Research Agenda.

Scholar Profile.

I am Ph.D. student in the Education and Inequality, Cross-Disciplinary Research program at The George Washington University.

My research and scholarly interests include the socialization of graduate students of color with disabilities and the ways in which they experience marginalization due to the intersection of power and privilege around race and disability. I use DisCrit as the theoretical framework to analyze how the intersection of disability and other marginalized identities can have a compounding, adverse affect on graduate students of color.

I earned a master’s in Higher Education Administration at Baruch College and a bachelor’s in art history and sociology from Bradley University.

Theoretical Framework.

Disability Critical Race Theory (DisCrit)

DisCrit is a theoretical framework that draws on the work of Disability Studies and Critical Race Theory (Annama, Connor, & Ferri, 2016a). This framework, heavily inﬂuenced by People of Color and people with dis/abilities, considers how the intersection of dis/ability and other marginalized identities can have a compounding, adverse effect on a young child, person, or family (Annamma, Connor, & Ferri, 2013). DisCrit speciﬁcally considers the marginalization that children of color with dis/abilities and their families experience due to the intersection of power and privilege around race and dis/ability.

Research Experience.

Focus Group Facilitator – Clark School Culture: An Exploratory Case Study, A. James Clark School of Engineering, University of Maryland, April 2023 – August 2023

Jennifer Eckert Graduate Student Fellowship for Graduate Student Affairs, Simmons University, June 2022 - December 2022

Graduate Researcher, Graduate School of Education and Human Development, The George Washington University, November 2021 - December 2022

Master’s Capstone Project, “Supporting the Graduate School Transition of Master’s Students,” Baruch College, New York, NY, May 2018

Graduate Courses.

The Education and Inequality Cross-Disciplinary Research Team (CRT) studies the intersection of power, race, place, and identity as key areas informing consideration of education and inequality. Areas of inquiry include race, gender, sexuality, citizenship, (dis)ability, and power as these concepts relate to identity and intersect with access to k-20 education, out-of-school learning, and social services. We focus on understanding the intersections of communities, families, schools, service providers, and children as part of the larger society and world in which they exist.
Completed Courses:
SEHD 8100 Experimental Course/Pro-Seminar I
SEHD 8200 Experimental Course/ Foundations of Education I
SEHD 8201 Experimental Course/ Foundations of Education II
EDUC 8120 Group Comparison Designs and Analyses
EDUC 8122 Qualitative Research Methods
EDUC 8149 Qualitative Data Analysis
EDUC 8505 Seminar: Higher Education Administration
EDUC 8510 Administration and Organization of Higher Education
EDUC 8280 Critical Review of Educational Leadership Literature
EDUC 8520 Theories for Research on College Students
SPED 6222 Legal Issues and Public Policy for Individuals with Disabilities
The Master of Science in Education in Higher Education Administration (MSEd-HEA) at the Marxe School seeks to produce leaders and managers who are well-equipped to take on the challenges of the unique world of higher education.
Foundation Courses:
PAF 9308 Administrative Services in Colleges and Universities
PAF 9120 Public and Nonprofit Management I
PAF 9317 Research for the Educational Administrator
PAF 9330 Introduction to Higher Education Administration
PAF 9336 Student Services in Higher Education
PAF 9339 The Financing of Higher Education
PAF 9390 Capstone Seminar for Educational Administration
Elective Courses:
PAF 9399 Student Development Theory
PAF 9174 Program Evaluation
PAF 9325 Institutional Research
PAF 9318 Educational Policy
PAF 9399 Law of Higher EducationLaw of Higher Education
PAF 9334 Collective Bargaining in Higher Education