic discrimination, and evolved understandings of masculinity. Recommendations include the incorporation of the Latino family into the postsecondary experiences of Latino men, discontinuing the study of Latino masculinities as a homogenous concept, and equity-based institutional policies that center on the intersectional needs of Latino men undergraduate students related to academic and personal success.


Selected Publications

Refereed Journal Articles


Camacho, L., Salinas, C., Rodriguez, S. Vasquez, M., & Izaguirre, J. (2021). A values based leadership approach to (re)defining Latino manhood and masculinity. International Journal of Leadership in Education. Advance Online Publication. https://doi.org/10.1080/13603124.2020.1862921


Salinas, C., Riley, P., Camacho, L., & Floyd, D. L. (2020). Mentoring experiences and perceptions of Latino male faculty in higher education. Hispanic Journal of Behavioral Sciences. https://doi.org/10.1177/0739986319900026


Book and Monograph Chapters


Floyd, D. L., Garcia Falconetti, A., & Camacho, L. (2022). Postsecondary higher education pathways to workforce credential attainment in the USA. In Equity, high skills and productivity through higher level vocational education. Palgrave. https://doi.org/10.1007/978-3-030-84502-5_9


Camacho, L., Burmicky, J., Cervantes, D., & Salinas, C. (2021). Community college competencies for student educational leadership development and degree pathways. In R. Whitney & J. D. Collins (Eds.). New Directions for Student Leadership: No. 171. Advancing racial equity in leadership education: Centering marginalized institutional contexts (pp. 45– 55). Wiley. https://doi.org/10.1002/yd.20455


Elliott, K., Salinas, C., Torrens, O. D. & Camacho, L. (2018). No role models: The experience of Black and Latino men in a mentoring program at a two-year Hispanic serving institution. In J. McClinton, D. S. B. Mitchell, T. Carr, M. A. Melton, & G. B. Hughes (Eds), Mentoring at Minority Serving Institutions: Theory, design, practice and impact, (pp. 45-62); Information Age Publishing.


Creative and other Scholarship


Salinas, C., Riley, P., Camacho, L. & Floyd, D, & (2021). Mentoring experiences and perceptions of Latino male faculty in higher education. Project MALES, University of Texas Austin. Book Review


Camacho, L., & Salinas, C. (2020). [Review of the book La familia and other secret ingredients to Latinx student success, by Jennifer M. Matos]. Teachers College Record.


Honors and Awards

National Association of Student Personnel Administrators (NASPA), 2022-2023

Emerging Faculty Leadership Academy (Cohort VII)


NASPA - National Association of Student Personnel Administrators, 2022

Socioeconomic & Class Issues in Higher Education Knowledge Community Outstanding Professional Award


ACPA – College Student Educators International, 2020

Coalition on Men & Masculinities Outstanding Graduate/New Professional Award


Project Mentoring to Achieve Latino Educational Success (MALES), 2019-2020

Graduate Scholars Program



 

As an associate professor in the Educational Leadership and Research Methodology Department at Florida Atlantic University (FAU), I have had the opportunity to develop a curriculum for, and teach undergraduate, master, and doctoral students. In these courses, I foster co-learning environments where students engage in collaborative learning. I draw from critical pedagogy, which challenges students to explore personal and systemic assumptions. In these classes, I seek to provide an education that will allow them to figure out the more complex problems, issues, and dilemmas within the macrosystem they belong to. Part of this process is to help students understand the complexity of higher education and discover the many areas that are understudied. All students can and should be inventors of their own theories, critics of other people’s ideas, analyzers of evidence, and makers of their own personal marks on this most complex world. Therefore, I encourage all students to do research, present at conferences and publish their work in academic journals. And I hope that in this blog I can highlight students’ critical thinking and scholarship.


I created this spot in my blog to highlight doctoral students I worked with during their graduate school experience. In particular, in my blog, I highlight postgraduate students for whom I served as a dissertation chair or co-chair.


I believe that it is crucial to highlight their work on this platform as another form of promoting and elevating them and their work and as a simple way of saying THANK YOU for trusting me in your academic journey. So, again, thank you, Dr. Lazaro Camacho, for allowing me to learn with you and from you.


In Spring 2021, Dr. Camacho graduated, and I had the honor to serve as his dissertation co-chair. Dr. Jenny Bloom also served as a co-chair.

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Our book Studying Latinx/a/o Students in Higher Education: A Critical Analysis of Concepts, Theory, and Methodologies received the 2022 Book of the Year Award from the American Association of Hispanics in Higher Education (AAHHE).


This award recognizes the authors' accomplishments at the highest level of literature and scholarship. Throughout the book, the authors acknowledge and honor the power of the written word to share the Latin* experiences in research, theory, and practice.


This edited volume is culturally relevant and sustaining for how we make sense of the knowledges, skills, and abilities Latinx/a/o students bring from their communities into higher education institutions and community-based settings. To read more an overview of the book, read a previous post Overview of Book: Studying Latinx/a/o Students in Higher Education, where I share a short description of the book, by providing the abstracts of each book chapter.


Order your copy at Routledge, and enter the code FLA22 for a 20% discount.




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Walter Hudson,

January 24, 2022


I am honored to be chosen as a Diverse: Issues In Higher Education's 2022 Emerging Scholar, among other brilliant scholar friends. The Diverse: Issues In Higher Education's Emerging Scholars elect junior scholars under the age of 40 years old who are making a significant impact in academia.


This article originally appeared in the January 20, 2022 edition of Diverse. Read it here.




Cristobal “Criss” Salinas Jr. is a productive scholar. A tenured associate professor in the Department of Educational Leadership and Research Methodology at Florida Atlanta University, Salinas has published over 22 peer-reviewed articles and more than 27 book chapters and co-edited five books. He is also the founder and editor-in-chief of the Journal Committed to Social Change on Race and Ethnicity (JCSCORE).


The accolades for Salinas are many, including receiving over 25 international and national awards for his expansive research that focuses on promoting access and equity in higher education. An expert on Latinx students in college, the 35-year-old has emerged as a popular media pundit, offering commentary on CNN, NPR, Telemundo and “Good Morning America.”


Born in Mexico, Salinas’ family was thrown into turmoil after his father was kidnapped by police officers in a neighboring town. The family fled to Nebraska, where Salinas was often the only Latino in middle and high school.


“It gave me a lot of context for growing up in White America,” says Salinas, adding that he quickly found that, despite racism, White educators also emerged as some of his biggest supporters, providing the mentorship he needed in order to progress as a first-generation American student.


“I knew I wanted to have a positive impact on students,” he says, recalling an ugly encounter that he had during his undergraduate years when another student threatened him after he announced his candidacy for student government president. The incident was racial.


“That really made me think and reflect more about how there are more people who look like me and sound like me and there is no one advocating for them and so that is one of the reasons why I wanted to continue with my educational career in higher education.”

After graduating from University of Nebraska at Kearney with a bachelor’s in Spanish education and English as a Second Language (ESL), Salinas taught for seven months at the Alief Elsik High School in Houston, Texas, before enrolling in a master’s program in student affairs and higher education at Iowa State University in 2010. He graduated from the program two years later, all while holding down a full-time position as the multicultural liaison officer and academic advisor for the College of Design at Iowa State.


Initially, he was interested in being a college administrator, but, after finishing the higher education administration doctoral program at Iowa State University in 2015, Salinas turned his focus to becoming a faculty member.


“My focus was on Latino men faculty. I wanted to become one, so I wanted to understand what were their experiences,” he notes, adding that he never had a Latino/a instructor in the U.S. until he enrolled in graduate school.


Now, in his seventh year at Florida Atlantic University, his ambitious research has expanded, focusing more on the term Latinx.


“I think there are many challenges,” he says overall about the plight that so many Latinx students face in college, including “the lack of support” while pursuing their academic goals. His decision to take a faculty role at Florida Atlantic University was fueled by the burgeoning and diverse populations of Latinx people in the Sunshine State.


A rising star in academe, he hopes to become a full professor and one day take on some administrative duties, all with the goal of helping students of color. “His research is critical in helping people unpack the issue of Latinx/a/o terminology, as he urged us to utilize the term Latinx more thoughtfully, explore our own positionalities and understandings of the term,” says Dr. Cristóbal Rodríguez, associate dean of equity, inclusion, and community engagement and an associate professor of educational leadership & policy studies at Arizona State University.


Rodríguez notes that, according to Google Scholar, Salinas’ groundbreaking article on the term Latinx has been cited 330 times and is the most cited article in the Journal of Latinos and Education.


“Criss’ research on the term Latinx has been critical to understanding the history, evolution and contemporary usage of the term in educational research and practice,” says Rodríguez. “His research is impactful for scholars and practitioners.”

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