VU Mailbox: 414
Ed.D., Harvard University, 2007
Associate Professor of Public Policy and Higher Education, Dept. of Leadership, Policy & Organizations
Stella Flores holds an Ed.D. in Administration, Planning, and Social Policy with a concentration in Higher Education from Harvard University, an Ed.M. from Harvard University, an M.P.Aff. from The University of Texas at Austin, and a B.A. from Rice University. Prior to joining Vanderbilt, she served as a program evaluator for the U.S. General Accountability Office and as a program specialist for the Economic Development Administration of the U.S. Department of Commerce. Professor Flores has also served as a policy researcher for the Texas State Legislature and various city governments in Texas.
Professor Flores’ work employs large-scale databases and quantitative methods to investigate the impact of state and federal policies on college access and completion for low-income and underrepresented populations. She has written on the role of alternative admissions plans and financial aid programs in college admissions, demographic changes in higher education, the role of the Hispanic Serving Institution in U.S. higher education policy, and Latino students and community colleges. Her work has been cited in the 2003 U.S. Supreme Court Gratz v. Bollinger decision (dissenting opinion) and in various amicus briefs in the Gratz v. Bollinger and Grutter v. Bollinger Supreme Court cases on affirmative action in higher education admissions. Her publications also include two edited volumes, Legacies of Brown: Multiracial Equity in American Education published by the Harvard Educational Review (with Dorinda J. Carter and Richard J. Reddick) and Latino Educational Opportunity published by Jossey-Bass as part of the New Directions for Community College series (with Catherine L. Horn and Gary Orfield).
Professor Flores currently teaches courses in college access policy and general education policy. Her recent work includes an examination of the effect of in-state resident tuition policies on the college enrollment and persistence of undocumented students across the United States, an analysis of institutional response to federal and state changes in race-conscious admissions policies and programs, and an investigation of the interaction of state and institutional financial aid policies targeted at low-income students also across the United States.
Affirmative Action's Next Phase May Target Class, Not Race
The Most Crucial Moments in a Child's Educational Life
National Hispanic Student College Enrollment Grows
Latino College Enrollment Reaches Record High
National Group Weighs in on University of Texas Affirmative Action Case
Affirmative on Affirmative Action
Social Science Research Group Deems Race-conscious Admissions Most Effective Path to Diversity
Diverse Conversations: Supporting Underserved Populations in Higher Education