Racialized Tracking in Advanced Mathematics
This study examines the pervasive under-enrollment of minoritized youth in advanced math courses and tracks—a phenomenon known as racialized tracking—on a national scale. Research questions include: What is the state of racialized tracking in U.S. public schools? Why is racialized tracking present in some high schools but not in others? How does racialized tracking shape students' educational opportunities and STEM trajectories as they move through school? I answer these questions with data from the Civil Rights Data Collection (CRDC), Stanford Education Data Archive (SEDA), and High School Longitudinal Study of 2009 (HSLS).

Re-Conceptualizing College-Going Generation as a Spectrum
This study seeks to problematize current conceptualizations of college-going generational status, specifically the "first-gen" vs. "second-gen" dichotomy. In this study, I use insights from immigration scholarship, including a robust literature on the unique experiences of 1.5 and second-generation youth, to explore the heterogeneous educational experiences and well-being of so-called second-generation students. In particular, I focus on barriers to post-secondary academic success for (1) the children of first-gen, non-traditional (e.g., adult, part-time students, student parents), for-profit, and/or commuter students, (2) the children of immigrants (especially if also first-gen student) who attended college in the global south, and (3) the children of first-gen parents who are absent or deceased. This study also examines how race and socioeconomic status both shape and mitigate these college-going experiences.

Racial Identification Patterns among Latinx Youth
Under Construction

Perceived Discrimination among Black Americans in Context
Under Construction