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Diversity, Equity, and Inclusion Committee | UC Davis

Department of Sociology | University of California, Davis
Making visible the hidden curriculum of graduate school for 1st-generation, racial/ethnic minority, and foreign-born students

Session Organizer | Society for the Study of Social Problems

"Dreamers Assemble: 1.5-Gen Immigrant Youths and a Sense of Belonging" (2023)
"Foreign-Born Youth: Challenges and Experiences in Educational Organizations" (2022)
"Immigrant Youth and Access to Higher Education" (2021)

Student Advisory Editor | Social Problems journal 

Society for the Study of Social Problems - SSSP

Graduate Representative | Sociology of Education Association

  • Job Market Panel

  • Best Book or Paper Award Committee

  • SEA Social Media: monthly "SEA Highlight" of accomplishments by graduate students and post-PhDs affiliated with SEA

Colloquium Committee | UC Davis

Department of Sociology | University of California, Davis

Colloquium Speakers:

Service & Diversity Work: Education

Contribution to Diversity


Ukraine Global Scholars

Working with this non-profit organization, I mentor low-income, high-achieving Ukrainian youth aspiring to attend college in the U.S., helping them through the college-application process.


Educational Opportunity Program (EOP) | University of California, Davis

  • First-generation and low-income students


Office of Undergraduate Education | University of California, Davis

  • First-generation undergraduate students

  • Transfer students

  • Undocumented students


Educational Opportunity Program (EOP) | San Diego State University

  • Translate research findings into actionable recommendations

  • Collaboratively identify program needs with EOP staff (e.g., high school students' educational expectations and college dropout factors)

Scholarship Founder

IScholar website

I created this scholarship to support college-going underserved high school students. I personally fund this scholarship using my graduate student stipend.

Culturally-Responsive Teaching

University of California, Davis

  • Use inclusive language (e.g., I explain American idioms for non-native speakers and avoid gendered language)

  • Establish “community agreements” with my students for a safe, non-judgmental, classroom environment 

  • Use active learning techniques that focus on peer-to-peer engagement (e.g., “Pass it Down” activity where students provide classmates with short written feedback on an assignment live during class, allowing each student to participate) 

  • Engage all students. Class evaluations highlight that I “foster participation from everyone”

Service & Diversity Work: Education
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