MAGDALENA MARTINEZ

My research agenda centers on K-16 education policy and the complexities of policymaking, driven by a commitment to advancing policies that are relevant and responsive to the needs of a diverse democracy. My work explores governance structures, leadership dynamics, and representation in policy processes. Additionally, I investigate the policymaking processes and communication strategies of policy actors, providing insights to inform the development of policies and interventions that drive meaningful and lasting change. My research portfolio spans four interconnected projects, each emphasizing themes of resilience, governance, and the evolving landscape of policymaking in education and public policy.

Research Projects

Hispanic Serving Institutions and Resilience 

Hispanic-Serving Institutions (HSIs) play an essential role in higher education, serving large percentages of first-generation, low-income, and underrepresented student populations. These institutions enroll approximately 65% of all Latino undergraduate students in the U.S., according to recent data from the U.S. Department of Education and the Hispanic Association of Colleges and Universities (HACU). As critical gateways to postsecondary education for Latino students, HSIs embody the promise of access and opportunity.

With this in mind, my latest qualitative project examines how HSIs navigate the aftermath of crises, with a focus on collaboration, leadership, and communication. This project is partially funded through a Rowan University faculty summer grant. Currently, the study includes five institutions, with plans to expand further. By analyzing how these institutions respond to challenges, my goal is to create a roadmap for higher education institutions to rebuild trust, adapt to new realities, and foster sustainable growth. Through these efforts, I aim to contribute to a broader understanding of how HSIs—and higher education as a whole—can thrive in the face of crises and continue to serve as engines of opportunity.

Perspectives from the COVID-19 Pandemic: Leadership and Learning in Nevada 

Nevada was one of the hardest-hit states during the COVID-19 pandemic. With its heavy reliance on the hospitality industry, both public and private organizations faced significant challenges in recovering, even as the immediate crisis subsided. In response to these profound impacts, my team and I set out to document the perspectives of public policy actors and organizational leaders across Nevada.

This study, funded by the Lincy Institute at UNLV, explores how the pandemic affected governance, non-profits, private business and K-16 education. By examining these areas, we uncovered not only the challenges that arose but also opportunities for learning and collaboration in the face of crisis and adversity. My hope is that this work will contribute valuable insights for leaders and organizations seeking to rebuild stronger, more resilient systems in Nevada and beyond.

Urban Universities: The Pursuit to R1 

As public universities across the country face decreasing funding, many are shifting their focus toward achieving greater prestige through national recognition. My research examines this trend, specifically the pursuit of R1 Highest Research Activity status, and the policy processes that emerge when universities prioritize prestige and research productivity.

This project delves into the complexities of policy steering, coalition-building, and the political dynamics within higher education. It pays particular attention to urban universities, where these institutions serve as critical engines of economic development and social mobility. Through this work, I aim to provide insights into how public universities navigate these competing priorities and the implications for higher education policy and practice.

Education Policy, Policymaking, and Representation

After the 2016 election, there was a notable surge in women entering politics, including many public servants like teachers stepping into the policymaking arena. My research focuses on how the experiences and identities of legislators of color shape the education policies they advocate for and prioritize.

Through in-depth qualitative research, I explore how these policymakers bring unique perspectives to the legislative process, enriching the policy landscape and promoting greater inclusivity. This work underscores the importance of diverse and representative leadership in crafting policies that address the needs of all communities. By highlighting these contributions, I aim to demonstrate how inclusive representation can drive meaningful policy change.

Across these projects, high-level themes of resilience, governance, and representation emerge as central to my work. My research provides valuable insights for policymakers, educators, and institutional leaders seeking to create more adaptive and inclusive systems in education and public policy.