I am a Ph.D. candidate in Education Policy and Leadership at Vanderbilt University's Peabody College, and am on the 2025-2026 job market. Previously, I was a 2024-2025 NAEd/Spencer Foundation Dissertation Fellow. 

My research examines educational inequality at the intersection of race and public policy, particularly in teacher labor markets, multilingual education, and school choice. I take an interdisciplinary approach in my work, drawing upon theoretical perspectives from fields including sociology, political science, and economics. To answer my research questions, I apply a range of qualitative, descriptive, and quasi-experimental quantitative methods. 

In my dissertation, I use in-depth interviews and original survey data to examine how Asian Americans form policy opinions and preferences about controversial admissions reforms aimed at expanding access to selective public magnet high schools. Ongoing research collaborations as an affiliate with the Tennessee Education Research Alliance and University of Houston Education Research Center leverage statewide administrative data to investigate the barriers to recruiting and retaining teachers and school leaders of color and the effect of secondary-grade reclassification on the academic and employment outcomes of formerly English-learner-identified students. In addition, I currently provide research support on a Gates Foundation-funded longitudinal study of networked improvement communities and continuous improvement practices in schools. My work has been published in the American Educational Research Journal.

Prior to graduate school, I taught high school English and ESL in the Houston metropolitan area. I received my B.A. in English and teaching certification in 7-12 English Language Arts and Reading from Rice University.