Graduate School of Education

Showing 1-10 of 11 Results

  • Alexander Feliciano Mejía

    Alexander Feliciano Mejía

    Ph.D. Student in Education, admitted Autumn 2017

    BioAlex Mejía (he/him/they/them) is a doctoral candidate in the Race, Inequality, and Language in Education (RILE) program at Stanford University's Graduate School of Education. His research interests are centered on language, identity, social interaction, immigration/diaspora, racialization, and labor/capital. His dissertation examines processes of diasporization, proletarianization, and language socialization among Central American immigrant youth. Through an analysis of ethnographic and interactional data, he examines how youth enact and experience language development and identity formation across workplace and school-based settings.

  • Melissa Mesinas

    Melissa Mesinas

    Ph.D. Student in Education, admitted Autumn 2015
    Ph.D. Minor, Psychology
    SU Student - Summer, GSE Dean's Office Operations

    BioMelissa is a Ph.D. candidate in the Graduate School of Education in the Developmental and Psychological Sciences (DAPS) program. She received her B.A. in Psychology and Hispanic Studies from Scripps College in 2012. After receiving her undergraduate degree, Melissa worked for her alma mater in the Offices of Admissions and Student Affairs as she led the First-Generation at Scripps program. She then went on to Puno, Peru on a Fulbright English Teaching Assistantship where she conducted research focused on the educational experiences of Aymara and Quechua communities. Additionally, Melissa has conducted cross-cultural research on Indigenous Mexican communities living in the United States. During this time, Melissa realized her passion lay in community-based outreach and research. Her research interests center on the cultural practices immigrant communities maintain throughout generations and specifically examines its impact on learning, development, and well-being of youth. She is a recipient of the Stanford Enhancing Diversity in Graduate Education (EDGE) Doctoral Fellowship, Ford Foundation Predoctoral Fellowship, and the Gates Millennium Scholarship.

  • Xavier J Monroe

    Xavier J Monroe

    Ph.D. Student in Education, admitted Autumn 2014
    Ph.D. Student in Education, admitted Autumn 2014

    BioXavier J. Monroe is a PhD candidate in Education Policy and Sociology of Education at Stanford University. His research interests include (a) the translation of policy into practice to improve student opportunities and school transformation, (b) the value of family and community partnerships with schools, and (c) issues of equity and access, particularly within Science, Technology, Engineering, and Mathematics (STEM) education, for underserved students. Monroe studies aspects of these issues using an interdisciplinary approach, principally with a sociological lens and mixed-methods. Xavier has conducted qualitative research in Kano, Nigeria in an effort to examine the Chinese impact on the industrial manufacturing and trade economy of the region. He has also conducted research in California, Florida and Michigan schools that concerned equity-minded reforms around pedagogical practices, culturally relevant learning, organizational capacity, and student outcomes. At Stanford, Xavier has worked on mixed-method research projects such as research use by policymakers, the effects of summer learning programs on youth, and the importance of parental engagement and empowerment with schools.

    Monroe holds a Bachelor of Science in Civil Engineering and a Bachelor of Arts in History, with Minors in African Studies and Math Education, from the University of Florida. He obtained his Master of Arts in Educational Leadership & Policy from the University of Michigan and recently received his Master of Arts in Sociology from Stanford University. Xavier is both a National Science Foundation Graduate Research Fellow and a Stanford University Diversifying Academia, Recruiting Excellence (DARE) Doctoral Fellow. He was a Florida Academic Scholar, Ronald E. McNair Scholar, and a Horace H. Rackham – Education Scholar Master’s Fellow. Monroe has worked as a U.S. House of Representatives page and an intervention teacher. He has also served in leadership roles on the Alachua County Branch and Youth Council of the NAACP, Alachua County Library District Board of Trustees, Putnam-Alachua-Levy Library Cooperative Governing Board, and the United Way of Washtenaw County Board of Directors.

  • Ana Montosa

    Ana Montosa

    Master of Arts Student in Education, admitted Autumn 2020

    BioI was born in a medium-sized city in the south of Brazil. I moved to São Paulo to start college, and lived there for the last 10 years.

    When younger, my dream was to become a great CEO. For that to come true, I graduated in Business Administration and decided to begin my career at Kearney, as an strategy consultant. About 4 years ago I went to Costa Rica to work as a volunteer teacher and, after getting to closely know amazing children from vulnerable areas, I decided to completely change my career path. I quit my job and started working at Ensina Brasil (part of Teach for All network), with the intent to support the development of a strong network of leaders that could positively impact Brazilian public education system.

    Now, my dream is to contribute to a country with more equitable access to opportunities, to ensure all children can fulfill their potential. For that to happen, I believe that we need to strengthen our public education system. That is why I am interested in studying how to design and implement innovative public policies, and how to support the establishment of a hopeful government team that tirelessly fights for equity and excellence in our schools.

  • Crystal A. Moore

    Crystal A. Moore

    Ph.D. Student in Education, admitted Autumn 2017
    Graduate Student Interviewer, Institutional Research & Decision Support
    Research Associate, Sociology

    BioCrystal A. Moore is a doctoral candidate at the Stanford Graduate School of Education in the program on sociology of education. She works with David Labaree, Thomas Dee and Denise Pope. Crystal has an undergraduate degree in public policy from the Princeton School of Public and International Affairs and a master’s degree in elementary education from the University of Pennsylvania. Crystal’s research interests converge at the intersection of race, class, leadership and education, looking at the impact of leadership on student achievement. She draws from theories related to organizational studies, social capital and stratification with an explicit interest in public education. Her research projects explore excellence in an outperforming district, educational inequality within a high-achieving district and the experiences of African American school leaders in an urban district.

    Crystal’s scholarship is informed by two decades of experience in education. She has a lifelong passion for developing racially diverse, high performing, urban public schools. For over ten years, she worked as a consultant on a number of school improvement projects, including community schools, independent school equity, new school design and diversity research. Her last full-time position was coaching principals for the DC State Superintendent of Education’s Learning Support Network, providing leadership coaching, technical assistance and professional development to four Priority school leaders.