Montrischa Essoka is a senior researcher with more than 10 years’ experience in educational research and technical assistance. Dr. Essoka specializes in equity in higher education, STEM persistence, as well as the postsecondary pathways and transitions from high school to college of underserved students. Her methodological work is qualitative driven, but she also designs mixed methods research studies comprised of qualitative and quantitative data collection.
Currently, Dr. Essoka is a Project Director, providing equity driven research and technical assistance to 6 Historically Black College and Universities (HBCU). She has served as a project manager and task lead in various capacities, and develops as well as maintains staff and client relationships. For example, Dr. Essoka has managed data collection across four regions (Appalachian/Midwest, California, Northeast and Texas) totaling 22 high schools for the RCT IES funded study: Building Assets Reducing Risk (BARR) Scale Up Study, led data collection for a NSF study-Examining Cultural Factors that Affect Underrepresented Minority Transition Through STEM PhD programs, and has developed and delivered customized professional development webinars for three school districts in Texas that are interested in developing K-12 early warning systems for English Language Learners in middle school.
Dr. Essoka is the author of a handful of publications on culturally relevant college and career readiness and science identity published in the Understanding Interventions, The High School Journal, 100K in 10, ASQ, and the Journal of Women in Science and Engineering.
Ph.D. and Ed.M., Educational Policy Studies from the University of Illinois Urbana Champaign; B.A., Political Science, University of California Irvine; A.A., Liberal Studies, Contra Costa Community College