Veronica Jones

Assistant Professor, Counseling and Higher Education
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Contact Info
Matthews Hall 214-E

I grew up in the North Dallas area and attended schools in the Richardson school district through high school. My career started in elementary education, and I taught in Richardson, Arlington, and Houston area schools for over 10 years. My bachelor’s degree is in Elementary Education from Southern University A&M College. I received my master’s degree in Administration and Supervision from the University of Houston and earned my PhD in Higher Education Administration at Texas A&M University.

At the start of my higher education career, I served as a postdoctoral research fellow at the University of Texas at Austin where I became a research team member for the Texas Education Consortium for Male Students of Color. During my time there, I had the opportunity to collaborate with centers such as the Center for Community College Student Engagement and to work with colleagues on campus-wide diversity initiatives. Through those opportunities I was asked to be a faculty affiliate for Project M.A.L.E.S. (Mentoring to Achieve Latino Success), a role in which I still currently serve.

I moved on to a Visiting Professorship at the University of Texas at San Antonio, and in fall 2017 I was ecstatic to join the Higher Education Program faculty here at the University of North Texas. My research focuses on racial identity and intersectionality, male students of color in higher education, and student engagement and activism. My main research methodology is qualitative, and I utilize frameworks such as discourse analysis and critical theories to explore structures, policies, and practices that influence underrepresented groups. I am happy to be back home in the North Texas area and am honored to work with such esteemed colleagues in our Program. I look forward to building upon my research agenda in such a supportive environment.

Research Areas

Student identity development, access and degree attainment for men of color, P-20 collaboration, student engagement and activism, discourse analysis, institutional environments and power


2015-2016 William T. Grant Foundation Officers’ Research Grant: “Programs, Policies, and Practices that Reduce Inequality”; 2014 Barbara Jackson Scholar.


Jones, V. A. (2017). Black student leaders' race-conscious engagement: Contextualizing racial ideology in the current era of resistance. Journal of Critical Scholarship on Higher Education and Student Affairs, 3(1), 78-99. (Available online at

Jones, V. A. (2017). The racialization of Arab panethnic identity: Exploring students’ ingroup and outgroup social positioning. Race, Ethnicity, and Education. (Available online at

Jones, V. A., & Reddick, R. J. (2017). The heterogeneity of resistance: How Black students utilize engagement and activism to challenge PWI inequalities. Journal of Negro Education, 86(3), 204-219.

Miller, R. A., Jones, V. A., Reddick, R. J., Lowe, T., Franks Flunder, B., Hogan, K., & Rosal, A. I. (2017). Educating through microaggressions: Self-care for diversity educators. Journal of Student Affairs Research and Practice. (Available online at

Ponjuan, L., Jones, V. A., Hernandez, S., & Palomin, L. (2017). Collaborative consciousness: Exploring community colleges’ awareness and commitment to the success of male students of color. Journal of Applied Research in the Community College, 24(1), 3-14.

Jones, V. A. (2016). The Black-White dichotomy of race: Influence of a predominantly White environment on multiracial identity. Higher Education in Review, 12, 1-22. (Available online at

Jones, V. A. (2014). Centrality and circumstance: Influences of multidimensional racial identity on African American student organization involvement. Journal of Critical Thought and Praxis, 3(2), Article 2. (Available online at