“When those who have power to name and socially construct reality choose not to see you or hear you…when someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked in the mirror and saw nothing. It takes some strength of soul – and not just individual strength, but collective understanding – to resist this voice, this non-being, into which you are thrust, and to stand up, demanding to be seen and heard.”

– (Adrienne Rich, Blood, Bread and Poetry: Selected Prose, 1979-1985).

I come to the UC Berkeley Graduate School of Education having journeyed from professional engineer, to mathematics teacher of incarcerated adults, to high school mathematics teacher. I have lived and witnessed Rich’s words in ways that are foundational to why I research the experiences of racially minoritized youth in STEM education. Through my research and teaching, I seek to dismantle the constructed and material reality that suggests who minoritized children are, how they come to know, and what they value, have no place in designing learning opportunities for them.

Prior to UC Berkeley I have held faculty positions at Vanderbilt University’s Peabody College of Education and UC Irvine’s School of Education. I completed my PhD in Mathematics Curriculum & Teacher Education at Stanford University and my postdoctoral studies at UCLA, where I also served as the Assistant Director of Research at the UCLA Lab School.