This module, which I designed and taught in fall 2021, seeks to understand how inequality is (re)produced through complex, and often opaque, intersections between social structure, culture, and individual agency and decision-making.  To do so, we 1) deconstruct how parents’ relationships with schools are constrained or enabled by social, political, and economic factors and 2) examine how parents’ identities – including but not limited to gender, race, class, and national origin – influence the decisions they make about their children’s schooling.  We rely on critical lens to interrogate the role of race, class, gender, and power in these processes, drawing on empirical work in education, sociology, and anthropology.

At Wellesley, I teach a 200-level course called "Understanding and Improving Schools" that investigates the causes and consequences of racial, gendered, and class inequalities in schools and explores possibilities for transforming our schools into just, loving places for students, teachers and families. 

Proseminar in Education Fall 2016

Ecology of Education Fall 2015

Proseminar in School Leadership Fall 2013-Spring 2016

School Instructional Leadership Fall 2014-Spring 2015

Professional Program in Education, Harvard Graduate School of Education, Instructional Rounds Facilitator, 2013-2016

Supporting the Needs of Immigrant Students, Prince George's County, MD, 2016

Instructional Rounds Consultant, Manchester, NH; St. Lawrence, NY; Boston, MA; Saratoga, FL; Kamloops, BC, 2013-2016

Mather Elementary, Boston, MA 2012-2013

Principal Intern

Star International Academy, Dearborn Heights, MI   2008-2010       

Eighth and Ninth Grade English and English as a Second Language Teacher

Bruce Monroe Elementary School, Washington, DC   2005-2008

Two Way Immersion Spanish-English Bilingual Program

Kindergarten and Third Grade Teacher