Postdoc Life in Education and Ethnic Studies: Dr. Gabriela Valencia’s Perspective

Pursuing a postdoctoral position isn’t always straightforward. There’s no centralized process, and the path often looks different depending on your field. In this interview, we speak with Dr. Gabriela G. Corona Valencia, a postdoctoral research associate in the Latina/Latino Studies Department at the University of Illinois Urbana-Champaign. She earned her Ph.D. in Education from UCLA, with research focused on the intersections of education, public health, and histories of eugenic violence. Dr. Valencia shares her unique journey to securing a postdoc, the interdisciplinary nature of her work, and practical insights for early-career scholars navigating the academic job market.

Can you share a little about your background? What did you pursue in undergrad?

I actually started my undergraduate journey as an English major because I always envisioned a writing-intensive career. Early on, I took a Chicano Studies class taught by Dr. Corina Benavides Lopez, and that course completely shifted my perspective. It introduced me to sociocultural frameworks I had never come across before, and it helped me make sense of the lived realities around me, including parts of my own identity. By the end of my freshman year, Dr. Benavides Lopez asked if I would assist with a research initiative she was leading on undocumented students. I realized that through Chicano Studies, I could combine my love for writing with my growing passion for critical theory and history.

During my second year of undergrad, Dr. Benavides Lopez introduced me to the Ronald E. McNair Scholars Program and encouraged me to apply to the CSU Dominguez Hills chapter. I was accepted into the program alongside a brilliant cohort of scholars, many of whom I still keep in touch with today. With McNair’s support, I participated in two undergraduate summer research programs, one at UC Irvine and another in the Scholar’s Lab at the University of Virginia.

After completing the program at UVa in the summer of 2016, I became fully committed to pursuing graduate school. I was eager to continue engaging with dynamic methodologies in education, history, and the digital humanities. This experience also helped me focus my efforts on building a career in humanistic social scientific research.

Above: During her final year of undergrad and before beginning her master’s program at the UCLA School of Education and Information Studies, Dr. Valencia presented at several conferences, including the National Conference of Black Political Scientists (NCOBPS) in May 2017. Her mentorship with Dr. Willoughby-Herard, which began during the 2016 Summer Undergraduate Research Fellowship at UC Irvine, evolved into an ongoing research collaboration and led to Dr. Willoughby-Herard serving on her dissertation committee.

In graduate school, you studied Education. Can you give us an overview of your work and your dissertation research?

I earned my Ph.D. in Education (Social Science Comparative Education), specializing in race, ethnic, and cultural studies from the UCLA School of Education and Information Studies. My dissertation focused on the ways historical and contemporary policies have shaped Chicana and Latina women’s reproductive rights. I specifically examined the California Asexualization Act of 1909, which authorized forced sterilizations of individuals deemed “feebleminded,” and traced how the eugenic thinking behind that legislation persisted through the 1970s. I then connected these archival findings to current debates in K-16 educational contexts, where censorship of comprehensive sexuality education can be seen as another form of controlling who is considered “fit” or “unfit” to access certain rights.

My initial graduate coursework emphasized traditional qualitative, quantitative, and mixed-method approaches commonly used in educational research, but my methodological direction shifted significantly after enrolling in a historical methods course in 2018. This class introduced me to archival research methodologies that are rarely highlighted in education studies. Through direct engagement with primary historical documents, I gained insights into how longstanding cultural beliefs and policies continue to shape contemporary issues impacting minoritized communities.

This experience was deepened by supportive relationships with mentors and peers who guided me intellectually and emotionally when exploring special collections that spotlighted evidence of eugenic violence being inflicted upon young girls and women across asylums and state schools. Our collaborative activities, such as late-night reading groups, intensive archival research sessions, and reflective conversations, allowed me to clearly see how historical injustices remain embedded in current educational practices, policies, and lived experiences.

As a first-generation graduate student, navigating an institution like UCLA often presented unexpected challenges. At times, the environment felt intimidating or isolating, especially as I learned to adjust to unfamiliar academic norms and the quarter system. However, my advisor and department provided resources that significantly eased these difficulties and sparked my intellectual curiosity. For example, my advisor connected me with a genealogist who helped me effectively triangulate and interpret archival records and historical sources. Additionally, the university’s special collections offered rare and valuable primary documents that expanded my methodological skills and shaped the direction of my research.

During the final year of my Ph.D. program, I received the Minority Dissertation Travel Award from the American Educational Research Association (AERA), which supported my attendance at their 2023 Annual Meeting in Chicago (April 13–16) and helped further my professional development. As part of this award, I created a digital poster presentation featured online and exhibited during an in-person poster session at the conference.

Since postdoc applications don’t follow a centralized process like grad school admissions, can you explain how you secured your current position?

In the fall of 2018, while enrolled in a historical methods class, I began exploring archival sources that revealed the extent of eugenic violence in medical and educational institutions. Around mid-quarter, I noticed mutual colleagues sharing an op-ed titled Latinos and the Consequences of Eugenics by Dr. Natalie Lira. I emailed her, introducing myself and describing how the class sparked my interest in applying historical methods to my dissertation research. Her response came within two weeks, and by mid-December, we had arranged our first meeting via Skype. Our subsequent conversations enhanced my understanding of institutional archives and the historical persecution and pathologization of Latina youth. I ultimately invited her to join my dissertation committee, which validated my interdisciplinary research approach and enriched my understanding of how historical practices continue to shape educational discourse today.

From 2022-2023, I was wrapping up my dissertation and plotting my defense while also applying for postdoctoral positions and tenure-track positions. Because I adapted and wanted to cement myself further as an interdisciplinary writer-teacher-scholar, I applied to not just Education discipline positions but also Ethnic Studies (Latina/o-Chicana/o Studies) and Women’s Studies tenure-track and postdoctoral positions.

The Latina/Latino Studies department at UIUC uplifted their postdoc position, and since Natalie Lira had supported me throughout my doctoral journey, I thought this was ideal for continuing our collaborative efforts. After submitting my application materials and participating in the interview process, I was fortunate to secure the position shortly before defending my dissertation. This allowed for a smooth transition into my role as a Postdoctoral Research Associate in August 2023, providing continuity in my research on histories of eugenic violence and its contemporary impacts and strengthening my growth as an interdisciplinary writer-scholar-teacher.

As a postdoc at the University of Illinois Urbana-Champaign, can you tell us about your position? What projects are you currently working on?

I am currently a second-year postdoctoral research associate in the Latina/Latino Studies Department at the University of Illinois Urbana-Champaign. My position combines research, teaching, and professional development opportunities throughout the academic year. In the fall semesters, my primary responsibility is advancing my research projects and engaging with broader academic communities. This includes presenting my work at national conferences such as the History of Education Society (HES), American Educational Research Association (AERA), American Studies Association (ASA), and Pacific Sociological Association (PSA). These conferences have allowed me to strengthen my interdisciplinary networks and receive valuable feedback from scholars across various fields.

During the spring semesters, my focus shifts toward teaching. Currently, I am leading a course for 28 students whose academic backgrounds span disciplines including clinical psychology, political science, and history. Teaching at UIUC has deepened my pedagogical skills and enhanced my ability to translate complex interdisciplinary scholarship into accessible classroom dialogue. Additionally, I am actively engaged in preparing manuscripts based on my dissertation research, aiming to publish both empirical scholarship and creative writing. As my postdoctoral tenure at UIUC nears completion, I am prioritizing professional development by refining my publication record and strengthening my identity as a scholar who bridges historical inquiry with contemporary issues of race, gender and sexuality, education, and anti-eugenic movement-building.

Finally, can you share any advice and tips about applying for postdocs?

Postdoc life exists in a complex in-between space, where you’re neither fully faculty nor a graduate student. While I have the autonomy to design and teach my own courses, I still benefit from the structure and support of a faculty mentor. Immediately after graduating, I felt immense pressure as an early-career scholar, as if I constantly needed to demonstrate my value and catch up with colleagues already further ahead in their professional journeys. My postdoctoral experience, however, has become a grounding reminder that this stage is still fundamentally about growth, exploration, and skill-building.

One of the most valuable insights I have gained in my postdoc is that the early-career stage demands intentional balance, especially as you navigate your immediate responsibilities and strategize for the next steps of the job market. I learned that it is crucial to carve out dedicated time for job applications and networking amidst teaching and research duties. Setting aside routine blocks to update my CV, draft cover letters, and revise my research and teaching statements significantly reduced the sense of overwhelm during application deadlines, especially when applying to positions in assorted fields as an interdisciplinary scholar. Dr. Natalie Lira was assigned as my postdoc mentor, and establishing clear communication with her early on was particularly helpful, as it allowed me to openly discuss my job market timeline. This enabled her to support me effectively by reviewing application materials, providing feedback on my research presentations, and connecting me with colleagues at institutions or within fields relevant to my career goals.

Additionally, I would advise early-career postdocs to actively seek professional development opportunities inside and outside their home institutions. Attend workshops or webinars designed for early-career scholars, take advantage of writing groups for manuscript preparation, and do not underestimate the value of informal gatherings with colleagues who are navigating similar transitions. As someone who identifies as a first-generation academic, I recognize how isolating the job market process can feel. Connecting regularly with a supportive peer community, sharing resources, exchanging strategies, and providing mutual encouragement can help transform what might otherwise be a stressful and solitary experience into one that feels more collaborative and empowering.

Interested in finding a postdoc position for yourself? Be sure to check out postdoc fellowships by creating a free ProFellow account to access the database!

Gabriela G. Corona Valencia is currently a second-year postdoctoral research associate in the Latina/Latino Studies Department at the University of Illinois Urbana-Champaign. Her research focuses on histories of medicine and public health in education and community and civic engagement. Her community-based research engagement has also led to a multi-year research collaboration with the California Rural Ed Network, a collective of educators, practitioners, and researchers dedicated to uplifting the cultural wealth of rural schools and communities. Gabriela earned her Ph.D. and M.A. in Education (Social Science Comparative Education) with a specialization in race, ethnic, and cultural studies from the School of Education and Information Studies at UCLA.

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