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Bio
I have loved dedicating more than 20 years to learners from all parts of the world, specifically international students and historically marginalized ethnic and racial groups. I have enjoyed being in several areas of the education world. Currently, I am dedicated to teaching research methods, educational research, curriculum development, instructional design, and consulting. I have a Bachelor of Arts in Political Sciences with a minor in pre-med from the University of Puerto Rico and a Master of Arts in International and Area Studies from Brigham Young University. I also hold a Master of Science in Curriculum and Instruction from Western Governor’s University. I received my Doctor of Education degree from the University of Louisiana Monroe. Working with young participants during my dissertation research was a significant, transformative experience that deepened my commitment to elevating diverse perspectives. As I currently teach student researchers who are teachers, I realize the importance of teacher education and the power of modeling and teaching equitable education concepts.
As a researcher, I seek to understand how diverse groups learn to support removing barriers to education and increasing access to education. Activities related to these pursuits include supervising student researchers and designing curriculum and instruction, leading to student achievement, lifelong learning, and transformative learning experiences. My primary goal is to make significant contributions to the lives of minority groups through research elevating minority voices and their lived experiences. Due to my background, I am especially interested in equitable experiences for multicultural and multilingual students. I aim to empower those around me and actively participate in policy change.
I combine my background in political sciences and international relations, curriculum, and instructional knowledge with my cultural competence to exalt the human experience. I intend to continue to deepen my connection with diverse cultures, diverse learners, and multicultural education through research, instructional design, curriculum evaluation, curriculum development, and research-based policy advocacy.
My Story
My interest in education began as a child. I was always interested in learning and could never get enough. I read books for hours on end. Growing up in Puerto Rico and New York gave me two different references and two different worlds to compare. I deeply connected with social justice issues, equity, equality, and diversity as a child. As an adult, that connection has guided many decisions as I have worked with the people of the world. Traveling to different countries and working with people worldwide has helped me gain a vision of the world I want to help build. I have had the privilege and responsibility to work with people during the most exciting times, like graduation and goal attainment. I have also had the honor to share life's most challenging moments with refugees, asylees, victims of human trafficking, and marginalized racial groups. These experiences have grown my passion for education. I have found the tools and the justification to help build a more equitable world in education. As a human being, I value and cherish diverse experiential knowledge and diverse funds of knowledge. As an educator, I am committed to flooding the curriculum with content that resonates with all learners. As an instructional designer, I focus on learning activities appropriate for a wide range of skills to increase educational accessibility. I hope to contribute greater knowledge and understanding of why all our students must see themselves in the curriculum. My goal is to engage in sound, creative, innovative interdisciplinary research to eradicate barriers to education and educational attainment.
Presentations, Publications, and Projects
Valentin, M.M. (2024) Joy-Conscious Education: Elements and Possibilities. [ 2024 Annual AATC Conference - October 2024. Denver, Co.]
Valentin, M.M. (2024). Pursuing raíces above ground: Folklore, identity, and evolutionary cycles.
Valentin, M. M. (2024). Unveiling curricular bias as nonviolent resistance. [A call for our time: Awakenings to Nonviolence in curriculum and education. Conference.].
Valentin, M. M. (2024) You say I am this. I say I am that: A Latinx perspective of (re)imagining abolished schools. [Manuscript submitted for publication].
Valentin, M. M. (2023) Collaboration in curricular responses: How Latinx students’ counterstories rectify curricular gaps. [In process].
Valentin, M. M. (2022) Latinx American Students and the ELA Curriculum: Counterstories as Curricular Response. (Publication No. 29254891) [Doctoral dissertation, University of Louisiana Monroe]. ProQuest Dissertations & Theses.
Valentin, M.M. (2022) The Student Curricular Response Framework: A Research Tool for Curriculum Evaluation. [Presentation] LSU Curriculum Camp 2022. Curriculum Theory Project. Baton Rouge, LA.
Valentin, M.M. (2021) A Latina’s Response to ‘Honest Questions about CRT.’ Public Square. https://publicsquaremag.org/dialogue/a-latinas-response-to-honest-questions-about-crt/
Valentin, M. M. (2019). Lost or Found: ESL Resources during Science Instruction in Virtual Schools (Capstone). WGU, Salt Lake City.
Valentin, M. M. (2009). A recipe for success. Refugee Works. 3 (23), 10-11.
Valentin, M. M. (2001). The Merchant Marine Act of 1920 and Puerto Rico (Thesis). BYU, Provo.
