Meet Some of Our Current Students
Leana Cabral is a PhD candidate at Teachers College, Columbia University in the Sociology and Education Program. She is also a Research Associate at Research for Action in Philadelphia, where she is the Primary Investigator on an educator diversity study, examining the root causes of Black teacher attrition in Philadelphia. She previously worked as a researcher at The Public Good as well as Consortium for Policy Research in Education, and the Black Education Research Center, all at Teachers College.
Her research interests include the racial politics of public education, K-12 educational inequality, and historical perspectives on educational and social inequality. Her dissertation research centers the complicated interplay of history, racial politics, and community sensemaking to explore how racism and antiblackness are reproduced over time and in different public school contexts within Philadelphia.
In addition to her research interests, Leana is committed to supporting youth activists and organizers as she was one herself--which greatly shaped her world-view and political consciousness. She is also a proud board member of the Philly Student Union.
Leana holds a B.A. in Women's Studies from Spelman College.
Leana Cabral is a PhD candidate at Teachers College, Columbia University in the Sociology and Education Program. She is also a Research Associate at Research for Action in Philadelphia, where she is the Primary Investigator on an educator diversity study, examining the root causes of Black teacher attrition in Philadelphia. She previously worked as a researcher at The Public Good as well as Consortium for Policy Research in Education, and the Black Education Research Center, all at Teachers College.
Her research interests include the racial politics of public education, K-12 educational inequality, and historical perspectives on educational and social inequality. Her dissertation research centers the complicated interplay of history, racial politics, and community sensemaking to explore how racism and antiblackness are reproduced over time and in different public school contexts within Philadelphia.
In addition to her research interests, Leana is committed to supporting youth activists and organizers as she was one herself--which greatly shaped her world-view and political consciousness. She is also a proud board member of the Philly Student Union.
Leana holds a B.A. in Women's Studies from Spelman College.
Yeonsoo Choi is a Ph.D. student in Sociology and Education at Teachers College, Columbia University. She earned her B.A. and M.A. in Education from Yonsei University, South Korea. Her research interests include the sociology of elite education, globalization and education policy, school choice, and critical policy analysis. Yeonsoo is interested in better understanding how broader social discourses shape education policies and students’ educational experiences. Prior to coming to Teachers College, she worked as a research assistant for education policy research projects funded by the Ministry of Education, South Korea, and the Seoul Metropolitan Office of Education.
Previous Education:
B.A. in Education, Yonsei University and M.A. in Education with concentration in Curriculum and Instruction, Yonsei University
Yeonsoo Choi is a Ph.D. student in Sociology and Education at Teachers College, Columbia University. She earned her B.A. and M.A. in Education from Yonsei University, South Korea. Her research interests include the sociology of elite education, globalization and education policy, school choice, and critical policy analysis. Yeonsoo is interested in better understanding how broader social discourses shape education policies and students’ educational experiences. Prior to coming to Teachers College, she worked as a research assistant for education policy research projects funded by the Ministry of Education, South Korea, and the Seoul Metropolitan Office of Education.
Previous Education:
B.A. in Education, Yonsei University and M.A. in Education with concentration in Curriculum and Instruction, Yonsei University
Alicia is a Ph.D. student in the Sociology and Education program at Teachers College, Columbia University. She is a Paraguayan sociologist, educator, activist, and dancer; serving as the Sociology and Education program representative of the Student Advisory Council for the EPSA department. Alicia is a Fulbright alum and part of the research team of the Network for the Right to Education (Paraguay). Alicia has been related to education in various roles. She has worked as a dance, kindergarten, and high school teacher; and as a non-formal educator with activists and teachers in Asunción, Paraguay. As an undergraduate student, she was a member of a student movement that advocated for students’ voices representation and democratic government in national and local education policies. Her work as a non-formal community educator brought her close to adaptable pedagogical experiences in low-income communities that despite adversities achieve important outcomes which go beyond the curriculum. These educational experiences are models of community-based pedagogy that inform her research and teaching philosophy. Her academic interests include community-school relations, critical, feminist and decolonial pedagogies, Educación Popular, and understanding the emergent experiences of communities innovating in education and its potential to inform education policy.
Previous Education:
B.A. in Sociology from Universidad Catolica Nuestra Senora de la Asuncion
M.A. in Sociology and Education from Teachers College, Columbia University
Alicia is a Ph.D. student in the Sociology and Education program at Teachers College, Columbia University. She is a Paraguayan sociologist, educator, activist, and dancer; serving as the Sociology and Education program representative of the Student Advisory Council for the EPSA department. Alicia is a Fulbright alum and part of the research team of the Network for the Right to Education (Paraguay). Alicia has been related to education in various roles. She has worked as a dance, kindergarten, and high school teacher; and as a non-formal educator with activists and teachers in Asunción, Paraguay. As an undergraduate student, she was a member of a student movement that advocated for students’ voices representation and democratic government in national and local education policies. Her work as a non-formal community educator brought her close to adaptable pedagogical experiences in low-income communities that despite adversities achieve important outcomes which go beyond the curriculum. These educational experiences are models of community-based pedagogy that inform her research and teaching philosophy. Her academic interests include community-school relations, critical, feminist and decolonial pedagogies, Educación Popular, and understanding the emergent experiences of communities innovating in education and its potential to inform education policy.
Previous Education:
B.A. in Sociology from Universidad Catolica Nuestra Senora de la Asuncion
M.A. in Sociology and Education from Teachers College, Columbia University
Anuraag Sensharma is a Ph.D. student in the Sociology and Education program. He is interested in school and community structures that support student autonomy, and particularly interested in studying the prevalence and nature of those structures in high needs public schools. The mission of empowering students from all backgrounds to direct and craft their own meaningful learning experiences while engaging with their communities is central to his work in education.
Anuraag taught high school physics for four years at the H-B Woodlawn Secondary Program in Arlington, VA. Teaching at this public democratic alternative school had a profound impact on clarifying his mission, both as a teacher and as a researcher. Prior to teaching, he majored in physics and participated in two physics research groups as an undergraduate at the College of William and Mary in Williamsburg, VA. He is excited to unite his research and teaching experiences during his time at Teachers College.
Previous Education:
B.S. in Physics and M.A. in Education from the College of William and Mary
Anuraag Sensharma is a Ph.D. student in the Sociology and Education program. He is interested in school and community structures that support student autonomy, and particularly interested in studying the prevalence and nature of those structures in high needs public schools. The mission of empowering students from all backgrounds to direct and craft their own meaningful learning experiences while engaging with their communities is central to his work in education.
Anuraag taught high school physics for four years at the H-B Woodlawn Secondary Program in Arlington, VA. Teaching at this public democratic alternative school had a profound impact on clarifying his mission, both as a teacher and as a researcher. Prior to teaching, he majored in physics and participated in two physics research groups as an undergraduate at the College of William and Mary in Williamsburg, VA. He is excited to unite his research and teaching experiences during his time at Teachers College.
Previous Education:
B.S. in Physics and M.A. in Education from the College of William and Mary
Cami Touloukian’s dedication to the collective effort to create a socially just and humanizing system of schools is at the heart of her personal and professional life. Formerly an elementary and early childhood educator, Cami has taught in many public, private and charter schools across the country. After years of teaching and learning with young people, Cami moved to higher education to work as a teacher educator. Her work with both classroom students and future teachers has allowed her to observe the many ways in which schools contribute to the social reproduction of inequity and injustice. As such, Cami’s research interests focus on better understanding and illuminating some of the barriers to building a more just and loving world through education. She is particularly interested in researching white supremacy in education, the sociology of whiteness in schools, and the potential for social change that lies at the intersection of critical race theory and sociology. In her free time, Cami enjoys spending time with the people she loves, being in nature with her dog, experiencing the world around her, and getting lost in a good book.
Previous Education:
Indiana University, B.A. in General Studies with a focus on Sociology, History and Education
Indiana University, M.S.Ed. in Elementary Education
Lewis and Clark, Certification in Teacher Leadership for Equity and Social Justice
Cami Touloukian’s dedication to the collective effort to create a socially just and humanizing system of schools is at the heart of her personal and professional life. Formerly an elementary and early childhood educator, Cami has taught in many public, private and charter schools across the country. After years of teaching and learning with young people, Cami moved to higher education to work as a teacher educator. Her work with both classroom students and future teachers has allowed her to observe the many ways in which schools contribute to the social reproduction of inequity and injustice. As such, Cami’s research interests focus on better understanding and illuminating some of the barriers to building a more just and loving world through education. She is particularly interested in researching white supremacy in education, the sociology of whiteness in schools, and the potential for social change that lies at the intersection of critical race theory and sociology. In her free time, Cami enjoys spending time with the people she loves, being in nature with her dog, experiencing the world around her, and getting lost in a good book.
Previous Education:
Indiana University, B.A. in General Studies with a focus on Sociology, History and Education
Indiana University, M.S.Ed. in Elementary Education
Lewis and Clark, Certification in Teacher Leadership for Equity and Social Justice
Jose Luis Vilson is a doctoral student in Sociology and Education at Teachers College, Columbia University. Prior to starting his doctoral program, he was a math teacher in New York City public schools for 15 years. He is the author of the best-selling This Is Not A Test: A New Narrative on Race, Class, and Education, and executive director of EduColor, an organization dedicated to race and social justice issues in education. He is primarily interested in how the nexus of policy, practice, and research proliferate or inhibit the recruitment and retention of educators of color. He earned a BS in Computer Science from Syracuse University and a MA in Mathematics Education from City College of New York.
Previous Education:
Syracuse University, B.S. in Computer Science
City College of New York, M.A. in Mathematics Education
Jose Luis Vilson is a doctoral student in Sociology and Education at Teachers College, Columbia University. Prior to starting his doctoral program, he was a math teacher in New York City public schools for 15 years. He is the author of the best-selling This Is Not A Test: A New Narrative on Race, Class, and Education, and executive director of EduColor, an organization dedicated to race and social justice issues in education. He is primarily interested in how the nexus of policy, practice, and research proliferate or inhibit the recruitment and retention of educators of color. He earned a BS in Computer Science from Syracuse University and a MA in Mathematics Education from City College of New York.
Previous Education:
Syracuse University, B.S. in Computer Science
City College of New York, M.A. in Mathematics Education
Shawn Saunders is an M.Ed candidate in the Sociology and Education program. Before TC, Shawn received a B.A. in Anthropology from Brown University and a M.A.T. from Relay Graduate School of Education with a focus in Childhood Education.
Shawn has spent 9 years teaching various grades in elementary schools in Brooklyn, most recently teaching 4th Grade in Canarsie. During the summer, Shawn works as the Academic Director for Jacob's Ladder, a sleep-away summer camp in Virginia for gifted middle school students.
Through his work with students and other educators, Shawn has developed many interests for study including the intersection of race, socioeconomic status and education, evaluation systems for students and teachers, and the effectiveness of discipline and school systems in urban contexts (with a particular interest in these topics within the world of charter schools).
Shawn has experienced the educational process in the private, public, and charter sectors as a student and teacher. This has allowed him to see the best of these spaces as well as areas in which there is still work to be done. By joining the TC/Columbia community, Shawn hopes to conduct research that helps better the educational experience for both educators and students especially within urban environments.
Shawn Saunders is an M.Ed candidate in the Sociology and Education program. Before TC, Shawn received a B.A. in Anthropology from Brown University and a M.A.T. from Relay Graduate School of Education with a focus in Childhood Education.
Shawn has spent 9 years teaching various grades in elementary schools in Brooklyn, most recently teaching 4th Grade in Canarsie. During the summer, Shawn works as the Academic Director for Jacob's Ladder, a sleep-away summer camp in Virginia for gifted middle school students.
Through his work with students and other educators, Shawn has developed many interests for study including the intersection of race, socioeconomic status and education, evaluation systems for students and teachers, and the effectiveness of discipline and school systems in urban contexts (with a particular interest in these topics within the world of charter schools).
Shawn has experienced the educational process in the private, public, and charter sectors as a student and teacher. This has allowed him to see the best of these spaces as well as areas in which there is still work to be done. By joining the TC/Columbia community, Shawn hopes to conduct research that helps better the educational experience for both educators and students especially within urban environments.
Grace Bradley is an MA candidate at Teachers College, Columbia University in the Sociology and Education program. During her time at TC, Grace works in Admissions at Barnard College as a Senior Admissions Officer, recruiting competitive students to the community, co-leading the Tour Guide program, and supervising digital and print communications. Prior to working at Barnard, Grace worked at Sarah Lawrence College in Bronxville. Grace earned her BA in Dance and Sociology from Connecticut College.
Her research interest includes single-gender education and the economic and social mobility impact, higher education retention based on identity, social and emotional well-being of education leaders, and effective higher education communication to students in underrepresented and marginalized communities. At Barnard, she sat on the NACAC Committee for Advising Young Professionals, working to increase retention in first-year admission workers. She was given the opportunity to assist Dr. Drago-Severson in her research during her first-year.
Additionally, Grace’s other interests include eating disorder prevention and intervention and food access. During her undergraduate career, Grace created an eating disorder prevention and intervention education program for Connecticut College’s dance department with support from the Sociology Department and her colleagues at the National Eating Disorder Association in New York City. Outside of her time in school and work, Grace is an avid cook and baker, proud cat mom, and a runner.
Grace Bradley is an MA candidate at Teachers College, Columbia University in the Sociology and Education program. During her time at TC, Grace works in Admissions at Barnard College as a Senior Admissions Officer, recruiting competitive students to the community, co-leading the Tour Guide program, and supervising digital and print communications. Prior to working at Barnard, Grace worked at Sarah Lawrence College in Bronxville. Grace earned her BA in Dance and Sociology from Connecticut College.
Her research interest includes single-gender education and the economic and social mobility impact, higher education retention based on identity, social and emotional well-being of education leaders, and effective higher education communication to students in underrepresented and marginalized communities. At Barnard, she sat on the NACAC Committee for Advising Young Professionals, working to increase retention in first-year admission workers. She was given the opportunity to assist Dr. Drago-Severson in her research during her first-year.
Additionally, Grace’s other interests include eating disorder prevention and intervention and food access. During her undergraduate career, Grace created an eating disorder prevention and intervention education program for Connecticut College’s dance department with support from the Sociology Department and her colleagues at the National Eating Disorder Association in New York City. Outside of her time in school and work, Grace is an avid cook and baker, proud cat mom, and a runner.
Eric Carrera (He/Him) is an M.A. student in the Sociology and Education program at Teachers College, Columbia University. Born and raised in New York, Eric grew up seeing how one's zip code could determine so much of their educational outcomes, and so he's committed to finding ways to make sure that our schools are better able to support students from all backgrounds. Furthermore, as a product of New York City public schools, he's seen how life-changing education can be for immigrant and low-income communities and how important it is to fight for education equity.
Currently, Eric is the Community Affairs Fellow at the Office of Councilmember Shekar Krishnan (Elmhurst - Jackson Heights) where he works on the Constituent Services team helping neighbors navigate complex social services, organize events, as well as conduct outreach to better understand some of the issues facing this district. His experiences working in the most diverse neighborhoods on the planet have helped him show how people from different backgrounds can actively uplift and stand in solidarity with each other. Additionally, he is an educator at the Moth where he works in local NYC High Schools teaching young people the art of storytelling. An artist by heart and education, Eric has a passion for narratives and looks forward to combining his background as an artist, educator, and public servant to build a more equitable city for everyone.
During his time as an undergraduate student at NYU Eric was deeply involved in fostering student success and belonging through NYU Welcome Programs which was the primary orientation and events programming body for students across the university. This experience allowed him to contribute to building spaces for students from underrepresented backgrounds and demonstrated the importance of diversity in higher education and leadership.
In his off-time, Eric enjoys jogging around the city, making music on Ableton, and doing environmental photography. He's currently learning Portuguese and his favorite animal is the capybara.
Previous Education: B.F.A. in Collaborative Arts from NYU's Tisch School of the Arts
Eric Carrera (He/Him) is an M.A. student in the Sociology and Education program at Teachers College, Columbia University. Born and raised in New York, Eric grew up seeing how one's zip code could determine so much of their educational outcomes, and so he's committed to finding ways to make sure that our schools are better able to support students from all backgrounds. Furthermore, as a product of New York City public schools, he's seen how life-changing education can be for immigrant and low-income communities and how important it is to fight for education equity.
Currently, Eric is the Community Affairs Fellow at the Office of Councilmember Shekar Krishnan (Elmhurst - Jackson Heights) where he works on the Constituent Services team helping neighbors navigate complex social services, organize events, as well as conduct outreach to better understand some of the issues facing this district. His experiences working in the most diverse neighborhoods on the planet have helped him show how people from different backgrounds can actively uplift and stand in solidarity with each other. Additionally, he is an educator at the Moth where he works in local NYC High Schools teaching young people the art of storytelling. An artist by heart and education, Eric has a passion for narratives and looks forward to combining his background as an artist, educator, and public servant to build a more equitable city for everyone.
During his time as an undergraduate student at NYU Eric was deeply involved in fostering student success and belonging through NYU Welcome Programs which was the primary orientation and events programming body for students across the university. This experience allowed him to contribute to building spaces for students from underrepresented backgrounds and demonstrated the importance of diversity in higher education and leadership.
In his off-time, Eric enjoys jogging around the city, making music on Ableton, and doing environmental photography. He's currently learning Portuguese and his favorite animal is the capybara.
Previous Education: B.F.A. in Collaborative Arts from NYU's Tisch School of the Arts
Iyana Eubanks is an M.A. candidate and Posse Fellow in the Sociology and Education Program at Teachers College, Columbia University. She received her Bachelor’s in Anthropology and Sociology at Lafayette College. Before Teachers College, she spent a year teaching second grade at a private school in California and currently teaches at a private school in the Bronx.
Her work experiences exist in stark contrast to her own experiences, growing up in the NYC public school system. They have also made abundantly clear the educational inequities that exist across racial, economic, and geographical lines. Iyana hopes her time at Teachers College will help her learn how to amend this. She wants to effectively evaluate the current educational systems and then help implement better ones: systems that would enable all students to receive the quality of education they deserve regardless of their social status. Additionally, she is interested in the well-being of teachers and how their needs intersect with the needs of their
students.
In her free time, Iyana enjoys playing Sudoku and taking on new hobbies. She is currently taking drum classes, boxing lessons, and Introduction to pottery.
Iyana Eubanks is an M.A. candidate and Posse Fellow in the Sociology and Education Program at Teachers College, Columbia University. She received her Bachelor’s in Anthropology and Sociology at Lafayette College. Before Teachers College, she spent a year teaching second grade at a private school in California and currently teaches at a private school in the Bronx.
Her work experiences exist in stark contrast to her own experiences, growing up in the NYC public school system. They have also made abundantly clear the educational inequities that exist across racial, economic, and geographical lines. Iyana hopes her time at Teachers College will help her learn how to amend this. She wants to effectively evaluate the current educational systems and then help implement better ones: systems that would enable all students to receive the quality of education they deserve regardless of their social status. Additionally, she is interested in the well-being of teachers and how their needs intersect with the needs of their
students.
In her free time, Iyana enjoys playing Sudoku and taking on new hobbies. She is currently taking drum classes, boxing lessons, and Introduction to pottery.
I am pursuing my M.A. degree in Sociology and Education in the Department of Ed. Policy and Social Analysis. As an educator and immigrant, I have come to realize that passion and perseverance is my driving force in pursuing this degree. Both my sister and I were merely toddlers when my mother made the decision to leave the Dominican Republic and come to the States for a better life and opportunities. That propelled my love to keep on learning and not take the life that I was offered here for granted.
Education became the love that I was hungry to pursue and during my undergraduate time at Saint Peter’s University I came to a decision that teaching was where I needed to be. Teaching offered me a place where I can gradually see the seeds that I plant at the beginning of the school year grow and thrive towards the end. That has been my most rewarding experience. I currently teach 6th grade Humanities in an independent school in Jersey City. Though this role has given me an opportunity to learn and grow as an educator I have also seen the inequities that are built around a system that is supposed to motivate and love. I began questioning my role not only as a teacher, but someone who needed to speak up and challenge this system that places BIPOC and LGBTQIA+ people as an afterthought. I found myself researching and T.C. was the first place that answered my questions and allowed me to feel connected.
With this degree, I want to work outside of the classroom and be part of a system that includes opportunities for BIPOC and LGBTQIA+ students within schools where their values and lives are appreciated and loved. My goal once I receive this degree is to work in an educational non profit organization or education reform to further understand why these things are happening. That will provide me with the tools and knowledge to help and guide schools, educators, principals, and everyone involved in that community to provide students with the necessary opportunities that rightfully fits their needs.
I am pursuing my M.A. degree in Sociology and Education in the Department of Ed. Policy and Social Analysis. As an educator and immigrant, I have come to realize that passion and perseverance is my driving force in pursuing this degree. Both my sister and I were merely toddlers when my mother made the decision to leave the Dominican Republic and come to the States for a better life and opportunities. That propelled my love to keep on learning and not take the life that I was offered here for granted.
Education became the love that I was hungry to pursue and during my undergraduate time at Saint Peter’s University I came to a decision that teaching was where I needed to be. Teaching offered me a place where I can gradually see the seeds that I plant at the beginning of the school year grow and thrive towards the end. That has been my most rewarding experience. I currently teach 6th grade Humanities in an independent school in Jersey City. Though this role has given me an opportunity to learn and grow as an educator I have also seen the inequities that are built around a system that is supposed to motivate and love. I began questioning my role not only as a teacher, but someone who needed to speak up and challenge this system that places BIPOC and LGBTQIA+ people as an afterthought. I found myself researching and T.C. was the first place that answered my questions and allowed me to feel connected.
With this degree, I want to work outside of the classroom and be part of a system that includes opportunities for BIPOC and LGBTQIA+ students within schools where their values and lives are appreciated and loved. My goal once I receive this degree is to work in an educational non profit organization or education reform to further understand why these things are happening. That will provide me with the tools and knowledge to help and guide schools, educators, principals, and everyone involved in that community to provide students with the necessary opportunities that rightfully fits their needs.
Boyan Liu is an M.A. candidate in the Sociology and Education Program at Teachers College, Columbia University. He previously worked on analyzing the future impact of the Double Reduction policy that took place in China. He argues that such policy is leading to polarization and one's school accomplishment will largely rely on their social capital. Now, he is revising the paper, hoping to analyze the pros and cons of this policy more objectively and comprehensively from more perspectives.
His research interests include general education policy, global K-12 educational inequality, and the differences in the perception of education driven by the history and culture of different countries and regions. He focuses on the various manifestations of educational inequality and the far-reaching impacts they lead to. Boyan's dedication to bridging the gap between theoretical insights and real-world applications motivates his work, and he strives to make a positive impact through his research and counseling efforts.
In addition to his research interests, Boyan is committed to counseling and solving real-world problems for people around him. By analyzing the issues with sociological insights, he offers practical advice to those in need. He argues that it is beneficial to think and live academically but one should also realize that there are things that cannot be dealt with logic, and that is why one should be a good listener and show compassion first.
Previous Education:
B.A. in sociology, concentrated in international relationships from the University of California, San Diego.
Boyan Liu is an M.A. candidate in the Sociology and Education Program at Teachers College, Columbia University. He previously worked on analyzing the future impact of the Double Reduction policy that took place in China. He argues that such policy is leading to polarization and one's school accomplishment will largely rely on their social capital. Now, he is revising the paper, hoping to analyze the pros and cons of this policy more objectively and comprehensively from more perspectives.
His research interests include general education policy, global K-12 educational inequality, and the differences in the perception of education driven by the history and culture of different countries and regions. He focuses on the various manifestations of educational inequality and the far-reaching impacts they lead to. Boyan's dedication to bridging the gap between theoretical insights and real-world applications motivates his work, and he strives to make a positive impact through his research and counseling efforts.
In addition to his research interests, Boyan is committed to counseling and solving real-world problems for people around him. By analyzing the issues with sociological insights, he offers practical advice to those in need. He argues that it is beneficial to think and live academically but one should also realize that there are things that cannot be dealt with logic, and that is why one should be a good listener and show compassion first.
Previous Education:
B.A. in sociology, concentrated in international relationships from the University of California, San Diego.
Nicole (Nic) Mora is an M.A. student in the Sociology and Education program at Teachers College, Columbia University. She recently graduated from The University of North Carolina at Chapel Hill with her BA in Human Development & Family Science and a double minor in LatinX Studies and Sexuality Studies.
During her undergraduate career Nic worked alongside Dr. Dorothy Espelage on several projects aiming to make schools a safer and more equal space for all students. Nic assisted on projects focusing on bullying and sexual violence prevention.
As a queer, first-generation student, Nic is very passionate about access to education for minority and LGBTQ+ students. She hopes to evaluate schools as organizations and the role student-teacher engagement plays in students’ identity formation and belonging. Nic is also interested in school-based social-emotional learning and education policy.
During her free time Nic loves to be active, hangout with her cat Finn, explore the music and art scenes in New York City, and eat traditional Colombian cuisine.
Nicole (Nic) Mora is an M.A. student in the Sociology and Education program at Teachers College, Columbia University. She recently graduated from The University of North Carolina at Chapel Hill with her BA in Human Development & Family Science and a double minor in LatinX Studies and Sexuality Studies.
During her undergraduate career Nic worked alongside Dr. Dorothy Espelage on several projects aiming to make schools a safer and more equal space for all students. Nic assisted on projects focusing on bullying and sexual violence prevention.
As a queer, first-generation student, Nic is very passionate about access to education for minority and LGBTQ+ students. She hopes to evaluate schools as organizations and the role student-teacher engagement plays in students’ identity formation and belonging. Nic is also interested in school-based social-emotional learning and education policy.
During her free time Nic loves to be active, hangout with her cat Finn, explore the music and art scenes in New York City, and eat traditional Colombian cuisine.
Damion T. Robinson (he/him/his) is an M.A. candidate in the Sociology and Education program, at Teachers College. He currently teaches upper elementary school in Harlem, NY and has a deep love for Social Justice and is a member of Kappa Delta Pi, one of the largest honors societies for the field of Education, and was the chapter president for CUNY York College. While an undergraduate student, Damion served as the Student Ambassador for the CUNY York College’s chapter of NYC Men’s Teach program and was a foundational contributor to York’s Social Justice Summer Camp. Prior to teaching, Damion worked as a paraprofessional for many years in NYC’s District 75.
Outside of Education, Damion T. is an itinerate performer (actor/singer) and key member of Sing Harlem, an artist collective cultivated in Harlem, NY. Damion has traveled extensively across the United States, Canada, Jamaica , and England sharing joy and positivity.
Damion’s favourite encouragement to give says “the sky is way too low to be the limit”. With this degree, Damion T. Robinson aims to bring more awareness in academic spaces, affecting educational policy and advocating for Equity.
Damion T. Robinson (he/him/his) is an M.A. candidate in the Sociology and Education program, at Teachers College. He currently teaches upper elementary school in Harlem, NY and has a deep love for Social Justice and is a member of Kappa Delta Pi, one of the largest honors societies for the field of Education, and was the chapter president for CUNY York College. While an undergraduate student, Damion served as the Student Ambassador for the CUNY York College’s chapter of NYC Men’s Teach program and was a foundational contributor to York’s Social Justice Summer Camp. Prior to teaching, Damion worked as a paraprofessional for many years in NYC’s District 75.
Outside of Education, Damion T. is an itinerate performer (actor/singer) and key member of Sing Harlem, an artist collective cultivated in Harlem, NY. Damion has traveled extensively across the United States, Canada, Jamaica , and England sharing joy and positivity.
Damion’s favourite encouragement to give says “the sky is way too low to be the limit”. With this degree, Damion T. Robinson aims to bring more awareness in academic spaces, affecting educational policy and advocating for Equity.