Dr. Mica Estrada earned her BA at U.C. Berkeley in psychology (1989), with a minor emphasis in Peace and Conflict Studies. She resumed her academic training at Harvard University, where she earned her MA (1992) and Ph.D. (1997) in Social Psychology. Her area of expertise is social influence, which includes the study of identity, forgiveness, intergroup relations and conflict resolution processes. While publishing on these topics for many years, she has been an applied social psychologist conducting research in a variety of community settings. Currently she is a Senior Research Scientist in the Applied Social Psychology Laboratory at California State University, San Marcos. Working with Dr. Wesley Schultz (PI), Dr. Estrada (co-PI) is conducting a National Institutes of Health longitudinal, theory-driven evaluation of the Research Initiative for Scientific Enhancement (RISE) program with over 1400 participants from 50 collaborating campuses across the country. Her recent publication from this study assessed how a person¿s orientation toward a social environment predicts their perseverance and commitment to that social institution. In addition, she is currently co-PI on a National Science Foundation Climate Change Education Partnership grant, consults with the Noetic Institute assessing longitudinal data on spiritual transformation, and remains active in her local community promoting the Quince Project for Latina teens as President of Civic Light Projects.
Harvard University, Cambridge, MA.
Doctor of Philosophy in Social Psychology. Graduation, June 1997.
Dissertation Title. Forgiving in a world of rights and wrongs: Victims' and perpetrators' roles in resolving conflict through forgiveness
Committee: Prof. Herbert C. Kelman (advisor), Prof. Todd Heatherton, Prof. Nalini Ambady, Prof. Brendan Maher, Prof. Shep White, and Prof. J. Richard Hackman (chair)
University of California at Berkeley, Berkeley, CA.
Bachelor of Arts in Psychology. Graduated with Scholarly Distinction, 1989. Minor Concentration in Peace and Conflict Studies.
Lancaster University, Lancaster, England
Attended as an education abroad student, 1987-88.
Throughout Dr. Estrada's graduate and postdoctoral career, her primary research focus has been on identity and social influence. Her current research projects utilize the Tripartite Integration Model of Social Influence (TIMSI) to better understand human integration into social communities and how this impacts behavior, intention, emotion and well-being. This builds on the Dr. Herbert C. Kelman's theory of social influence (1958, 2006).
TheScienceStudy
Funded by the National Institutes of Health (NIH)
Working with Dr. Wesley Schultz (PI), Dr. Estrada (co-PI) is conducting a National Institutes of Health longitudinal,theory-driven evaluation of the Research Initiative for Scientific Enhancement (RISE) program with over 1400 participants from 50 collaborating campuses across the country. RISE provides monetary support, training, rese 09012009" type="text/javascript"> arch experience, mentoring, and graduate school preparation for minority college students in the biomedical sciences. This longitudinal study assesses the benefits of the RISE expe =6_2_1-09012009" type="text/javascript"> rience for both undergraduate and graduate students. A recent publication from this study asse ascade/langs/en.js?v=6_2_1-09012009" type="text/javascript"> ssed how a person¿s orientation towards science community predicts their perseverance and commitment to a scientific career (Estrada-Hollenbeck et al., 2010). Researchers on this project include Paul Hernandez, Anna Woodcock and Maria Aguilar. This project is also in collaboration with the Office of Biomedical Research and Training at CSUSM, and with the Survey Research Lab and Kent State University. For more information, visit www.thesciencestudy.com
Climate Change Education Partnership Project
Funded by the National Science Foundation (NSF)
In September of 2010, we began phase 1 of the Climate Change Education Partnership in San Diego. As co-PI, I am partnering with climate change scientists from the Scripps Institution of Oceanography and USD, policy experts from the Energy Policy Initiative Center at USD, strategic community planners from The San Diego Foundation and a strategic communication expert from The Steve Alexander Group to create a educational strategy that will communicate and engage diverse communities in a productive dialogue around the impacts of climate change on a region. Drawing on social influence theory, the specific objective is to develop an educational approach that shifts efficacy, identity and values regarding climate change, resulting in long term shifts in behaviors that mitigate climate change and adapt when necessary. To engage diverse communities in San Diego, the local CCEP team will work closely with the a broad spectrum of community leaders to develop a communication program that reflect the views, values and perspectives of the region's political and business leaders and various other organizations including the Hispanic/Latino, real estate development, faith-based, and tribal communities. This project is about developing action plans that will benefit the region by promoting responses to climate change and its impacts on public health, water quality and supply, natural lands and other key areas.
Identity Alignment and Well-Being Project
Independent research program.
This research project explores how alignment between personal identity and social identity (i.e., the role the community assigns to a person) relates to stress, health, and well-being. Preliminary results show that greater alignment is associated with better health and well-being and that this relationship is mediated by stress. We are currently running a series of studies to better understand how alignment relates to other outcomes including productivity, effectiveness in academics and work setting, and overall satisfaction with life.
Social Psychological Approach to Forgiveness
Description pending.
A pdf version of my recent CV is available here (updated 11/10).
Click here to download a complete curriculum vitae.
Estrada, M., Woodcock, A. & Schultz, P. W. (under review). Tailored panel management: A theory-based approach to building and maintaining participant commitment to a longitudinal study.
Hernandez, P. R., Schultz, P. W., Estrada, M., Chance, R. C., & Woodcock, A. (under review). Sustaining optimal motivation: A longitudinal analysis of personal and contextual predictors of achievement goals.
Estrada, M., Woodcock, A., Hernandez, P., & Schultz, P. W. (2011). Toward a social influence framework that explains minority student integration into the scientific community. Journal of Educational Psychology. Advance online publication . doi: 10.1037/a0020743
Schultz, P. W., Woodcock, A., Estrada, M., Hernandez, P., Chance, R., & Serpe, R. (in press). Patching /javascript/tiny_mce-3.2.0.2.1/themes/cascade/langs/en.js?v=6_2_1-09012009" type="text/javascript"> the academic pipeline: Promoting scientific research careers through minority training programs. Science. t;
Schultz, P. W., & Estrada-Hollenbeck, M. (2008). The U.S.E. of theory in applied social psychology. In Steg, L., Buunk, A. P., & Rothengatter, J. A. (Eds.). Applied social psychology: Understanding and managing social problems. Cambridge University Press.
Estrada-Hollenbeck, M. (2001). The subjective road to reconciliation: The attainment of justice through restoration not litigation. In M. Abu-Nimer (Ed.), Reconciliation, coexistence, and justice in interethnic conflict: Theory and practice (pp. 65-86). NY: Roman & Littlefield.
Estrada-Hollenbeck, M., & Heatherton, T. (1998). Avoiding and alleviating guilt through prosocial behavior. In J. Bybee (Ed.), Guilt and children (pp. 215-231). San Diego, CA: Academic Press.
Estrada-Hollenbeck, M. (1996). Forgiving in the face of injustice: Victims' and perpetrators' perspectives. In B. Galaway and J. Hudson (Eds.), Restorative Justice: International Perspectives (pp. 303-314). Monsey, NY: Criminal Justice Press.
Estrada M., Lee, F., & Brown, J. (1995). Who gets the credit? A study of idiosyncrasy credit. Small Group Research, 26, 56-76.
Presentations.
Estrada, M., Woodcock, A. & Schultz, P. W. (2011, May). Tailored panel management: A theory-based approach to building and maintaining participant commitment to a longitudinal study. Presented at the Association for Institutional Research Annual Forum, Toronto, Canada.
Estrada, M. & Schultz, P. W. (2011, January). The Science Study: A longitudinal evaluation of RISE. Paper presented at the Modeling the Scientific Workforce Meeting, Washington D.C.
Estrada-Hollenbeck, M., DiCaianni, W. & Schultz, P. W. (2010). The role of normative feedback in water conservation messaging. Paper presented at the American Psychological Association, August 2010, San Diego, CA.
Estrada-Hollenbeck, M., Schultz, P. W., Karoub, K., Hazen, C. & DiCaianni, W. (2010). Does increasing awareness promote changes in behavior? A study of injunctive normative influence on littering behavior. Paper presented at the International Congress of Applied Psychology, July 2010, Melbourne, Australia.
Estrada-Hollenbeck, M., Woodcock, A., Merolla, D, & Schultz, P. W. (2009). The use of propensity scores in a longitudinal science study of minority biomedical research support from the National Institute of General Medical Sciences. Paper presented at the American Evaluation Association, November 2009, Orlando, FL.
Woodcock, A. & Estrada-Hollenbeck, M. (2009).Promoting Diversity: People and Things, Social Influence, and the Motivation to Persist. Paper presented at the Annual Meeting for the Study of Motivation, May 2009, San Francisco, CA.
Estrada-Hollenbeck, M, Woodcock, A. & Schultz, P. W. (2008). A leaky pipeline? Minority student integration into the scientific community. Paper presented at Society for the Psychological Study of Social Issues Conference, June 2008, Chicago, IL.
Estrada-Hollenbeck, M, Woodcock, A. & Schultz, P. W. (2008). Mentors make a difference: Evidence form a longitudinal study of minority training programs. Paper presented at 2nd Annual Conference on Understanding Interventions that Encourage Minorities to Pursue Research Careers, May 2008, Atlanta, GA.
Estrada-Hollenbeck, M. (2001). The ease and difficulty of attaining peace with justice: Report from a bi-national youth symposium. Paper presented at the International Society for Political Psychology, July 2001, Mexico City, Mexico.
Estrada-Hollenbeck, M. (1999). The subjective road to reconciliation: The attainment of justice through restoration not arbitration. Presented at the Promoting Justice and Peace through Reconciliation and Coexistence Alternatives Conference, February 1999, Washington D.C.
Estrada-Hollenbeck, M., Morrison, S., & Rouhana, N. (1994). Assessing conflict cognitive complexity of participants in an Israeli and Palestinian problem solving workshop. Research presented at the Program on International Conflict Analysis and Resolution Research Seminar, January 1995, Cambridge, MA.
Estrada-Hollenbeck, M. (1994). The affective components of forgiveness. Paper presented at Moral Re-armament Symposium, November 1994, Cambridge, MA.
Estrada-Hollenbeck, M. (1994). How do groups forgive? Research presented at Program on International Conflict Analysis and Resolution Research Seminar, March 1994, Cambridge, MA.
Estrada, M., Brown, J., & Lee, F. (1993). Who gets the credit: A study of idiosyncrasy credit. Paper presented at Academy of Management Conference, May 1993, Providence, RI.
Estrada, M., Weisberg, W. & Ambady, N. (1992). Power asymmetry: Effects on perception and recall. Paper presented at the International Society for Political Psychology, July 1992, San Francisco, USA.
Estrada, M. & Sadat, C. (1992). Relevance of forgiveness for an international political figure. Presented at John F. Kennedy School of Government, April 1992, Cambridge, MA.
