About Me

My research focuses on the intersections of race, culture, trauma, and learning across K-16 learning contexts. I am committed to utilizing an equity-centered, data-driven, and practice-oriented approach to improve the educational and career trajectories of minoritized students. My approach to research is founded on the belief that the pursuit of robust justice in education requires both centering the voices and experiences of minoritized students and examining, to redress, the practical realities and context-specific demands of the complex systems students navigate. As such, my work integrates conceptual and pragmatic tools from asset-based frameworks (i.e., Culturally Sustaining Pedagogy, Funds of Knowledge, Community Cultural Wealth) with the study of how complex systems produce “wicked” problems of practice and influence the implementation of practice-based interventions.

My approach to research was, in many ways, born from my experience as an educational practitioner and my own lived experience. As a mathematics teacher and instructional coach for 12+ years across K-16 contexts, I developed a deep understanding of how content, pedagogical, and racial/cultural know-how interact with systemic factors (e.g., institutional barriers, conflicting responsibilities, lack of quality support and resources, etc.) in ways that can either empower or hinder student learning. My lived experiences supporting family members and students in the navigation of multiple systems related to schooling, foster care, mental health, incarceration, and healthcare have also greatly inspired my research. I have learned that addressing complex problems of schooling (i.e. trauma, gaps in learning, teacher-student relationships, school culture, family partnerships, etc.) requires finding, or designing, opportunities to learn and collaborate across sectors, disciplines, and systems.

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