Joy Esboldt

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, racism, and anti-racism as it intersects with gender and cultural politics. Joy’s work engages a multilevel intersectional 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 racial 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 has earned a Certificate of Teaching and Learning in Higher Education, the Teaching Effectiveness Award, and the Outstanding Graduate Student Instructor Award. Joy is the co-head editor of the Berkeley Review of Education and co-leads the working group Gendered-Racialized Organizations affiliated with the Center for Race and Gender. Joy is a UC Regents Fellow; a Marcus Foster Fellow; a P.E.O. Scholar; 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 high school teacher and a racial equity coach.

Specializations and Interests

Race and Schooling; Teacher Learning; Qualitative Methods; Educational Equity; Cultural Studies


MEd, Diversity and Equity in Education, University of Illinois

BA, Carleton College