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Antonio G. Estudillo, Ph.D.

Associate Professor

Educational Foundations


Department
Curriculum and Instruction, Ed Couns Leadership
Office
McAllan Hall 206
Phone
732-923-4609
Email
aestudil@monmouth.edu
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Antonio G. Estudillo, Ph.D.

Dr. Estudillo is originally from Washington in the Pacific Northwest. He is currently an Associate Professor in Curriculum and Instruction in the School of Education at Monmouth University. His research aims to center advancing educational justice by examining equity in schools and higher education (i.e., US Latina/o/x education) and in particular developmental and educational trajectories among students and educators alike. Dr. Estudillo is a Service-Learning Faculty Fellow at MU (cohort 1). He also serves on MU’s School of Education’s Social Justice and Advocacy Committee, of which he served as its founding chair. Dr. Estudillo is on the Editorial Board for the Journal of Hispanic Higher Education and he was both a Graduate Fellow and Faculty Fellow of the American Association for Hispanics in Education (AAHHE). Dr. Estudillo earned his Ph.D. from the Indiana University-Bloomington School of Education. 

Education

Ph.D., Indiana University-Bloomington

M.A., Gonzaga University

B.A., Washington State University

Research Interests

Equity-in-Practice; Educational Justice

Contexts Centered on Equity in the Schools and Higher Education

Developmental/Educational Trajectories for Children and Adolescents

United States Latina/o/x Education

Publications

Books

Book Chapters

  • Estudillo, A. G., Flores, G., Maldonado, J. M., & Bartek, S. Latina/o-serving institutions. In M. Frederick, M., P. A. Sasso & J. Maldonado (2018). The dynamic student development meta-theory: A new model for student success. New York, NY: Peter Lang Publishing.
  • Hernández, E. & Estudillo, A. G. The college choice process for high achieving Latinas. In A. G. de los Santos Jr, L. J. Rendón, G. F. Keller, A. Acereda, E. Bensimón, & R. J. Tannenbaum (2018). New directions in Hispanic college student assessment and academic preparation. Tempe, AZ: Bilingual Press.
  • Estudillo, A. G. & Flores, A. (2015) Advocating for intergenerational leadership among Latina/o faculty, staff, and students. In F. Hernandez, E. Murakami, & G. Rodriguez (Eds.), Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Woods): Latina/os Finding Work-Life Balance in Academia. Charlotte, NC: Information Age Publishing. (Equal Authorship)

Scholarly Articles

  • Wong, C. Y., Estudillo, A. G., & Chapman, J. S. (In Press). Blended instruction in graduate teacher education programs: Understanding teacher candidates’ perceptions and experiences. Currents in Teaching and Learning. 12(2).
  • Chapman, J. S., Wong, C. Y., & Estudillo, A. G. (In Press). Hurdle or pathway to learning? Student and instructor sentiment towards graduate-level hybrid learning. The International Journal of Technologies in Learning
  • Estudillo, A. G., Guzman, T., Ciavattoni, A., & DellaVecchia, A. (In Press). Critical reflections: Interviews, journaling, and researcher observations of pre-service teacher education student participation in service-learning. Journal of Applied Learning in Higher Education.
  • Estudillo, A. G. (2019). [Review of the book Millennial teachers of color]. Journal of Latinos and Education.
  • Flores, G. & Estudillo, A. G. (2018). Effects of a peer-to-peer mentoring program: Supporting first-year college students’ academic and social integration on campus. Journal of Human Services: Training, Research, and Practice, 3(2).
  • Estudillo, A. G. & Castillo, Y. A. (2016). [Invited Review of the book Revisiting education in the new Latino diaspora]. Teachers College Record.
  • Castillo, Y. A. & Estudillo, A. G. (2015). Undergraduate research: An essential piece for underrepresented students’ college success. Perspectives on Undergraduate Research and Mentoring (PURM), 4.1, 1-15.

Professional Associations

  • Society for Research in Child Development
  • American Educational Research Association
  • APA Division 45, Society for the Psychological Study of Culture, Ethnicity, and Race

Awards

  • 2017 Faculty Fellow of the American Association of Hispanics in Higher Education, Inc. (AAHHE)/Ford Foundation
  • Transformative Learning Grant, PI, School of Education, Monmouth University 2016-2017
  • Service Learning Faculty Fellow, Center for Excellence in Teaching and Learning (CETL)/Office of Service Learning and Community Service, Monmouth University 2016-2017
  • Creativity and Research Grant Award, Research and Initiatives, Monmouth University Spring 2016

Courses

Frequently Taught Classes

  • Assessment for Counseling (EDC 525)
  • Child and Adolescent Development (ED 552, EDL 206)
  • Community Relations (EDL 533)
  • Educational Psychology (EDL 201)
  • First Year Seminar (FY 101)
  • Foundations of Teaching and Learning (ED 250)
  • Psychological and Philosophical Foundations of Education (ED 250)
  • Psychological and Philosophical Foundations of Teaching (ED 510)
  • Teaching English Language Learners in Mainstream Classroom (ED 320)
  • Teaching Students With Diverse Needs (ED 320)

Recently Taught Classes

2020 Spring

2020 Summer B

2020 Fall

2019 Spring

2019 Summer B

2019 Fall

2018 Spring

2018 Summer E

2018 Summer B

2018 Fall

2017 Spring

2017 Fall