Download Mica Estrada, Ph.D.

Mica Estrada, Ph.D.
2011 Cima Court
Carlsbad, CA 92009
Tel: 760.613.2982
Email: [email protected]
EDUCATION
Harvard University
Cambridge, MA.
Doctor of Philosophy in Social Psychology. Graduation, June 1997.
Dissertation Title. Forgiving in a world of rights and wrongs: Victims' and perpetrators'
roles in resolving conflict through forgiveness
Committee: Prof. Herbert C. Kelman (advisor), Prof. Todd Heatherton, Prof. Nalini
Ambady, Prof. Brendan Maher, Prof. Shep White, and Prof. J. Richard Hackman (chair)
University of California at Berkeley
Berkeley, CA.
Bachelor of Arts in Psychology. Graduated with Scholarly Distinction, 1989. Minor
Concentration in Peace and Conflict Studies.
Lancaster University
Lancaster, England
Attended as an education abroad student, 1987-88.
PUBLICATIONS
Estrada, M., Woodcock, A. & Schultz, P. W. (under review). Tailored panel
management: A theory-based approach to building and maintaining participant
commitment to a longitudinal study.
Hernandez, P. R., Schultz, P. W., Estrada, M., Chance, R. C., & Woodcock, A. (in press).
Sustaining optimal achievement goals among underrepresented students in the
sciences: A longitudinal growth curve analysis. Journal of Educational
Psychology.
Woodcock, A., Hernandez, P. R., Estrada, M., & Schultz, P.W. (2012). The consequences
of chronic stereotype threat: Domain disidentification and abandonment. Journal
of Personality and Social Psychology.
Estrada, M., Woodcock, A., Hernandez, P., & Schultz, P. W. (2011). Toward a social influence
model that explains minority student integration into the scientific community. Journal of
Educational Psychology, 103, 206-222.
Schultz, P. W., Hernandez, P., Woodcock, A., Estrada, M., Chance, R., Aguilar, M., &
Serpe, R. (2011). Patching the pipeline: Reducing educational disparities in the
sciences through minority training programs. Educational Evaluation and Policy
Analysis, 33, 95-114.
Schultz, P. W., & Estrada-Hollenbeck, M. (2008). The U.S.E. of theory in applied social
psychology. In Steg, L., Buunk, A. P., & Rothengatter, J. A. (Eds.). Applied social
psychology: Understanding and managing social problems. Cambridge University Press.
Estrada-Hollenbeck, M. (2001). The subjective road to reconciliation: The attainment of
justice through restoration not litigation. In M. Abu-Nimer (Ed.), Reconciliation,
coexistence, and justice in interethnic conflict: Theory and practice (pp. 65-86).
NY: Roman & Littlefield.
Estrada-Hollenbeck, M., & Heatherton, T. (1998). Avoiding and alleviating guilt through
prosocial behavior. In J. Bybee (Ed.), Guilt and children (pp. 215-231). San Diego, CA:
Academic Press.
Estrada-Hollenbeck, M. (1996). Forgiving in the face of injustice: Victims' and perpetrators'
perspectives. In B. Galaway and J. Hudson (Eds.), Restorative Justice: International
Perspectives (pp. 303-314). Monsey, NY: Criminal Justice Press.
Estrada M., Lee, F., & Brown, J. (1995). Who gets the credit? A study of idiosyncrasy credit.
Small Group Research, 26, 56-76.
Estrada, M. (1994). Understanding Forgiveness. Interaction, (6)1, 3-4.
PRESENTATIONS
Estrada, M., Messina, A., & Schultz, P.W., (July, 2012). Integrating Citizens into a
Community that Engages in Climate Change Mitigation Behaviors. Presented at
the International Congress of Psychology, Cape Town, South Africa.
Estrada, M., Hernandez, P. R., Woodcock, A., & Schultz, P. W. (May, 2012). I can, I
am, I believe, and so, I’ll stay: Charting underrepresented student integration into
the scientific community. Presented at the 5th Annual Conference on
Understanding Interventions that Broaden Participation in Research Careers,
Baltimore, MD.
Estrada, M., Messina, A., Schmitt, J., & Schultz, P.W., (January, 2012). I know, I am, I
do: Climate change knowledge and social influence among San Diego leaders.
Poster presented at the Society for Personality and Social Psychology PreConference on Sustainable Behavior, San Diego, CA.
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Estrada, M., Woodcock, A. & Schultz, P. W. (2011, May). Tailored panel management:
A theory-based approach to building and maintaining participant commitment to a
longitudinal study. Presented at the Association for Institutional Research Annual
Forum, Toronto, Canada.
Estrada, M. & Schultz, P. W. (2011, January). The Science Study: A longitudinal
evaluation of RISE. Paper presented at the Modeling the Scientific Workforce
Meeting, Washington D.C.
Estrada-Hollenbeck, M., DiCaianni, W. & Schultz, P. W. (2010). The role of normative
feedback in water conservation messaging. Paper presented at the American
Psychological Association, August 2010, San Diego, CA.
Estrada-Hollenbeck, M., Schultz, P. W., Karoub, K., Hazen, C. & DiCaianni, W. (2010).
Does increasing awareness promote changes in behavior? A study of injunctive
normative influence on littering behavior. Paper presented at the International
Congress of Applied Psychology, July 2010, Melbourne, Australia.
Estrada-Hollenbeck, M., Woodcock, A., Merolla, D, & Schultz, P. W. (2009). The use of
propensity scores in a longitudinal science study of minority biomedical research
support from the National Institute of General Medical Sciences. Paper presented
at the American Evaluation Association, November 2009, Orlando, FL.
Woodcock, A. & Estrada-Hollenbeck, M. (2009). Promoting Diversity: People and Things,
Social Influence, and the Motivation to Persist. Paper presented at the Annual Meeting
for the Study of Motivation, May 2009, San Francisco, CA.
Estrada-Hollenbeck, M, Woodcock, A. & Schultz, P. W. (2008). A leaky pipeline?
Minority student integration into the scientific community. Paper presented at
Society for the Psychological Study of Social Issues Conference, June 2008,
Chicago, IL.
Estrada-Hollenbeck, M, Woodcock, A. & Schultz, P. W. (2008). Mentors make a
difference: Evidence form a longitudinal study of minority training programs.
Paper presented at 2nd Annual Conference on Understanding Interventions that
Encourage Minorities to Pursue Research Careers, May 2008, Atlanta, GA.
Estrada-Hollenbeck, M. (2001). The ease and difficulty of attaining peace with justice:
Report from a bi-national youth symposium. Paper presented at the International
Society for Political Psychology, July 2001, Mexico City, Mexico.
Estrada-Hollenbeck, M. (1999). The subjective road to reconciliation: The attainment of
justice through restoration not arbitration. Presented at the Promoting Justice and Peace
through Reconciliation and Coexistence Alternatives Conference, February 1999,
Washington D.C.
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Estrada-Hollenbeck, M., Morrison, S., & Rouhana, N. (1994). Assessing conflict cognitive
complexity of participants in an Israeli and Palestinian problem solving workshop.
Research presented at the Program on International Conflict Analysis and Resolution
Research Seminar, January 1995, Cambridge, MA.
Estrada-Hollenbeck, M. (1994). The affective components of forgiveness. Paper presented at
Moral Re-armament Symposium, November 1994, Cambridge, MA.
Estrada-Hollenbeck, M. (1994). How do groups forgive? Research presented at Program on
International Conflict Analysis and Resolution Research Seminar, March 1994,
Cambridge, MA.
Estrada, M., Brown, J., & Lee, F. (1993). Who gets the credit: A study of idiosyncrasy credit.
Paper presented at Academy of Management Conference, May 1993, Providence, RI.
Estrada, M., Weisberg, W. & Ambady, N. (1992). Power asymmetry: Effects on perception and
recall. Paper presented at the International Society for Political Psychology, July 1992,
San Francisco, USA.
Estrada, M. & Sadat, C. (1992). Relevance of forgiveness for an international political figure.
Presented at John F. Kennedy School of Government, April 1992, Cambridge, MA.
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MANUSCRIPTS IN PREPARATION
Estrada, M., Hernandez, P. R., Woodcock, A., & Schultz, W. I can, I am, I believe, and so, I’ll
stay: Charting underrepresented student integration into the scientific community.
According to Kelman (1958, 2006), there are three social influence processes and each predicts
the way in which a person is oriented to a social system. These variables were operationalized as
scientific efficacy (the feeling one is capable of doing scientific work), scientific identity, and
internalization of scientific community values and were shown to predict minority student
integration into the scientific community (Estrada et al., 2011). In this paper, we describe that
pattern of development, across five years, of scientific efficacy, identity and values for those
undergraduate students (with strong interest in the sciences) who stay in the sciences versus those
who do not – during which time they graduate and make career choices. Data was drawn from a
national quasi-experimental field study of over 1400 underrepresented minority science students
(Schultz et al., 2011), in which the three levels of integration were measured in addition to
persistence in the sciences.
Estrada, M., Boudrais, M., & Schultz, P. W. Integrating Citizens into a Community that Engages
in Climate Change Mitigation Behaviors
Worldwide, millions of dollars are being spent annually to increase citizen knowledge about the science
of climate change. Yet, science knowledge is not consistently related to engagement in behaviors that
mitigate climate change. This study shifts the traditional focus on science education to a study of how
citizens integrate into a thought community concerned about climate change. We suggest that widespread
shifts in behavior rest upon education that integrates citizens into a community that engages in normative
climate change mitigation behaviors. Drawing upon previous work on the Tripartite Integration Model of
Social Influence (TIMSI) (Estrada et al., 2011), we hypothesized that knowledge that promotes efficacy,
identity and values would be most related to engagement in behaviors consistent with a concerned
community. One thousand citizens were sampled in a San Diego public opinion poll to test the
hypotheses. Results show that while science knowledge is significantly related to conservation and
environmentally friendly transportation behaviors, these relationships are significantly mediated by
efficacy (belief that one can engage in mitigation and adaptive behaviors), identification with a
community of concerned citizens, and internalization of concerned citizen community values. These
findings support the hypothesis that knowledge that increases efficacy, identity and values is more
important than knowledge that conveys scientific facts alone when encouraging citizens to engage in
normative mitigation behaviors.
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Estrada, M. & Chance, R., Measuring the Tripartite Integration Model of Social Influence
(TIMSI) to predict academic well-being and persistence.
Previous research on the Tripartite Integration Model of Social Influence showed that efficacy,
identity and values predict minority student engagement in future normative academic behavior.
In this study of majority and minority students, we found that for non-minorities, values is the
strongest unique predictor of future engagement but for minorities, identity was the strongest
predictor. However, efficacy is the strongest predictor engagement in current behavior, while
identity and values strongly predict future engagement. Collectively, the three measures form a
robust measure of integration into the academic community that relates significantly to health,
well-being, current academic behaviors, approach to study and future intentions to pursue
academic interests. These results show that both minority and majority students integrated into
the academic community are most likely to engage in current and long-term normative
behaviors.
TEACHING EXPERIENCE
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California State University at San Marcos. Adjunct faculty. Instructor for course entitled
Laboratory in Conflict Management, 2001; Introduction to Psychology, 2005, 2012;
Laboratory in Social Psychology, 2006, 2007; Introduction to Social Psychology, 2007.
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National University. Adjunct faculty. Instructor for courses entitled Creative Leadership,
Organizational Development, and Organizational Behavior, 2005.
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California School of Professional Psychology, San Diego (which became Alliant
International University). Adjunct faculty in Organizational Psychology. Instructor for
courses entitled Principles and Practices of Alternative Dispute Resolution, Conflict
Management, Advanced Social Psychology, and Emotion & Cognition, 1999-2001, 2005.
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University of San Diego. Adjunct faculty. Instructor for course entitled Introductory
Psychology, 1997.
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Holy Cross College. Adjunct faculty. Instructor for course entitled Conflict Analysis and
Resolution, 1994.
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Harvard University. Instructor for Sophomore Psychology Tutorial at Lowell House, 19921994. Psychology Concentration Advisor, Lowell House, 1992-1996. Teaching Fellow for
course entitled Individual and Social Responsibility, 1991& 1992; Head Teaching Fellow,
1992.
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AWARDS
2010-2017
Climate Education Partners of San Diego. Co-Principal Investigator. A
National Science Foundation Climate Change Education Partnership
(CCEP) program grant for Phase I (2-year grant #1043435 for $979,659)
and for a Phase II (a 5-year grant #1239797 for $4,928,001) were awarded
to first develop and then implement a strategic plan for educating key
influential and their constituents in the San Diego region. The specific
goals of the project include: (1) establishing an innovative team that
combines climate scientists, education psychologists, formal and informal
educators, private-sector communication professionals, and policy experts
to develop and implement a strategic educational framework; (2) in
cooperation of leading climate change scientist and guided by the
Tripartite Integration Model of Social Influence (TIMSI), develop
compelling messages and methods to educate target audiences about
climate change science using climate change education tools, a series of
innovative workshops, and knowledge sharing activities; (3) empirically
assess the short- and long-term impact of integrative education on
knowledge, attitudes and behavior; and (4) replicate this model in other
communities.
2011-2014
Annual Grantees Meeting for Research on Interventions that Promote
Research. Principal Investigator. This National Institutes of Health award
(R13 GM097936-01) for $30,000 is to conduct an annual meeting for
Principal Investigators studying the impact of interventions that broaden
participation of underrepresented minorities in the sciences. This two-day
national conference accelerates the dissemination of research findings that
inform interventions, which promote the research careers of students the
biomedical and behavioral sciences.
2007-2013
National Evaluation of the RISE Program. Co-Principal Investigator. This
eight-year study has been funded by the National Institutes of Health,
National Institute of General Medical Sciences, entitled A national
longitudinal evaluation of the RISE program (2R01-GM075316),
$1,480,000, and a $294,797 ARRA supplemental grant (3R01GM075316-05S1), 2009-2012. This study follows over 1300 minority
science college students as they complete their degrees and choose
careers. The purpose of the study is to identify which variables affect
minority student integration into the scientific career community,
including their participation in minority training programs. This is a quasiexperimental, propensity score matched study.
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2006-2007
Quince Project. Principal Investigator. American Association of
University Women Community Grant. Funded project to develop
handbook for Latinas approaching their 15th birthday. Project involved
running numerous focus groups with teenaged Latina girls and community
members. My responsibilities included oversight of the research team,
budget oversight and management, writing the annual report, and coauthoring the Quince Handbook. Recently, this project involves working
with San Diego county educational leaders who provide programs and
services to this high-risk population.
2000-2001
Evaluation of MANA’s Hermanitas Mentorship Program. Principal
Investigator. Substance Abuse and Mental Health Service Administration
(SAMSA) three-year grant to evaluate the effectiveness of a National
Latina teen mentorship program. The project involved a longitudinal
examination of over 150 girls participating in MANA’s mentorship
program. Outcome variables assessed were psychosocial variables (such
as self-esteem, identity, and motivation) and health variables (such as
substance abuse patterns, depression and suicidal tendencies). As PI, my
responsibilities included supervision of staff, coordination of the national
data collection process, budget oversight and providing yearly written
reports to SAMSA.
HONORS
Estrada-Hollenbeck, M., National Institutes of Health, National Institute of General Medical
Sciences, Post-Doctoral Fellowship (supplement to R01-GM075316), $144,063.
California State University at San Marcos, 2007-2009.
Estrada-Hollenbeck, M., Gordon Allport Memorial Fund. Harvard University,1993-94, 1995-96.
Estrada-Hollenbeck, M., Graduate Writing Fellow. Administered by the Derek Bok Center for
Teaching and Learning. Participated with distinction, Harvard University, 1993.
Estrada-Hollenbeck, M., Elected Student Representative to the Committee of Higher Degrees,
Psychology Department, Harvard University, 1991-93.
Estrada-Hollenbeck, M., Elsie Hopestill Stimson Memorial Fund. Harvard University, 1991-93.
Estrada-Hollenbeck, M., Graduate Prize Fellowship. Harvard University, 1990-96.
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PROFESSIONAL AFFILIATION AND INVOLVEMENT
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Association of Psychological Science, 2008-present.
Western Psychological Association, 2007-present.
Society for Personality and Social Psychology, 1995-1997, 2007-present.
Center for International Affairs (CFIA). Graduate Student Affiliate, 1993-1997.
Program on International Conflict Analysis and Resolution (PICAR), 1990-2004.
Founding member. Contributed to plans, facilitation, and follow-up work with Israeli,
Palestinian, and Israeli-Palestinian participants (1991, 1994). Serve on steering
committee and research committee (1991-1996). Corresponding member (1996-2004).
International Society for Political Psychology (ISPP), 1990-2002.
Member of North-South Committee (1992-93).
American Psychological Association (APA), 1990-1996, 2008.
Psychologists for Social Responsibility, 1990-1996, 2007-2009.
CONFLICT RESOLUTION AND MANAGEMENT TRAINING
Program on Conflict Analysis and Resolution training on "How to Analyze Protracted Conflicts
using a Need-based Approach.” Developed and Co-facilitated. Center for International
Affairs, Harvard University, May 1994.
Program on Negotiations Winter Workshop. Participant. Harvard Law School, 1994.
Dispute Resolution Seminar. Participant. Harvard Law School, 1993-94.
Program on Negotiations Senior Executive Training. Participant. Harvard Law School, 1993.
Workshop on Power Asymmetry. Participant. International Society for Political Psychology,
July 1993, San Francisco, USA.
WORK EXPERIENCE
Researcher Faculty. Applied Social Psychology Laboratory, California State University at San
Marcos, 2007-present. Provided oversight National Institutes of Health and National
Science Foundation grants. Contribute significantly to analysis and dissemination of the
results. As co-PI, contribute towards budget oversight, research associate management,
and research program direction.
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Independent Consultant. Center for International Conflict Resolution, Columbia University.
2007, 2009. Expert analyst and contributor to Konpondu Initiative Reports on Building
peace: The challenge of moving from desire to implementation.
Research Coordinator. National Latino Research Center, CSUSM Foundation, 2001-2002.
Coordinated numerous research projects involving research design, development and
analysis. PI for SAMSA project that evaluated a national Latina mentorship program.
Independent Consultant. Santiago Estrada & Associates. Laguna Beach, CA, 1987-2001.
Provide expert analysis and intervention plans in response to organizational disputes and
challenges related to executive functioning, team building, goal setting, crisis
management, and project development.
Campus Organizer. Massachusetts Public Interest Research Group, 1989-90.
Intern. California State Department of Health Services, Toxic Substance Control Division, 1985.
COMMUNITY INVOLVEMENT
Civic Light Projects, Encinitas, CA.
Serve as Founder and Executive Director, 2005-present.
Quince Project Director, 2005-present
Co-authored “Quince Adelante Handbook.” A handbook for success for Latina
Teenagers.
Institute of Noetic Sciences (IONS), Petaluma, CA.
Serve as statistical consultant and research advisor, 2009-present.
North County Latinas Association, Carlsbad, CA.
Serve as Vice-President and on the Board of Directors, 2000-2001. Co-chair of Adelante
Mujer Conference, 2000. Member, 1999-2007.
Encinitas Education Foundation, Encinitas, CA.
Served as board member, 2005-2006.
WorldLink, University of San Diego, CA.
Develop workshops and symposiums to increase young people’s understanding of global
issues, 1999-2003.
Joan B. Kroc Institute for Peace and Justice, University of San Diego, San Diego, CA.
Served as member of Conference Planning Committee for “Building a Culture of Peace”
Conference, 1999.
Migrant Farmworker Food Project, St. Elizabeth Seten Catholic Church, Carlsbad, CA.
Volunteer food server, 1998-99.
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