Graduate Student

Jeremy Martin

Jeremy Martin is a doctoral candidate and Eugene Cota Robles Fellow at the University of California at Berkeley. He studies the politics of philanthropic organizations and their involvement in K-12 public education with a particular focus on foundations that are created by Black people. More broadly, Jeremy’s research explores the politics of elite and non-state actors in public education.

Jeremy is the recipient of the University of California’s Outstanding Graduate Student Instructor Award and is the inaugural Junior Visiting Fellow at ESSEC Business School’s Philanthropy Chair....

Nicole Cedillo

Nicole Cedillo is an accomplished educator, researcher, and advocate for equitable education with a rich background in history, feminist studies, and English language development. With a Master of Arts in History from Tufts University and a Bachelor of Arts in Feminist Studies and History from the University of California, Santa Cruz, Nicole has seamlessly woven academic knowledge with a passion for creating inclusive learning environments.

The journey into education began with Nicole earning a Single Subject English Language Arts certification from the Reach Institute for School...

Ilke Bayazitli

Ilke Bayazitli is a first-year doctoral student in the School Psychology program at UC Berkeley. She received her bachelor’s degree in Psychology from Boğaziçi University in 2021. She then received her master's degree in Psychological Science with a concentration in Social, Personality, and Affective Science from San Francisco State University in 2023. She has been involved in research on the psychosocial factors that are associated with the well-being of adolescents, including discrimination based on different identities, educational experiences, time perspective, and substance use....

Ankita Rakhe

Ankita Rakhe (she/her) is a doctoral student in Cohort 2 of the Leaders in Equity and Democracy program. She has been a Student Affairs practitioner for 20 years with a deep investment in diversity, equity and inclusion advocacy; conflict mediation; and leadership coaching, all with a holistic focus of belonging. She has previously worked at The Ohio State University; Trinity University (San Antonio, Texas; and Santa Clara University. She currently works at Stanford University as the Assistant Dean for Student Support & Director for Special Projects. She is a Strengths Certified Coach...

Malcolm Norrington

Malcolm Norrington is a lifelong, holistic, systems thinker with experience as an administrator (vice principal and summer school principal, 2019–2023) at Foothill High School in Pleasanton, California.

Malcolm is currently the principal at El Cerrito Senior High School (2023–present) in the West Contra Costa Unified School District. As an administrator, there is no responsibility that he has not performed. He has been a teacher, child nutrition services worker, custodian, and security. Malcolm understands the importance of doing the work of those you support and does whatever is...

Mai Xi Lee

Mai Xi Lee began her journey in the Leaders for Equity and Democracy (LEAD) program at Berkeley School of Education in the summer of 2021.

She has served in K-12 school school systems in a variety of roles, including bilingual paraeducator; elementary teacher; high school counselor and administrator; and district administrator. She currently serves as the Social Emotional Learning Director for the Sacramento County Office of Education, where she leads a statewide effort to implement equity-centered SEL in all counties. She firmly believes that democracy and equity thrive when people...

Alexandrea Creer Kahn

Alexandrea Creer Kahn began her journey as a doctoral student in the Berkeley School of Education's Leaders for Equity and Democracy (LEAD) in 2023. Alexandrea's research areas of focus include equity within teacher education, teacher residencies, and identity affirming teacher education programming for teachers of color.

Alexandrea has led a career focusing on educational equity and justice through several roles in K–12 and higher ed including teacher; principal; district leader; and lecturer for Stanford University's STEP Program. Recent co-authored publications from Alexandrea...

Kyla Kemble

Kyla Kemble (she/her) is a PhD student in the 2021 cohort of the School Psychology program, under the advisement of Dr. Frank C. Worrell. A New Jersey native, she received a Bachelor of Science in Psychology Honors at Seton Hall University in 2021.

Kyla’s current research focuses on establishing and maintaining culturally responsive practices in classrooms, consultation and collaboration with teachers, and implicit biases in education. Kyla works as a Graduate Student Researcher in Dr. Michelle Wilkerson's CoRE Lab on the Writing Data Stories Project. She has a passion for mentoring...

Sara Stone

Sara Stone has committed her 28 year career in education to creating equitable, welcoming, and joyful experiences for every child. She works collaboratively to produce safe, engaging, and rigorous learning environments where all students are able to thrive. Ms. Stone currently works as the Assistant Superintendent for Teaching and Learning with Ravenswood School District.

Ms. Stone began her career as an educator in Redwood City where she worked for 7 years as a 5th and 7th grade teacher. She moved into a leadership position with Oakland Unified School District as a design team...

Emely Lugo

Emely N. Lugo (she/ella) is a first-year doctoral student in the School Psychology Program at UC Berkeley's School of Education (BSE).

Before joining BSE, Emely pursued her studies in Psychology and Child Development at California State University, San Bernardino. Her research investigated the efficacy of computerized cognitive training in supporting the development of critical cognitive functions such as working memory, cognitive flexibility, and processing speed, which are vital for academic success. She also explored the role of motivation in the effectiveness of cognitive...