Graduate School of Education
Showing 51-100 of 158 Results
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Rubén A. González
Ph.D. Student in Education, admitted Autumn 2020
Other Tech - Graduate, Stanford Teacher Education Program (STEP)BioRubén A. González, proudly from Greenfield, California, is a PhD candidate in the Race, Inequality, and Language in Education (RILE) and Curriculum and Teacher Education (CTE) programs at Stanford University, where he also earned a Master of Arts degree in Sociology. His research explores how students and teachers of color develop, sustain, and enact a critical sociopolitical disposition in classroom, school, and larger community settings. Rubén’s scholarship has been supported by the Stanford Graduate Public Service (GPS) Fellowship, the California State University Chancellor’s Doctoral Incentive Program (CDIP) Fellowship, the Ford Foundation Predoctoral Fellowship, and the NAEd/Spencer Dissertation Fellowship.
Prior to pursuing his graduate studies, Rubén was a high school English, English Language Development, and AVID teacher in Sacramento, California. As a high school teacher, he co-founded and co-advised the Social Justice & Equity Collective (SJEC), an after-school and student-led organizing and activist space. Rubén also worked with (im)migrant and multilingual Latinx youth as an academic tutor in classroom and after-school settings in Dixon, California, during his undergraduate studies. He completed his Bachelor of Arts degree in English at Sacramento State University after transferring from Hartnell College. -
Eghosa Obaizamomwan Hamilton
STEP Secondary English Clinical Associate, Stanford Teacher Education Program (STEP)
BioDr. Eghosa Obaizamomwan-Hamilton (https://orcid.org/0009-0004-6189-6418) is a first-generation Nigerian and Clinical Associate in Stanford’s Teacher Education Program (STEP). Co-founding editor of the Black Educology Mixtape (Journal) and co-founder of Making Us Matter, her work seeks collective liberation and visibility for the most historically excluded and is dedicated to transformative education. Her scholarship focuses on the construction of interlocking identities, with a particular emphasis on Black hair and teacher pedagogy. Her scholarship investigates the intersection of race, identity, and education and has been published in Harvard Educational Review, Equity & Excellence in Education, and Race Ethnicity and Education. Her current work centers on Black methodologies, critical pedagogy, Black identity, and racial affinity spaces. With over 16 years of experience in education—her writing, teaching, and research meet at the intersections.
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Debra Meyerson
Adjunct Professor, GSE Dean's Office
BioTenured Associate Professor of Organizational Behavior from 2003 to 2013. Transitioned to adjunct professor in 2013 after a severe stroke in 2010.
While full time at Stanford and previously, Debra Meyerson conducted research primarily in three areas: a) gender and race relations in organizations, specifically individual and organizational strategies of change aimed at removing inequities and fostering productive inter-group relations; b) the role of philanthropic organizations as intermediaries in fostering change within educational institutions; and c) going to scale in the charter school field. Debra authored Tempered Radicals: How People Use Difference to Inspire Change at Work (HBS Press 2001), which provides an in depth look into how people can use diversity and difference to create positive change in the workplace without division or strife.
Nine years after her stroke in 2010, Debra published Identity Theft: Rediscovering Ourselves After Stroke (Andrews McMeel Publishing, 2019.) The book is built on the combination of her lived experience as a survivor with disabilities and extensive interviews and research; it highlights the need for significantly more support than is provided in the current system to rebuild identity on the path to rebuilding lives of meaning and purpose. Debra also and co-founded Stroke Onward, a nonprofit now dedicated to catalyzing change in the healthcare system in order to insure survivors in the future receive that support. As co-Chair and active volunteer for Stroke Onward, Debra's focus is on driving research and publications that will help to better understand the problems and solutions that can inform the creation of a better healthcare system. She is also an extensive speaker in academic and industry settings.
For more complete and additional information on Debra's current work, please use the following links:
Full Bio at Graduate School of Education -- https://ed.stanford.edu/faculty/debram
Full Curriculum Vitae -- https://goto.stanford.edu/meyerson-cv
