Joy Esboldt is a doctoral candidate in the Critical Studies of Race, Class, and Gender cluster at the University of California, Berkeley’s School of Education. Her research focuses on teachers’ learning about race, equity, and power as it intersects with gender and cultural politics. Joy’s work engages a multilevel qualitative analysis, locating the work of teachers and conceptualizations of racial justice within interactional, organizational, and sociopolitical environments. Joy’s dissertation examines the co-construction and enactment of equity discourses across multiple sites of teacher learning in partnership with a public school district. Her collaborative published scholarship thus far has engaged topics of organizational tensions teachers navigate and the racialized-gendered teacher archetype.
While at Cal, Joy has taught in the master’s Teacher Credential Program (formerly BE3) and the undergraduate Minor in Education. She earned a Certificate of Teaching and Learning in Higher Education, the Teaching Effectiveness Award, and the Outstanding Graduate Student Instructor Award.
Joy works as a graduate student researcher with the 21st Century School Leadership Academy. Previously, she served as the co-head editor of the Berkeley Review of Education and co-led the working group Gendered-Racialized Organizations affiliated with the Center for Race and Gender.
Joy is a National Academy of Education/Spencer Dissertation Fellow; UC Regents Fellow; a Marcus Foster Fellow; a P.E.O. Scholar; Judith Warren Little Fellowship recipient, and a California Teacher Education Research and Improvement Network Doctoral Fellow.
Joy holds a master’s degree in Education Policy with a focus in Diversity and Equity in Education from the University of Illinois. Prior to her graduate studies, Joy was a public-school teacher and teacher coach.
Specializations and Interests
Race and Schooling; Teacher Learning; Educational Equity; Cultural Studies; Multilevel Qualitative Methods
