Camacho received her PhD from the Graduate School of Education & Information Studies at the University of California, Los Angeles. She studies workplace climate and immigrant populations, exploring the relationship between academic labor and migrant identity. Her interests include the work experiences of undocumented young adults and the effects of the Deferred Action for Childhood Arrivals federal program. During her time as a graduate student, Camacho conceptualized and implemented research studies to support campaigns and processes for policy reform. She is committed to strengthening universities through research, practice, partnership, and inclusion and is the recipient of the 2017 UCLA Diversity, Equity, and Inclusion award by the UCLA Academic Senate and the 2018 Association for Public Policy and Management 40 for 40 Fellowship. She is based at Vanderbilt University.
No Jargon Podcast
In the News
Discusses a field experiment, using a paired audit testing design with testers of different racial and language profiles, was conducted to document and evaluate individual encounters in inquiring about COVID-19 vaccinations in the U.S. states.
Investigates challenges that low-income families face in accessing health and human services critical for their children's healthy development. Employs a mixed methods approach—drawing on administrative data on economically disadvantaged children in Tennessee, publicly available data on resource allocations and expenditures, and data collected in purposive and randomly sampled interviews with public and nonprofit agencies across the state—to analyze the distribution of resources relative to children's needs and provide rich descriptions of the experiences of organizations striving to overcome administrative burdens and support families.
Details the work that was accomplished to (a) establish a nonpartisan higher education coalition in the state of Tennessee and (b) institutionalize student political learning and engagement at Vanderbilt University, Tennessee's premier research university.
Details the research practices that were developed to operationalize the guiding principles of the transformative mixed methods design. Finds that a transformative, explanatory-sequential mixed methods design was utilized to examine the workplace experiences of academic migrants and findings from the study supported better work conditions for the population.
Demonstrates how we espoused a structural competent point of reference and operationalized the concept of structural humility for the purposes of conducting a communication evaluation strategy in support of California farmworkers
Discusses how undocumented undergraduate and graduate students testified before the University of California (UC) during the labor contract negotiations for UC Teaching Assistants, Readers, and Tutors. Mentions how current university policies and systems prevented equitable participation--demanding that the UC Office of the President (UCOP) administrators permit universal access to graduate Teaching Assistantships.
Examines a broad range of texts to make sense of the rise of the massive open online course (MOOC) movement and implications for faculty work. Drawing on Braverman's labor process theory and critiques of neoliberalism, the authors highlight the role of xMOOCs in particular, focusing on challenges to faculty labor.
Examines the postdoctoral unionization movement at the University of California using case study methodology. More specifically, we examine postdoctoral union organizers involved in the United Automobile Workers of America Local 5810, focusing on their efforts to unionize postdoctoral employees at the University of California.