Areas of Expertise
Latinos in the U.S.
Childhood and youth
Elizabeth Vaquera received her doctorate in Sociology from the University of Pennsylvania. She recently joined The George Washington University as Director of the newly established Cisneros Hispanic Leadership Institute. She is Associate Professor with appointments in the Trachtenberg School of Public Policy and Public Administration as well as Sociology. Before joining GW, she spent almost a decade at the University of South Florida, where she was a tenured Associate Professor of Sociology. Her research focuses on the physical, emotional, and social wellbeing of vulnerable and diverse groups, particularly Latinos/as, immigrants, and children. Her work has been published in leading peer-reviewed academic journals including Social Science and Medicine, Ethnicity and Disease, and Child Development. She is also co-author of several books, the most recent of which, Education and Immigration, examines the educational experiences of immigrants and their children living in the U.S. Dr. Vaquera is the recipient of several federal grants by the National Science Foundation and the National Institutes of Health.
Ph.D. Sociology, University of Pennsylvania
M.A. Sociology, University of Pennsylvania
M.A. Sociology, University of Barcelona (Spain)
B.A. Sociology, University of Barcelona (Spain)
Kao, Grace, Elizabeth Vaquera, and Kimberly A. Goyette (2013). Education and Immigration. Cambridge: Polity Press.
Refereed Journal Articles
*Indicates student co-author
Vaquera, Elizabeth, Elizabeth Aranda, and *Isabel Sousa-Rodriguez (forthcoming, 2017). “The Emotional Well-being of Undocumented 1.5-Generation Immigrants: Ontological Security, Emotional Capital, and Strategies for Resilience.” Social Problems.
*Villalobos Carrasco, Cecilia F.; Ibis M. Álvarez Valdivia, y Elizabeth Vaquera, E. (2017). “Amistades co-étnicas e inter-étnicas en la adolescencia: diferencias en calidad, conflicto y resolución de problemas.” [Co-ethnic and inter-ethnic friendships in adolescence: Differences in quality, conflict, and problem solving]. Educación XX1. 20(1): 99-120.
Aranda, Elizabeth, Elizabeth Vaquera, and *Isabel Sousa-Rodriguez (2015). “Personal and Cultural Trauma and the Ambivalent National Identities of Undocumented Young Adults in the USA”. Journal of Intercultural Studies 36(5):
Aranda, Elizabeth and Elizabeth Vaquera (2015). “Racism, the Immigration Enforcement Regime, and the Implications for Racial Inequality in the Lives of Undocumented Young Adults.” Sociology of Race and Ethnicity 1(1): 88-104.
Flores-González, Nilda, Elizabeth Aranda, and Elizabeth Vaquera (2014). “‘Doing Race’: Latino Youth’s Identities and the Politics of Racial Exclusion.” American Behavioral Scientist 58(14): 1831-1851.
*Dotson, Hilary M., Elizabeth Vaquera, and Solveig A. Cunningham. (2014). “Sandwiches and Subversion: Teachers’ Mealtime Strategies and Preschoolers’ Agency.” Childhood 21(2): 1-15.
Magic Realism Novels
Grants and Fellowships (PI or Co-I only)
“Adoption of New Lifestyles among Refugee Families: Health Implications of Integration.” (2015-2016). Center of Excellence in Maternal and Child Health Education, Science and Practice Faculty Pilot Research Grant Application. PI: Solveig A. Cunningham. Total award: $17,678.
“Identity Negotiations among Immigrant Young Adults.” (2013-2014). University of South Florida College of Arts and Sciences Internal Award.
New Researcher Grant, University of South Florida (2009-2011). PI: Elizabeth Vaquera. “School Belonging and Engagement among Immigrant Students: A Comparative Study of Youth in the U.S. and Spain.”
“Immigrant Transnationalism and Modes of Incorporation.” National Science Foundation (2008). SES-0752644. (Co-PI: Elizabeth Aranda, University of South Florida).
“Friendships and Risk of Over-weight among Diverse-origin Adolescents” (2009-2011). PI: Elizabeth Vaquera; Co-PI: Solveig A. Cunningham, Emory University. NIH-NIDDK 1R21DK081878-01A1.