Meet Our Doctoral Students
We are delighted to announce the launch of our new online profiles for Doctoral Students at Teachers College.
If you are a currently enrolled doctoral student at Teachers College, please visit the profile submission page for more information on how you can create your own profile.
Our Master's Students
Professionally, I have over 20 years of experience working in social services with marginalized populations as a case manager, outreach director and program director. In addition, I developed, operated, and facilitated an innovative program that incorporated Hip Hop culture with social emotional learning for K-12 students and assisted with organizing and coordinating an annual Hip Hop and education conference (Rock The School Bells – Sacramento) for high school students and educators.
Educational Background
Bachelor of Arts, Sociology, Montclair State University, 2024
Honors/Awards
Spring/Fall 2023, Dean’s List, Montclair State University
Spring/Fall 2021, Dean’s Honor List, California State University, Sacramento
2019-2022, Most Valued Partner Award, San Juan Unified School District
2014, Community Service Award, Sacramento City Unified School District
Publications/Exhibitions
Brim, M., (2022). Race, mathematics, and effective pedagogies for high achieving african american high school students from low-income households. McNair Scholars Journal – California State University, Sacramento.
Brim, M., (2022). Race, mathematics, and effective pedagogies for high achieving african american high school students from low-income households. PowerPoint presentation at SAEOPP McNair Scholars Research Conference. Atlanta, Georgia
Brim, M., (2015). Transforming Identity: Hip hop in suburbia. PowerPoint presentation at Bergen Community College Black History Month Symposium. Paramus, New Jersey.
Professionally, I have over 20 years of experience working in social services with marginalized populations as a case manager, outreach director and program director. In addition, I developed, operated, and facilitated an innovative program that incorporated Hip Hop culture with social emotional learning for K-12 students and assisted with organizing and coordinating an annual Hip Hop and education conference (Rock The School Bells – Sacramento) for high school students and educators.
Educational Background
Bachelor of Arts, Sociology, Montclair State University, 2024
Honors/Awards
Spring/Fall 2023, Dean’s List, Montclair State University
Spring/Fall 2021, Dean’s Honor List, California State University, Sacramento
2019-2022, Most Valued Partner Award, San Juan Unified School District
2014, Community Service Award, Sacramento City Unified School District
Publications/Exhibitions
Brim, M., (2022). Race, mathematics, and effective pedagogies for high achieving african american high school students from low-income households. McNair Scholars Journal – California State University, Sacramento.
Brim, M., (2022). Race, mathematics, and effective pedagogies for high achieving african american high school students from low-income households. PowerPoint presentation at SAEOPP McNair Scholars Research Conference. Atlanta, Georgia
Brim, M., (2015). Transforming Identity: Hip hop in suburbia. PowerPoint presentation at Bergen Community College Black History Month Symposium. Paramus, New Jersey.
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
Lauren is an M.A. candidate in the Sociology and Education program with a Policy concentration at Teachers College, Columbia University. She holds a B.A. in Neuroscience and Sociology from Franklin and Marshall College, and was awarded a Fulbright grant to teach in Taiwan during the 2023-2024 school year. She currently teaches at an independent school in Connecticut.
Rooted in her teaching and learning experiences in the U.S. and abroad, Lauren deeply values introducing a global perspective as early as the elementary years. She is passionate about developing pedagogy to address cross-cultural competence and awareness to foster open-mindedness, curiosity, and an appreciation for those different from oneself, for example, through piloting international pen pal programs with her elementary school students. By highlighting the value of different perspectives and engaging in respectful dialogue across cultures, she strives to connect students and communities around the world to elevate how power and privilege operate in both local and global contexts.
Through her work at TC, Lauren seeks to expand the discourse on the importance of sharing social and cultural capital across global educational contexts to advance justice and equity in education. By reducing barriers rooted in systemic inequality and emphasizing the value of cross-cultural communication, she aims to strengthen the understanding of how educational leaders, organizations, policies, and cultural contexts shape the experiences of students, teachers, and school communities. Deeply committed to empowering both educators and learners, she strives to reimagine culturally responsive education by bridging the gap between theory and real-world classroom practice across diverse settings.
In her free time, Lauren enjoys baking, playing the piano, traveling to new places, and trying new foods. She is also an avid Phillies fan.
Lauren is an M.A. candidate in the Sociology and Education program with a Policy concentration at Teachers College, Columbia University. She holds a B.A. in Neuroscience and Sociology from Franklin and Marshall College, and was awarded a Fulbright grant to teach in Taiwan during the 2023-2024 school year. She currently teaches at an independent school in Connecticut.
Rooted in her teaching and learning experiences in the U.S. and abroad, Lauren deeply values introducing a global perspective as early as the elementary years. She is passionate about developing pedagogy to address cross-cultural competence and awareness to foster open-mindedness, curiosity, and an appreciation for those different from oneself, for example, through piloting international pen pal programs with her elementary school students. By highlighting the value of different perspectives and engaging in respectful dialogue across cultures, she strives to connect students and communities around the world to elevate how power and privilege operate in both local and global contexts.
Through her work at TC, Lauren seeks to expand the discourse on the importance of sharing social and cultural capital across global educational contexts to advance justice and equity in education. By reducing barriers rooted in systemic inequality and emphasizing the value of cross-cultural communication, she aims to strengthen the understanding of how educational leaders, organizations, policies, and cultural contexts shape the experiences of students, teachers, and school communities. Deeply committed to empowering both educators and learners, she strives to reimagine culturally responsive education by bridging the gap between theory and real-world classroom practice across diverse settings.
In her free time, Lauren enjoys baking, playing the piano, traveling to new places, and trying new foods. She is also an avid Phillies fan.
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.
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.
Louise (Lingxin) Lu is an M.A. student in the Sociology and Education program at Teachers College, Columbia University. She holds a B.A. in Sociology with a minor in Public Relations from Boston University.
Originally from China, Louise moved to the U.S. during high school, where she developed a cross-cultural lens for understanding how different education systems shape students’ outcomes. Her academic interests lie in youth development, educational equity, and the social foundations of schooling.
Louise has interned with Junior Achievement China and worked with nonprofit organizations supporting youth leadership and career readiness. She is especially interested in how school practices and education policies affect students from underserved backgrounds, and how educators can cultivate empathetic, culturally responsive learning environments even within rigid systems.
While her undergraduate honors thesis focused on women’s childbearing decision in China, it also looked into how ideas of meritocracy and parenting strategies shape their perspectives. The research illuminated the invisible roles women often play in sustaining academic success—whether as mothers, educators, or behind-the-scenes supporters. This understanding continues to inform her current interest in emotional labor, recognition, and the ways care work is distributed and valued in organizations.
At Teachers College, Louise hopes to connect with like-minded peers and mentors who are committed to reimagining systems of support and accountability. She believes this kind of work is essential to building more hopeful communities.
Louise (Lingxin) Lu is an M.A. student in the Sociology and Education program at Teachers College, Columbia University. She holds a B.A. in Sociology with a minor in Public Relations from Boston University.
Originally from China, Louise moved to the U.S. during high school, where she developed a cross-cultural lens for understanding how different education systems shape students’ outcomes. Her academic interests lie in youth development, educational equity, and the social foundations of schooling.
Louise has interned with Junior Achievement China and worked with nonprofit organizations supporting youth leadership and career readiness. She is especially interested in how school practices and education policies affect students from underserved backgrounds, and how educators can cultivate empathetic, culturally responsive learning environments even within rigid systems.
While her undergraduate honors thesis focused on women’s childbearing decision in China, it also looked into how ideas of meritocracy and parenting strategies shape their perspectives. The research illuminated the invisible roles women often play in sustaining academic success—whether as mothers, educators, or behind-the-scenes supporters. This understanding continues to inform her current interest in emotional labor, recognition, and the ways care work is distributed and valued in organizations.
At Teachers College, Louise hopes to connect with like-minded peers and mentors who are committed to reimagining systems of support and accountability. She believes this kind of work is essential to building more hopeful communities.
Kyle's research interests are deeply informed by his lived experiences as a first generation college student and the son of a Mexican immigrant parent. At Teachers College, he is involved in community organizations such as First-Generation and/or Low-Income (FLI) Students as well as The Coalition of Latinx Scholars (CLS). Kyle is particularly interested in supporting students with disabilities, first generation college students, and immigrant communities. Kyle’s work explores how academic institutions can be more inclusive and culturally responsive, especially for those who are historically underserved.
With his degree, Kyle aspires to work in higher education administration to help provide leadership, mentorship, and institutional support for students. He is especially interested in helping shape programs that increase access, belonging, and retention for underrepresented students.
In his free time, Kyle enjoys music, dancing, and traveling. Most recently, Kyle participated in a study abroad program to Morocco, where he explored how education systems respond to the needs of displaced and migrant communities through policy, grassroots initiatives, and institutional engagement as his final course at Teachers College.
Kyle's research interests are deeply informed by his lived experiences as a first generation college student and the son of a Mexican immigrant parent. At Teachers College, he is involved in community organizations such as First-Generation and/or Low-Income (FLI) Students as well as The Coalition of Latinx Scholars (CLS). Kyle is particularly interested in supporting students with disabilities, first generation college students, and immigrant communities. Kyle’s work explores how academic institutions can be more inclusive and culturally responsive, especially for those who are historically underserved.
With his degree, Kyle aspires to work in higher education administration to help provide leadership, mentorship, and institutional support for students. He is especially interested in helping shape programs that increase access, belonging, and retention for underrepresented students.
In his free time, Kyle enjoys music, dancing, and traveling. Most recently, Kyle participated in a study abroad program to Morocco, where he explored how education systems respond to the needs of displaced and migrant communities through policy, grassroots initiatives, and institutional engagement as his final course at Teachers College.
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.
Allison Skaggs (she/her) is an M.A. student in the Sociology and Education Program at Teachers College, Columbia University. She holds a bachelor’s degree in Elementary Education, with a minor in Dance, from the University of North Carolina at Charlotte. Now in her eighth year of teaching, she currently teaches a First and Second Grade hybrid class at a private school in Jersey City, New Jersey.
Originally from Baltimore, Maryland, Allison has worked with children in Maryland, South Carolina, North Carolina, New York, and New Jersey. These diverse experiences have shaped her perspective on elementary education across the United States.
Allison is committed to education as a tool for social change, while also recognizing that education alone cannot resolve deep-rooted inequities. She believes in the power of collective, interdisciplinary action to create more just systems. Her areas of focus include inclusive and culturally responsive teaching, racially equitable access to gifted education, the transformative potential of arts education, and educational opportunities for incarcerated youth.
In her free time, Allison enjoys hiking with her husband and their two dogs, practicing yoga and dance, traveling, and gardening.
Allison Skaggs (she/her) is an M.A. student in the Sociology and Education Program at Teachers College, Columbia University. She holds a bachelor’s degree in Elementary Education, with a minor in Dance, from the University of North Carolina at Charlotte. Now in her eighth year of teaching, she currently teaches a First and Second Grade hybrid class at a private school in Jersey City, New Jersey.
Originally from Baltimore, Maryland, Allison has worked with children in Maryland, South Carolina, North Carolina, New York, and New Jersey. These diverse experiences have shaped her perspective on elementary education across the United States.
Allison is committed to education as a tool for social change, while also recognizing that education alone cannot resolve deep-rooted inequities. She believes in the power of collective, interdisciplinary action to create more just systems. Her areas of focus include inclusive and culturally responsive teaching, racially equitable access to gifted education, the transformative potential of arts education, and educational opportunities for incarcerated youth.
In her free time, Allison enjoys hiking with her husband and their two dogs, practicing yoga and dance, traveling, and gardening.
My name is Jonathan Tavarez-Vega and I am entering the 3rd year of my Master’s Program, studying Sociology and Education in the Educational Policy and Social Analysis Department. I am also entering my 3rd year as an ELA Teacher. My drive and passion for education stems from my experience as a high school student where I found myself not having any relatability or representation within the classroom. I wake up everyday wanting to be a reflection of the students I teach and show them that they could easily be where I am despite all the obstacles and challenges that may be in their way. As far as interest goes, anything that ties race, gender, and education sends chills down my spine and I love learning anything that I don’t have knowledge on. I eventually want to pursue my doctorate in Educational Leadership and potentially be a leader in education within the next 10 years. For right now, I want to continue to be a positive light inside and outside of the classroom and build as many genuine connections as possible!!!
My name is Jonathan Tavarez-Vega and I am entering the 3rd year of my Master’s Program, studying Sociology and Education in the Educational Policy and Social Analysis Department. I am also entering my 3rd year as an ELA Teacher. My drive and passion for education stems from my experience as a high school student where I found myself not having any relatability or representation within the classroom. I wake up everyday wanting to be a reflection of the students I teach and show them that they could easily be where I am despite all the obstacles and challenges that may be in their way. As far as interest goes, anything that ties race, gender, and education sends chills down my spine and I love learning anything that I don’t have knowledge on. I eventually want to pursue my doctorate in Educational Leadership and potentially be a leader in education within the next 10 years. For right now, I want to continue to be a positive light inside and outside of the classroom and build as many genuine connections as possible!!!
Olivia Witting (she/her) is a second-year M.A. student in the Sociology and Education Program at Teachers College, Columbia University. She earned her B.A. in English Literature with departmental honors from Stanford University in 2018 and has spent the past seven years working in undergraduate admissions. Olivia currently serves as Senior Assistant Director of Admission at Columbia University.
Having attended a public high school in Queens, Olivia is a proud New Yorker. Her academic interests include urban education, educational equity, and college access for first-generation and low-income students. Her current research interests focus on how cultural capital and institutional practices shape the postsecondary experiences of marginalized youth, particularly in selective college admissions. Olivia is especially interested in the intersection of race, class, and disability in educational contexts and she draws on critical and qualitative methodologies to explore these dynamics.
In her free time, Olivia plays softball on Randall's Island with other queer athletes through the Big Apple Softball League. She encourages all new Teachers College students to take the A train to Rockaway Beach for some sunshine and ocean waves before the fall weather sets in!
Olivia Witting (she/her) is a second-year M.A. student in the Sociology and Education Program at Teachers College, Columbia University. She earned her B.A. in English Literature with departmental honors from Stanford University in 2018 and has spent the past seven years working in undergraduate admissions. Olivia currently serves as Senior Assistant Director of Admission at Columbia University.
Having attended a public high school in Queens, Olivia is a proud New Yorker. Her academic interests include urban education, educational equity, and college access for first-generation and low-income students. Her current research interests focus on how cultural capital and institutional practices shape the postsecondary experiences of marginalized youth, particularly in selective college admissions. Olivia is especially interested in the intersection of race, class, and disability in educational contexts and she draws on critical and qualitative methodologies to explore these dynamics.
In her free time, Olivia plays softball on Randall's Island with other queer athletes through the Big Apple Softball League. She encourages all new Teachers College students to take the A train to Rockaway Beach for some sunshine and ocean waves before the fall weather sets in!