Rebecca A. Campbell-Montalvo

Assistant Research Professor (Visiting)

Department of Curriculum and Instruction, Neag School of Education

---

Dr. Campbell-Montalvo’s new book, The Latinization of Indigenous Students: Erasing Identity and Restricting Opportunity at School, is out now. Copies may be purchased from the publisher here. Use code LXFANDF30 to receive 30% off.

Latinization of Indigenous Students Book Flyer

Bio

Dr. Rebecca Campbell-Montalvo is a cultural anthropologist with expertise in education and health. She focuses on understanding how people are served by institutions such as schools and healthcare systems. She is a Visiting Assistant Research Professor in the Neag School of Education in the Department of Curriculum and Instruction. Through an Intergovernmental Personnel Act agreement with the Veterans Health System (VHS), she is also a Health Research Specialist at the North Florida/South Florida VHS. Her award-winning work includes more than 20 peer-reviewed publications, numerous grants, and a range of presentations in the anthropologies of education and health.

Prior to her current role, Dr. Campbell-Montalvo served as a Graduate Teaching and Research Assistant in anthropology at the University of South Florida, where she also was the Program Assistant for the National Institute of Health’s Maximizing Access to Research Careers Undergraduate Student Training in Academic Research program in the Department of Chemical and Biomedical Engineering. Campbell-Montalvo has more than 15 years’ experience teaching education, sociology, and anthropology courses at the undergraduate and graduate level. Last year she was a 2022-2023 National Science Foundation Quantitative Research Methods for STEM Education Scholars Program scholar at the University of Maryland.

Campbell-Montalvo’s work in education spans K-doctoral+, with an emphasis on how linguistic, racial, and ethnic groups experience K-12 resource access as well as how women, underrepresented racial/ethnic and LGBTQIA+ groups persist in undergraduate, graduate, professorial, and industry STEM contexts. Her book with Lexington Books explores the multi-level intersecting factors affecting how Indigenous Latinx K-12 students are understood and served in the U.S. South. In addition, Campbell-Montalvo is PI or Co-PI on three NSF projects totaling more than $6,000,000 in funding. First, Campbell-Montalvo serves as PI on the most recent award, which is a 4-year longitudinal exploration of the climate, social network, and cultural model factors that retain people in engineering graduate school and the workforce.  Second, she serves as Co-PI and supports the qualitative research on a 5-year INCLUDES Collaborative Change Consortia that promotes STEM and Computing training for youth. Third, and beginning its fifth year on its current funding, she is co-PI on a research coordination network in biology education and biology education research through the Inclusive Environments and Metrics in Biology Education and Research network. On STEM education, she has consulted and delivered invited talks at institutions such as Vanderbilt University, Highpoint University, the American Institute for Biological Sciences, and more. In addition, she is an editorial board member on the Journal of Research in Science Teaching.

In her research and practice in health, she is has received grants in support of her continued work on how K-12 school employees facilitate access to healthcare for im/migrant Latinos in the United States. As a Research Health Specialist, she leads qualitative investigation on the projects “Developing an evidence-based model to provide patient-centered care to rural Veterans with advanced chronic kidney disease” as well as “ALIGNing the Veterans and VHA Goals for equitable Kidney Failure Care.” She has also supported evaluation and analysis efforts on other health, education, and social services projects, such as The Substance Abuse and Mental Health Services’ (SAMHSA) project REACH (Recovery, Engagement, Acceptance, Compassion, Hope), which investigated the effectiveness of interventions on opioid use and mental health.