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Social Sciences Division
Education Department
Doctoral Candidate
Graduate
Feminist Studies Department
McHenry Library
0258
By appointment
Education Department
Doctoral candidate in Education with a Designated Emphasis in Feminist Studies and a secondary concentration in Quantitative Social Sciences. My research investigates the politics of belonging and identity in STEM education for marginalized communities. I have training and experience in quantitative methods, qualitative methods, and mixed methods; in addition to critical feminist frameworks, program evaluation, and cross-disciplinary collaboration.
Current Cota-Robles Fellow and Graduate Pedagogy Fellow.
Research areas: STEM education, feminist methodologies, educational equity, critical belonging frameworks, quantitative social science, mixed methods, intersectionality, program evaluation.
M.A. Education, University of California, Santa Cruz
B.A. Psychology (Department of Cognitive Sciences)
University of California, Irvine
Graduate Student Researcher:
Center for Reimagining Leadership (CRL)
Heising-Simons Foundation
Internships:
PARF Sustainability Graduate Intern
TA/Readership:
EDUC 135 - Gender and Education, Education Department (Spring 25’)
EDUC 183- Children’s Mathematical Thinking, Education Department (Fall 24’)
CMMU 30 - Numbers and Social Justice, Community Studies Department (Summer 24’)
EDUC 177- Teaching Linguistically Diverse Learners, Education Department (Spring 24’)
University of California – Santa Cruz
Graduate Pedagogical Fellow (2023-2025)
Services and Transfer And Re-entry Students (STARS) Fellowship (2022)
Eugene Cota-Robles Fellowship (2021-present)
Regents Fellowship (2021-2022)
Mosqueda, E., Dektor, R., & Hertel, S. Language and literacy integration and their influence on teacher beliefs and practice in dual bilingual mathematics classrooms. In M. A. Bravo & K. Téllez (Eds.), Mathematics instruction in dual language classrooms: Theory and research that informs practice. Information Age Publishing.
Mednicoff, S., Mejía, S., Rashid, J. A., & Chubb, C. (2018). Many listeners cannot discriminate major vs. minor tone-scrambles regardless of presentation rate. The Journal of the Acoustical Society of America, 144(4).
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