Department/College/UnitSocial Sciences Division

TitleDoctoral Candidate

AffiliationGraduate

Other UCSC Campus AffiliationFeminist Studies Department

Primary Office LocationMcHenry Library
0258

Office HoursBy appointment

Mail StopEducation Department

Biography, Education and Training

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 in STEM education for marginalized communities. I bring experience in quantitative methods and qualitative 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 pedagogies, 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

Summary of Expertise

Graduate Student Researcher:

Center for Reimagining Leadership (CRL)

Heising-Simons Foundation

Project Leverage

Internships:

PARF Sustainability Graduate Intern 

Teaching Interests

TA/Readership:

EDUC 164 - Critical Perspectives in Urban Education, Education Department  

EDUC 135 - Gender and Education, Education Department  

EDUC 183- Children’s Mathematical Thinking, Education Department 

EDUC 177- Teaching Linguistically Diverse Learners, Education Department  

CMMU 30 - Numbers and Social Justice, Community Studies Department

Awards, Honors and Grants

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)

Selected Publications

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).

https://doi.org/10.1121/1.5055990