Zarrina Azizova

Utilizing qualitative and quantitative research methods and social theory, my research is aimed at understanding and mitigating inequalities in higher education access, student experiences and outcomes in [inter]national contexts of higher education. My works examine the role of student personal agency as well as various forms of capital, institutional differences, and educational practices in college access and student success at all levels of postsecondary education. 

Invited Presentations:

Featuring Editors Fred Bonner, Rosie Banda, and Stella Smith with Rev. Dr. Jamie Washington, Zarrina Azizova, and Nicholas Daniel Hartlep in Troubling the Waters: Alternative College Student Development Frameworks for Diverse Student Populations. Stylus Webinars. 

Peer-Reviewed Journal Articles and Book Chapters:

Azizova, Z.T., Clark, M.H.,Krsmanovic, M., Johnson, J. D., & Mendez, J.P.  (Fall, 2021). Impact of a first-year seminar on retention and academic achievement of students of color in a large urban Hispanic-serving institution. Journal of Latinos and Education. https://www.tandfonline.com/eprint/2GFUYIKVSHFVPMI4VJN3/full?target=10.1080/15348431.2021.1976184

Azizova, Z. T., Kim, J., & Mendez J.P. (Fall, 2021). Anticipatory socialization and forms of capital in pre-law students’ intent to pursue a juris doctorate. Journal of Access, Retention and Inclusion in Higher Education.

Gilpin, S*., & Azizova, Z. T. (Fall, 2021). Graduate and professional student development. In, K. E. Rudestam, J. Schnoenholtz-Read, & M. L. Snowden (Eds.), Handbook of Online Learning in Higher Education (pp. 471-502). Santa Barbara, CA: Fielding University Press   

Azizova, Z.T., & Mendez, J. P. (2021). Finding meaning in the models and frameworks for Latinx college students: At the intersection of student agency and context. In, F. A. Bonner, R. Banda, S. T. Smith, & a. marbley, Square pegs and round holes: Alternative Student Development frameworks and models for higher education and student affairs (pp. 129-144). Stylus, LLC.

Mendez, J. P., Johnson, J. D., Azizova, Z. T., Clark, M. H., & Krsmanovic, M. (2020, November). Widening the pathway to a degree: The impact of first-year seminar courses at an emerging HSI. The Journal of the First-Year Experience & Students in Transition, 32(2).

Azizova, Z.T., & Mendez, J. P. (2019). Understanding Promise: Impact of state support on Latino high school student habitus. Journal of Latinos and Education. DOI: 10.1080/15348431.2019.1590203

Azizova, Z. T., & Felder, P. P. (2017). Understanding racial/ethnic meaning-making: Narrative representation of STE[A]M doctoral student experiences. Studies in Graduate and Postdoctoral Education 8(2), 144-168.

Azizova, Z. T. (2017). Review of “Closing the opportunity gap: Identity-conscious strategies for retention and student success.” (Ed.) By Vijay Pendakur. The Review of Higher Education, 40(4), 623 - 627.

Azizova, Z. T. (2016). Complexity of academic socialization of historically underrepresented students: De-privileging distinction between macro- and micro-theoretical approaches. Journal Committed to Social Change on Race and Ethnicity, 2(2), 1- 39.

Azizova, Z. T. (2015). Ed.D. Socialization Contexts: Origins, evolving purpose, demographic trends, and institutional practices. In, V. Stead (Series Ed.), Higher education theory, policy, and praxis: Vol. 5. The Education Doctorate (Ed.D.): Issues of Access, Diversity, Social Justice, and Community Leadership. New York, NY: Peter Lang.

[Inter]National Peer-Reviewed Conference Presentations:

Azizova, Z.T., & Kim, J. (April, 2022). Are SATs/ACTs fair for all? The consequences of    using standardized tests for admissions decisions. Annual Meeting of the American Educational Research Association (AERA), San Diego, CA.

Suspitsyna, T., & Azizova, Z. T. (November, 2021). "Discursive leadership, sensemaking, and the Whiteness of “we” in institutional responses to the Travel Ban." Research paper to be presented at the Annual Meeting of the Association for the Study of Higher Education, Puerto Rico.

Holz, S*., Azizova, Z, T., & Worley, D. (November 2019). "Narrative portraiture of American Indian men who persisted to completion of doctoral degrees." Research paper presented at the annual conference of the Association for the Study of Higher Education, Portland, Oregon.

Azizova, Z. T., Clark, M.H., Krsmanovic, M., Johnson, J., & Mendez, J.P. (November 2018). “Impact of a first-year seminar on retention and academic achievement of students of color in a large urban Hispanic-Serving institution.” Research paper to be presented at the annual conference of the Association for the Study of Higher Education, Tampa, Florida. 

Azizova, Z T., Mendez, J. P., & Suspitsyna,T. (April 2018). “Challenging inclusion in higher education: University presidential statements responding to White House travel ban” Research paper presented at the annual conference Division J American Educational Research Association, New York.

Mendez, J.P., Azizova, Z.T., & Martinez, D. (November 2017) “STEM checkmate! Parental agency, cultural wealth generation and chess tournament” Research paper to be presented at the annual pre-conference meeting of the Council of Ethnic Participation of the Association for the Study of Higher Education, Houston, Texas.

Azizova, Z. T., Mendez, J.P., Khojasteh, J., & Felder, P. (2016) “In pursuit of law degrees: Anticipatory socialization of racial/ethnic students in pre-law majors at HBU and PWI.” Research paper presented at the annual conference meeting of the Association for the Study of Higher Education, Columbus, Ohio.

Azizova, Z. T. & Mendez, J.P. (2016, October).  “Cultivating college access and success:  Role of research partnership among high school students and officials, undergraduate students, and university researchers.” Scholarly paper presented at the annual conference of the Engagement Scholarship Consortium Conference, Omaha, Nebraska.

Azizova, Z. (2015, April). “Power as currency: Critical analysis in a postmodern narrative representation of racial/ethnic doctoral students’ meaning-making in STE[A]M programs.” Research paper presented at the annual conference of the American Educational Research Association (AERA), Chicago, Illinois.

Azizova, Z. (2013, November). “Complexity of academic socialization of minority students: De-privileging distinction between macro- and micro-theoretical approaches.” Scholarly paper presented at the annual pre-conference meeting of the Council of Ethnic Participation, the Association for the Study of Higher Education (ASHE), St. Lois, Missouri.

Azizova, Z. (2011, November). “Diversity in graduate education: Overcoming challenges through the socialization of empowerment.” Scholarly paper presented at the annual meeting of the Association for the Study of Higher Education (ASHE), Charlotte, North Carolina.

Wilkey, S., Azizova, Z., Shatrova, Z., & Perry, K. (2011, November). “Implications for evaluating conflicting values in higher education.” Roundtable presented at the annual meeting of the American Evaluation Association (AEA), Anaheim, California. 

Moore, T.L., Azizova. Z., Krawczyk, J., Wilderman, M., & Appleman, B.  (2010, November). “Universities and the knowledge economy: Linking local university administration to global conversations.” Roundtable presented at the annual meeting of the Association for the Study of Higher Education (ASHE), Indianapolis, Indiana. 

 Wilkey, S., Shatrova, Z., Azizova, Z., & Perry, K. (2010, November). “Epistemological distinctions and values in the evaluation process: A reflective analysis on the quality standards of truth, beauty, and justice using findings from an actual evaluation study.” Scholarly paper presented at the annual meeting of the American Evaluation Association (AEA) , San Antonio, Texas. 

 Moore, T, Azizova, Z., Shinew, D., Wang, M., & Brown, S. (2010, May). “Connecting faculty epistemology and graduate engineering in the engineering disciplines.” Research paper presented at the American Educational Research Association (AERA), Denver, Colorado. 

Excellence in Graduate Teaching and Advising, College of Education & Human Development, University of North Dakota (Spring 2022). Recognition of excellence in graduate teaching and advising over an extended period. This award honors faculty who has made a lasting impression on their graduate students by cultivating intellectual curiosity, making connections between classroom learning and real-world applications, and providing professional development opportunities.

Robert B. & Maxine Kamm Distinguished Graduate Endowed Fellowship at Oklahoma State University (2012 – 2013). Recognition as one of the top doctoral students in the Higher Education and Student Affairs (HESA) program. The amount of $2,200 offered through the College of Education at Oklahoma State University

Outstanding Graduate Assistant Award for School of Educational Studies at Oklahoma State University (2010)

Edmund S. Muskie Graduate Fellowship, a program of the Bureau of Educational and Cultural Affairs (ECA) of the United States Department of State and administered by IREX (International Research & Exchange Board) (2005-2007)

Ph.D., Educational Leadership and Policy Studies/ Emphasis in Higher Education at Oklahoma State University - Stillwater, 2014                                           

M.S., Higher Education Administration/ Emphasis in International Postsecondary Education at Oklahoma State University - Stillwater, 2007

B.A., Department of Roman – German Philology/ Emphasis in English Philology at Uzbek State University of World Languages - Tashkent, 2003                                            

Editorial Board Member (January 1, 2018 – 2024)

Journal of College Student Development, International Features (JCSD)

 Editorial Board Member (January 1, 2017 – 2025)

Journal Committed to Social Change on Race and Ethnicity (JCSCORE)

Co-Founder of the International Students & Scholars Workshop (2019-2021) under the auspices of the Association for the Study of Higher Education. The initiative is featured in the Chronicle of Higher Education (May 18, 2022) in K. Fischer's Latitudes: A New Visibility for International Scholars.