Associate Director, CRRES
Sylvia Martinez is an Assistant Professor with a joint appointment in Latino Studies and the School of Education. She is a sociologist by training interested in issues of cognitive and behavioral engagement among Latino high school students, high school to college transitions among Latino youth, and Latino/a identity. She teaches courses such as Sociology of Education, Sociology of Families and Schools, Sociology of Higher Education, Latinas in the U.S., The Latino Family, and Diversity by the Numbers.
Monica Morales Bowman
Monica is a recent transplant to the Bloomington area and is excited to join the IUB CRRES family. A native New Yorker and graduate of St. Peterís University, Monica has several years of professional administrative experience. She spent 10 years working in the Finance industry and four of those with Smith Barney. Most recently her work efforts have been geared toward volunteer activities in the Atlanta metro area. She is a proud wife and mother of two fantastic children (Kennedy and Kameron). Monica has a passion for travel and has been to South Africa, Jamaica, Honduras, Cayman Island, Mexico, Belize, and the Bahamas in the past 18 months.
2013-2014 Graduate Research Assistant, CRRES
Syndee Knight is a Ph.D. candidate in the Department of Sociology at Indiana University. She pursues a research agenda committed to advancing our understanding of how systems of power such as race/ethnicity, class, gender, sexuality, and age intersect and shape daily life, life chances, and ultimately the life course. Four distinct though often overlapping lines of inquiry contribute to this research agenda: social class and family life, gender and young adulthood, crime and the life course, and education and inequality. Utilizing a complex theoretical and conceptual framework informed by cultural capital theory, intersectionality, and segmented assimilation theory her dissertation From Here to Somewhere: Appalachian Migration and Social Mobility shows how white urban Appalachians who migrated from rural coal mining regions of Appalachia to Midwestern cities negotiate contradictory positions in race, class, and cultural hierarchies. She finds that urban Appalachians engage in complicated “code-switching,” which is shaped by social class position and the likelihood of positive returns to the activation of dominant cultural capital. Moreover, while much of the literature on cultural capital assumes that when upward social class mobility occurs, parents transmit the cultural capital of the class of destination to their children, her work illustrates that this is not always the case.
Finally, she connects these more micro level processes with insights from segmented assimilation theory to locate the experiences of urban Appalachian whites within structural changes that have occurred at the macro level. Her research has received support through a Social Sciences Diversity Initiative Graduate Student Grant and an Indiana University Dissertation Fellowship. She is currently engaged in writing several article manuscripts.
Abigail A. Sewell
2012-2013 Graduate Research Assistant, CRRES
Abigail A. Sewell is a Ph.D. Candidate in the Department of Sociology at Indiana University. She is a quantitative methodologist who publishes and teaches in the areas of race and ethnicity, medical sociology, social psychology, and urban sociology. She applies a political-economic approach to studying social inequality and individual well-being. Drawing on insights from the “originate to distribute” and “redlining” models of mortgage lending decisions, her dissertation – Opening the Black Box of Segregation: The Structures of Health – shows how the illness experiences of youth are shaped by the refusal of credit to mortgage applicants and by the lack of government regulation on credit provided to mortgage applicants. Her research has been supported by a Ronald E. McNair Graduate Fellowship, a Ford Foundation Predoctoral Fellowship, and a National Science Foundation Graduate Research Fellowship. She has published in the International Journal of Intercultural Relations, the Journal of Negro Education, the Journal of Undergraduate Research, Rethinking Race and Ethnicity in Research Methods (ed. John H. Stanfield, II), and Race and Ethnic Relations in the 21st Century: History, Theory, Institutions, and Policy (ed. Rashawn Ray). She graduated from the University of Florida summa cum laude with a Bachelor's of Arts in Sociology and a Minor in Women’s Studies.