Career educator with expertise in pedagogical practices and psychological, social and cultural conditions that promote equitable learning outcomes in diverse groups of students. Experience in PK-20 schools, including teaching, teacher education, higher education administration, educational research and consulting. Overall career focus on educational access and success, race, ethno-racial identity development, social justice education and their relationship to school contexts and outcomes.Dean, educational consultant and conducts professional development for teachers and other education personnel on topics related to pedagogy, race, equity and schooling. Former Post-Doctoral Fellow & English Clinical Associate for the Stanford Teacher Education Program (STEP), K-12 educator, and teacher educator. PhD in Developmental and Psychological Studies within Stanford University’s Graduate School of Education, Masters degree from Harvard University’s Graduate School of Education, and Bachelors degree from University of California at Berkeley in Rhetoric and Ethnic Studies. A variety of teaching experience within PK-12 and higher education settings, including high school English, after-school teaching in a Quaker School, and a variety of teacher preparation courses (e.g., Adolescent Development, Equity and Schooling, English Curriculum and Instruction, and Supporting Students with Special Needs). As a teacher educator, engages in field supervision and programmatic leadership. Current research interests include race and racial identity development within school contexts, social justice education, and broadly, schools as critical sites for development. Most current research project is a mixed-method study investigating multiracial high school students’ negotiation of their racial identities in high school contexts and the ways in which those identities are connected to social, psychological, and academic outcomes.