Graduate School of Education
Showing 51-100 of 142 Results
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Derric I. Heck
Ph.D. Student in Education, admitted Autumn 2019
Current Research and Scholarly InterestsMy research focuses on educational equity, emphasizing the lived experiences of educators, identity development, and culturally sustaining pedagogy. I employ narrative and qualitative methodologies to explore how race and education intersect, centering marginalized youth and communities. My work also examines the interplay between school-community partnerships, teacher agency, and disciplinary practices, contributing to a broader understanding of belonging, wellness, and justice in education.
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Alexandrea R. Henry
Ph.D. Student in Education, admitted Autumn 2023
BioAlexandrea Henry is a Ph.D. candidate in the Graduate School of Education in the Race, Inequality, and Language in Education and Curriculum Studies and Teacher Education programs. They earned a bachelor’s degree in Sociology and a minor in education from the University of California, Berkeley, and a master’s degree in Education from the University of Pennsylvania. Alexandrea’s research draws on Black studies, Critical Pedagogy, and studies of Carceral Logics in education to examine how young people make sense of power through disciplinary practices at school. Moreover, she is interested in centering the experiences and expertise of K-2 students in the fight for liberatory learning spaces. While at Stanford, Alexandrea has worked on the Accessible Ethnic Studies, Newberry Institute, and Juvenile Justice and Alternative Education projects. She has also taught in San Bruno Jail and served as a Systems Navigator with the Santa Clara Public Defender's Office. Previously, they were a public school teacher and union organizer in North Philadelphia, a preschool teacher in Oakland, and has worked on district-level projects related to equity and professional development. Ultimately, she believes in advocating for and co-creating worlds where every person is free, from the River to the Sea.
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Andrew Huckins-Noss
Ph.D. Student in Education, admitted Autumn 2025
BioAndrew Huckins-Noss is an interdisciplinary social sciences researcher and educator whose work spans the fields of education, psychology, developmental science, and anthropology to investigate how experiences of discrimination and inequality shape health behaviors and psychological well-being among marginalized students. He received his bachelor’s degree in Anthropology, magna cum laude, from Brown University, followed by his master’s degree in Human Development and Psychology from Harvard University. Currently, he is a PhD student in Developmental and Psychological Sciences at Stanford’s Graduate School of Education, where he was named a 2025 fellow by the Office of the Vice Provost for Graduate Education.
Andrew’s research focuses on cultural adaptations of suicide prevention interventions for Black, Indigenous, People of Color (BIPOC), and Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) adolescents and young adults. In particular, Andrew seeks to utilize mixed methods community-based participatory research to inform culturally attuned suicide prevention interventions aimed at promoting belonging and adaptive coping among marginalized students. -
Mridul Joshi
Ph.D. Student in Education, admitted Autumn 2022
Master of Arts Student in Economics, admitted Spring 2026
Ph.D. Minor, PsychologyBioMy research primarily focuses on the economics of education and education policy in low-income countries, applying insights from psychology. Recently, I have been dabbling in machine learning and natural language processing and its applications to education research. I have previously worked at the Development Innovation Lab (UChicago), J-PAL and the OECD. Visit my personal website for more information.
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Rita Kamani-Renedo
Ph.D. Student in Education, admitted Autumn 2021
Current Research and Scholarly InterestsMy primary research sits at the intersections of im/migration, education, racialization, and language. I am an interdisciplinary scholar who draws on sociology, linguistic and educational anthropology, ethnic studies, and critical theory to examine and understand the experiences of im/migrant and transnational youth within educational contexts. I am also interested in thinking about how teachers can support their students' languages, literacies, and civic identities in classrooms. I am a former teacher of multilingual, recently-arrived im/migrant youth.
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Leslie Patricia Luqueño
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Minor, Comparative Studies in Race and Ethnicity
Graduate Student Worker, Ctr for Comparative Studies in Race and Ethnicity (CCSRE)
Research Assistant for CTL grant, Feminist, Gender, and Sexuality Studies
DBC Monitor, Hume CenterCurrent Research and Scholarly InterestsMy current research lies at the intersection of higher education, immigration, and family studies, with an emphasis on how the children of Latinx immigrants make sense of their higher education trajectories and aspirations. I am particularly interested in the role of families within college choice decision-making and employ both qualitative and data science methods to investigate how familial values and knowledge is employed throughout the college application process for Latinx students.
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Ludmille Lyvert
Ph.D. Student in Education, admitted Autumn 2025
BioLudmille Lyvert is an incoming PhD student in Education at the Stanford Graduate School of Education. Originally from Haiti, she earned her bachelor’s degree in education from Université Quisqueya and completed a master’s degree in Women’s Studies at the University of Alabama in 2025 as a Fulbright Scholar.
With over five years of experience in education and non-profit work, Ludmille is committed to advancing equitable access to education and empowering communities through civic and human rights education. Her research focuses on the intersection of policy studies, program development, and civic and human rights education as a means to inspire social change, particularly in her home country, Haiti. -
Yue Ma
Ph.D. Student in Education, admitted Autumn 2024
BioYue Ma is currently pursuing his Ph.D. in Education Policy at the Stanford Graduate School of Education. His research focuses on evaluating the impacts of early childhood development interventions and school learning improvement programs. Prior to continuing his educational journey, Yue was a Research Scholar with the Rural Education Action Program. Yue received his Ph.D. in Economics from Shaanxi Normal University in 2017. He has extensive experience managing international research projects, including survey design, enumerator training, building local partnerships, and cultural adaptation of proven educational interventions.
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Maria Jose Melendrez
Ph.D. Student in Education, admitted Autumn 2024
BioMaria Jose (she/her/they) is a second-year doctoral student whose research focuses on access and equity for first-generation, immigrant, and disabled students, particularly those navigating intersecting identities. Grounded in her training in sociology, her work examines how institutional contexts, student agency, and social networks shape students’ educational experiences, pathways, and opportunities for meaningful learning.
Prior to her doctoral studies, Maria Jose worked with students, families, faculty, and administrators across student affairs and academic affairs. In these roles, she translated her classroom learning and research commitments into practice by supporting students as they navigated institutional systems and pursued their educational goals.
As a doctoral student, Maria Jose examines how meritocratic narratives shape institutional understandings of access, equity, and student success. Their work also explores the social construction of disability, with particular attention to burn-survivor students’ experiences of visibility, embodiment, belonging, and access in educational spaces. -
Davíd Morales
Ph.D. Student in Education, admitted Autumn 2020
Current Research and Scholarly InterestsDavíd's research examines the pedagogical contributions of social movements and education activists, as well as their responses to colonial, (neo)liberal, and militarized logics that govern schools and racialized geographies across the U.S. and Latin America.
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João Vitor Moreira
Masters Student in Education, admitted Autumn 2025
BioExperienced in AI development, data science, and software engineering, with hands-on work in content moderation and abuse detection systems. I design and evaluate models that balance safety and user experience, including human-in-the-loop workflows and bias-aware approaches. My research explores how information propagates across social networks and how bias emerges in AI-driven learning environments. Motivated to work in Trust & Safety to build scalable systems that protect users and promote healthy online communities.
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Marley Murrell
Ph.D. Student in Education, admitted Autumn 2024
Graduate Assistant for Community Engagement, Haas Center for Public Service
SGSI Assistant, Vice Provost for Graduate EducationBioMarley Murrell, proudly from Tucson, Arizona, is a PhD student in the Curriculum and Teacher Education (CTE) program at Stanford University. She is also working on her PhD Minor in Comparative Studies in Race and Ethnicity (CSRE). Her scholarship is being supported by the Enhancing Diversity in Graduate Education (EDGE) Fellowship. Her current research interest are within mathematics education looking at teacher learning, professional development, and mathematics anxiety.
Prior to her studies at Stanford, Marley earned her Bachelors of Science in Mathematics with an emphasis in Education from the University of Arizona. While teaching, she earned her Master of Science in Mathematics Education from Northern Arizona University. In her teaching career she taught Algebra, Cambridge Algebra, Geometry, Cambridge Geometry, AVID 9, and Dual Enrollment College Algebra all at Amphitheater High School, her alma matter. As a high school teacher, she founded and ran the schools Girls Powerlifting Club. She also coached the school's Color Guard. -
Tom Nachtigal
Ph.D. Student in Education, admitted Autumn 2022
Ph.D. Student in Education, admitted Autumn 2022BioTom Nachtigal is a PhD student in the international and comparative education program. She's interested in researching how international organizations influence national civic education policies via promotion of social and emotional learning. Particularly, she's looking at how values of democracy, rule of law, human rights, and national identity are imbued in conflict-affected areas, in light of international education policies informed by SEL. Trained as an international lawyer, she served as a legal advisor in the Israeli government, practicing international law and human rights, an experience that informed her interests in civic education from the lens of international politics.
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Michael O'Key
Ph.D. Student in Education, admitted Autumn 2021
BioMichael O'Key is a fifth-year Ph.D. candidate in the Graduate School of Education, concentrating in Race, Inequality, and Language (RILE) and Social Sciences, Humanities, and Interdisciplinary Policy Studies (SHIPS), as well as second-year law student and Public Interest Law Fellow at University of California Los Angeles School of Law. His research examines the nexus between school access and student assignment policies, school segregation, and juvenile delinquency.
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Julia Poel
Ph.D. Student in Education, admitted Autumn 2025
BioJulia Grace Marie Poel is a PhD student in Curriculum Studies and Teacher Education, specializing in Science, Engineering, and Technology Education. She is also pursuing a cross-area specialization in Learning Sciences and Technology Design. Julia’s research focuses on the intersection of education policy, curriculum studies, and teacher education. She has a specific interest in how the integration of sustainability and multiple knowledge systems can bridge civic and science education.
Before beginning her studies at Stanford, Julia received her MA in Education Policy from Teachers College, Columbia University, and her BS in Elementary Education with a minor in Spanish from the University of Illinois Urbana-Champaign. Julia contributed to a variety of projects in K-12 education policy and science education at both institutions. For example, in a collaborative project between the Center for Educational Equity at Teachers College and the Youth Advocacy and Policy Lab at Harvard Law School, Julia had the opportunity to develop a conceptual model for civic education. At the University of Illinois Urbana-Champaign, Julia designed and facilitated professional learning experiences for K-12 teachers to support them in co-designing and customizing curriculum materials to be transdisciplinary and sustainability-centered. Julia also served as a K-2 science instructor at an elementary school in Harlem, New York, while completing her MA.
Julia is passionate about research and initiatives that aim to create equal opportunities for all students. She believes the intersection of science and civic education presents a critical opportunity to engage students in learning experiences that are relevant to their lives and communities. Julia believes science and civic education can empower students to design solutions that socially, scientifically, and technologically improve the world.
