Daniela Oramas Mora

How long have you been at George Mason University and what was your path like to get here?

I began my career as an Assistant Professor in the Department of Criminology, Law and Society at George Mason University in Fall 2024. From a young age, I aspired to work within the criminal justice system, which led me to earn a Bachelor of Arts in Criminology and a Bachelor of Science in Psychology from the University of Florida. Recognizing there was still much to learn, I pursued a Master of Arts in Criminology at the University of South Florida, where I discovered my passion for research. Eager to continue to conduct research aimed at creating a more just, fair, and equitable criminal justice system, I went on to earn a Ph.D. in Criminology and Criminal Justice from Arizona State University. Today, as an Assistant Professor at George Mason University, I remain committed to conducting impactful research that informs policy and practice within our criminal justice system, while also mentoring and collaborating with the next generation of scholars.

Can you tell me a little bit about your current research? 

My current research focuses on examining unwarranted racial, ethnic, and immigration-related disparities in pretrial and sentencing outcomes, as well as evaluating the impact of the progressive prosecution movement on reducing such disparities in U.S. courts. I am currently working on several research projects that examine racial and ethnic disparities in monetary sanctions, the conditioning role of Hispanic immigration destinations on ethnic disparities in cumulative case outcomes, and the distinctive roles of chief and line prosecutors. In addition, I am leading a grant-funded project that examines plea-bargaining practices in jurisdictions where lead prosecutors were elected on a progressive prosecution platform. The project seeks to improve information-sharing between public defenders and prosecutors during the plea-bargaining process and involves (1) administering a national survey of public defenders and prosecutors in both progressive and traditional jurisdictions and (2) conducting interviews with prosecutors and public defenders in partnering jurisdictions. These research projects are open to graduate students interested in participating.  

How would you describe your mentoring style to a prospective graduate student?

I would describe my mentoring style as student-centered. I recognize that students thrive under different forms of mentorship, so I prioritize early conversations with students to develop an individualized approach that meets their needs and supports their growth. This can include determining how often they would like to meet, identifying the areas in which they seek mentoring, and outlining the skills they wish to develop (e.g., grant writing, manuscript preparation, original data collection, quantitative methods, teaching, etc.). While students are always welcome to work on any of my research projects, I also encourage students to develop their own research ideas that they can lead and that we can collaborate on. It is very important to me that my students work on projects that excite them and contribute to their growth as scholars. 

What do you like most about working with graduate students?

Working with graduate students is one of the most rewarding aspects of my career. What I like most about working with graduate students is their innovative ideas, strong motivation, and contagious enthusiasm for their work. Collaborating with students takes me back to my own graduate days, full of research ideas and eagerness to make a difference. Supporting students on projects that excite and inspire them, and watching them grow into independent scholars, is deeply fulfilling. I recognize how important my mentors were throughout my graduate studies, and I strive to provide the same support to our graduate students. 

What skills or experiences can students gain while working with you?

Graduate students can gain a variety of skills and experiences while working with me. For example, students interested in improving their writing skills can expect to work on manuscripts, grant proposals, and IRB applications. I can also support students interested in original data collection, including court document coding, surveys, and qualitative research. For students seeking to enhance their quantitative skills, I can offer mentorship in advanced statistical modeling techniques (e.g., hierarchical linear modeling, decomposition modeling, etc.), as well as in data cleaning and coding. Lastly, students interested in developing their teaching style can expect to assist with syllabus and assignment preparation and have opportunities to give guest lectures.