Graduate School of Education
Showing 521-530 of 602 Results
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Thalia Tom
Postdoctoral Scholar, Education
BioThalia Tom is an Equity in Early Education Postdoctoral Fellow at Stanford University. Her research uses quantitative methods to examine inequality in neighborhoods and schools, with a particular focus on residential and school segregation and racial/ethnic and socioeconomic disparities in educational outcomes. Thalia’s research has been supported by grants from the American Sociological Association and the Russell Sage Foundation. Prior to joining Stanford, Thalia earned her Ph.D. in Sociology from the University of Southern California.
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Thong Minh Trinh
Graduate, Graduate School of Education
BioThong Minh Trinh is an Exchange Scholar at Stanford University and a Berkeley Fellow and PhD student in Education at the University of California, Berkeley. He is a quantitative higher education policy scholar whose research centers on higher education finance, particularly student loans and financial aid. Using quasi-experimental designs and other quantitative methods, he examines how financing policies shape student borrowing, college choices, educational opportunity, and student outcomes in the United States and internationally.
Thong’s scholarship spans higher education systems in the United States, Vietnam, and South Korea. His peer-reviewed research has appeared in Higher Education, Research in Higher Education, the British Educational Research Journal, and Asian Education and Development Studies, covering transitions to higher education, institutional financial sustainability, student finance, and educational opportunity. He also contributes to public and policy conversations on college affordability, student loans, income-share agreements, and the trade-offs among tuition, quality, and access.
At UC Berkeley, Thong has taught in the Departments of Statistics and Political Science, teaching applied quantitative analysis and advanced programming in R. His research experience includes evaluating an NSF-funded graduate training initiative at the Berkeley School of Public Health, contributing to research on student debt and admissions policy at the Berkeley School of Education, and supporting higher education policy analysis through a legislative fellowship with the Office of Illinois State Senator Chapin Rose.
Prior to Berkeley, Thong earned an EdM in Education Policy, Organization, and Leadership from the University of Illinois Urbana-Champaign, where he was an Edwin J. O’Leary Fellow and received the Illinois International Graduate Achievement Award. He also holds an MSc in Business Analysis and Consulting from the University of Strathclyde in Scotland, where he received the Strathclyde Business School Dean’s Excellence Scholarship, and a BSc in International Business from the Banking Academy of Vietnam, graduating with distinction.
Thong is active in the higher education research community as an editorial board member for the Journal of Comparative & International Higher Education, the Journal of Student Financial Aid, and the Journal of Student Affairs Research and Practice. He also regularly reviews for leading journals and conferences, including AERA, ASHE, AEFP, and CIES. His academic work has earned honors and fellowships, including the Berkeley Fellowship, Illinois International Graduate Achievement Award, and the ICPSR Education Research Scholarship.
More information is available at https://thongminhtrinh.com -
Adriana J. Umaña-Taylor
Professor of Education
BioAdriana J. Umaña-Taylor, Ph.D. is a Professor of Adolescent Development in the Graduate School of Education. In her work, Dr. Umaña-Taylor seeks to apply developmental science in a manner that reduces disparities in psychological and academic adjustment and, in turn, promotes social justice. Her research is guided by socio-cultural ecological theories of development, developmental prevention science, and risk and resilience frameworks. She has collaborated with school districts and community organizations for over two decades to design and implement longitudinal, school- and community-based studies to better understand the experiences of adolescents and their families. Dr. Umaña-Taylor developed the Identity Project, a school-based curriculum that engages adolescents in the developmental process of ethnic-racial identity formation. Her recent studies test the efficacy and effectiveness of the Identity Project; explore strategies to better prepare educators to engage in conversations about race, ethnicity, and identity with students; examine the role of peer relationships in adolescents’ ethnic-racial identity development; and explore the universality of ethnic-racial-cultural identity as a developmental competency among adolescents in North America, Europe, and the Global South to support building a more global developmental science.
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Brenda Valdes
Ph.D. Student in Education, admitted Autumn 2024
Graduate Program Assistant, Domingue Program
Research Asst - Graduate (Gardner Center), John Gardner Center
Research Assistant, Padilla ProgramCurrent Research and Scholarly InterestsBrenda is a developmental Psychologist specializing in longitudinal quantitative methods to study variation in learning and language development. Her research examines how individual and contextual factors shape students’ developmental trajectories across time, with an emphasis on patterns in academic growth.
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Guadalupe Valdés
Bonnie Katz Tenenbaum Professor of Education, Emerita
Current Research and Scholarly InterestsValdés is the Founder and Executive Director of "English Together" a 501(c)(3) organization. The organization creates rich connections between ordinary speakers of English and low-wage, immigrant workers by preparing volunteers to provide one-on-one “coaching” in workplace English.
