Mica Estrada, PhD

Assistant Adjunct Professor

Overview

Dr. Mica Estrada received her Ph.D. (1997) in Social Psychology from Harvard University and now is an Assistant Professor in the Department of Social and Behavioral Sciences and the Institute of Health and Aging at the University of California, San Francisco (UCSF). Her research program focuses on social influence, including the study of identity, values, forgiveness, well-being, and integrative education. Currently she is engaged in several longitudinal studies, which involve the implementation and assessment of interventions aimed to increase underrepresented minority student persistence in Science, Technology, Engineering and Mathematics careers (funded by NIH, NSF, and HHMI). With the NSF Climate Change Education grant, she directs an interdisciplinary team, to provide learning opportunities to San Diego leaders about the changing climate.

Dr. Estrada’s scholarly work has had two areas of emphasis. First, her work is theory driven. Specifically, she assess how educational interventions result in greater integration into a community and increased engagement in the normative behaviors of that community. She utilizes the Tripartite Integration Model of Social Influence (TIMSI; Estrada et al., 2011) to inform the design of educational interventions as well as form the basis of evaluation and research used to assess if and why educational interventions work (or do not work). Second, Dr. Estrada’s work focuses on ethnic populations that are historically underrepresented in higher education, most vulnerable to the impacts of climate change, and have the potential to provide diverse and creative solutions to the pressing challenges of our day. As a leading scholar on issues of diversity and inclusion, she is currently serving on a National Research Council Committee.

On a personal note, Dr. Estrada has three children, indulges in the consideration of mystical ideas and enjoys spending time with her sweetheart.

Interests

Honors and Awards

Committee on Strengthening Research Experiences for Undergraduate STEM Students, National Research Council, 2015
Leadership Institute Graduate, Society for the Advancement of Chicanos and Native Americans in Science (SACNAS), 2013

Publications

Estrada M, Burnett M, Campbell AG, Campbell PB, Denetclaw WF, Gutiérrez CG, Hurtado S, John GH, Matsui J, McGee R, Okpodu CM, Robinson TJ, Summers MF, Werner-Washburne M, Zavala M. Improving Underrepresented Minority Student Persistence in STEM. CBE Life Sci Educ. 2016; 15(3).
Estrada M, Woodcock A, Schultz PW. Tailored Panel Management: A Theory-Based Approach to Building and Maintaining Participant Commitment to a Longitudinal Study. Eval Rev. 2014 Mar 3; 38(1):3-28.
Hernandez PR, Schultz PW, Estrada M, Woodcock A, Chance RC. Sustaining Optimal Motivation: A Longitudinal Analysis of Interventions to Broaden Participation of Underrepresented Students in STEM. J Educ Psychol. 2013 Feb 1; 105(1).
Woodcock A, Hernandez PR, Estrada M, Schultz PW. The consequences of chronic stereotype threat: domain disidentification and abandonment. J Pers Soc Psychol. 2012 Oct; 103(4):635-46.
Schultz PW, Hernandez PR, Woodcock A, Estrada M, Chance RC, Aguilar M, Serpe RT. Patching the Pipeline: Reducing Educational Disparities in the Sciences Through Minority Training Programs. Educ Eval Policy Anal. 2011 Mar 1; 33(1).
Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W.. Toward a model of Towards a model of social influence that explains minority student integration into the scientific community . Journal of Educational Psychology . 2011; 203:206-222.
Mica Estrada
+1 415 476-5685
3333 California Street, Rm 340Q
UCSF Box 0646
San Francisco, CA 94118
United States