Graduate School of Education


Showing 31-40 of 40 Results

  • 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.

  • Sergio Monsalve

    Sergio Monsalve

    Affiliate, GSE Dean's Office Operations

    BioSergio Monsalve is a venture capital investor focus on early stage investments in the future of learnIng and work. Sergio is also visiting professor at Stanford University’s Graduate School of Education. In both roles, he is focused on the “Future of Work and Learning” and on developing technology innovations and entrepreneurship in education. Sergio is on the board and an investor of various companies in this area of focus, including Udemy ($2B), Adaptive Insights (Sold to Workday for $1.6B), Clerio Vision, Alma Campus, and Kahoot!

    Sergio has also held various entrepreneurship and leadership roles in high-growth technology companies like eBay, Paypal, Portal Software (IPO during tenure), as well operating roles in various venture-backed startups he helped get off the ground as a founder or founding executive. Sergio is originally from Mexico, and is an active advocate and spokesperson for the increased participation of underrepresented communities in the technology industries, especially LatinX. Sergio is also a Board of Trustee at Harvey Mudd College, where he serves as Vice-Chair of the Board Affairs committee. Sergio holds a bachelor of science in management science and engineering from Stanford University, and a masters of business administration from Harvard.

  • 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
    Research Associate, Sociology

    BioCrystal A. Moore is a third-year doctoral student at the Stanford Graduate School of Education in the programs on education policy, organizational theory and the sociology of education. She works with Linda Darling-Hammond, Ben Domingue, David Labaree and Mitchell Stevens at Stanford. Crystal has an undergraduate degree in public policy from the Woodrow Wilson School of Public and International Affairs at Princeton University and a master’s degree in elementary education from the University of Pennsylvania.

    Crystal’s research interests converge at the intersection of race, class, democracy and education, looking at the social, emotional and academic components of student well-being. She draws from theories related to social capital and stratification with an explicit interest in differences based on race, class, geography and language proficiency. Her research projects explore how changing urban demographics impact educational opportunities and outcomes, political and financial support for public education and district success achieving their stated goals. They build on the literature of child development, continuous improvement, effective schools, leadership, positive outliers, social emotional learning, suburbanization, trauma, urbanization and 90/90/90 schools. Racial, ethnic and language politics also are major themes in her research projects.

    Crystal’s current scholarship is informed by two decades of experience in education. She is driven by 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, individualized instructional plans, new school design and quantitative diversity research. Her areas of practice include change management, continuous improvement, leadership development, school design, and staff training. 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.