Lindsey Malcom-Piqueux PhD ’08 joining Rossier as research associate professor

Dr. Lindsey Malcom-Piqueux

Dr. Lindsey Malcom-Piqueux

Lindsey Malcom-Piqueux PhD ’08 is joining USC Rossier as a research associate professor and will also serve as the associate director for research and policy in the Center for Urban Education (CUE). Her new position takes effect Aug. 1.

Most recently, she served as assistant professor of higher education administration at the Graduate School of Education and Human Development at George Washington University. From 2008 to 2011, she was assistant professor of higher education administration and policy at the School of Education of the University of California, Riverside.

She was a Provost’s Graduate Fellow as a graduate student at Rossier.

“Professor Malcom-Piqueux is an expert in the fields of science, technology, engineering and math (STEM) as well as on Hispanic-serving institutions,” says CUE’s co-director Estela Mara Bensimon. “She will strengthen our current work and help us expand into new areas. She is a superb researcher, and we are very fortunate to have been able to attract her back to CUE.”

Malcom-Piqueux already has a long collaboration with CUE. In the spring, she and Bensimon co-wrote “Design Principles for Equity and Excellence at Hispanic-Serving Institutions,” a special issue of Perspectivas: Issues in Higher Education Policy and Practice, a policy brief series published by the American Association of Hispanics in Higher Education (AAHHE), the Educational Testing Services (ETS) and the University of Texas at San Antonio.

“She will strengthen our current work and help us expand into new areas. She is a superb researcher, and we are very fortunate to have been able to attract her back to CUE.”

—Professor Estela Mara Bensimon, co-director of the Center for Urban Education

And earlier this summer, Malcom-Piqueux and Bensimon, along with James Gray (CUE affiliate and Community College of Aurora math department chair), represented CUE at a National Science Foundation symposium on broadening participation among racial and ethnic groups that have been denied the opportunities that are essential for full and successful participation in STEM at community colleges.

Other recent publications include America’s Unmet Promise: The Imperative for Equity in Higher Education, co-written with Keith Witham, CUE co-director Alicia Dowd and Estela Mara Bensimon (Association of American Colleges & Universities, 2015); Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice, co-written with Estela Mara Bensimon (Stylus Publishing, 2012); and The Impact of Undergraduate Debt on the Graduate School Enrollment of STEM Baccalaureates, co-written with Alicia Dowd (Review of Higher Education 35 [2], 2012).

By returning to CUE, Malcom-Piqueux is building on the continuous relationship she has enjoyed with the center dating back to her years as a research assistant while in graduate school.

“I’m so happy to rejoin the center at which I first began to study issues related to educational equity,” says Malcom-Piqueux, who will help facilitate practitioners involved in the Equity Scorecard process. “I’ll help them reflect on their own practices and figure out how they can create equity for their students.”

Malcom-Piqueux will also help develop new projects and initiatives around STEM education. She brings her own experiences to bear, having earned a bachelor’s degree in geological and planetary sciences at MIT before beginning a doctoral program in the same field at Caltech.

Her decision to pursue a PhD at Rossier came from a determination to leverage her personal experience to investigate the large-scale patterns and structural causes of inequities in access and outcomes for minorities in science-related fields.

“After I finished my doctorate, I took the view from 30,000 feet,” says Malcom-Piqueux, explaining how her approach to quantitative work included largescale analysis of national data sets in order to identify policy barriers to equity.

“Now I’m going to have the opportunity to be much more hands-on,” she says, “working on the ground with faculty on a day-to-day basis.”