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A Postdoctoral Scholar at the Stanford Graduate School of Education and a Lecturer in Education at the Harvard Graduate School of Education. Through her research, she aims to better understand the instructional, cultural, and psychosocial mechanisms that contribute to — and help to mitigate — disparities in mathematics education. Her work sits at the intersections between teacher education, mathematics education, and social psychology. Using methods from the field of measurement, experimental designs, computational methods, and qualitative approaches, and pulling from critical perspectives and implicit social cognition theory, she aims to better understand the factors that shape teachers’ instructional decision-making and student opportunities to learn in reform-oriented math classrooms. Guiding her work is a vision for a more just education system and a fundamental belief that all children deserve rigorous, relevant and joyful learning experiences in mathematics.