Alicia Moreno
M.Ed. in Educational Leadership and Policy, The University of Texas at Austin, 2019
B.F.A. in Visual Art Studies, University of North Texas, 2017
Email: alicia.moreno@utexas.edu
Office: SSB
B.F.A. in Visual Art Studies, University of North Texas, 2017
Email: alicia.moreno@utexas.edu
Office: SSB
Alicia is a doctoral student in the Program in Higher Education Leadership. She is the Monarch Student Program Coordinator within the Longhorn Center for Academic Equity in which she supports the undocumented student community on campus. She earned her M.Ed. in Educational Leadership and Policy from the University of Texas at Austin and her B.F.A. in Visual Art Studies from the University of North Texas.
Her research interests seek to understand how undergraduate and graduate Latinx students experience racialization, identity formation, and sense of belonging. She also seeks to understand how Latinx students resist structural oppressions and challenge institutional inequities. Additionally, she is interested in how systemic inequities impact historically underrepresented groups access and persistence throughout the educational pipeline. Her eight years of higher education professional experience and five years of teaching experience serving underrepresented students also inform her research and practice.
Through centering her identities in her service, teaching, and research, she approaches her work with a strong passion to create change for her communities. As a scholar of color and research-practitioner, she aims to utilize her research to enact change at the instructional, institutional, and policy levels so that historically underrepresented groups can obtain equitable access to institutions, opportunities, and resources.
Her research interests seek to understand how undergraduate and graduate Latinx students experience racialization, identity formation, and sense of belonging. She also seeks to understand how Latinx students resist structural oppressions and challenge institutional inequities. Additionally, she is interested in how systemic inequities impact historically underrepresented groups access and persistence throughout the educational pipeline. Her eight years of higher education professional experience and five years of teaching experience serving underrepresented students also inform her research and practice.
Through centering her identities in her service, teaching, and research, she approaches her work with a strong passion to create change for her communities. As a scholar of color and research-practitioner, she aims to utilize her research to enact change at the instructional, institutional, and policy levels so that historically underrepresented groups can obtain equitable access to institutions, opportunities, and resources.
