How does a neighborhood learn? 

For my dissertation, I organized a collaborative filmmaking project focused on resident-led walking tours in a densifying, predominantly white Seattle neighborhood. 

How do we equitably evaluate afterschool STEM learning?

Widely used constructs, like interest and self-efficacy, often ignore systemic factors that privilege learners with access to more resources. To make the STEM field more equitable, evaluators need to understand how STEM learning fits into the needs and desires of nondominant communities.

Learn more about my work as a research assistant for this NSF-funded project: