Current Work & Studies

Most of these projects have been exploratory in nature, and the results cannot be generalized due to various factors (i.e. it may have been a project I worked on for a class). I list them here to give an idea of the types of issues I am thinking about and the different ways I am thinking about them.

While some of the findings are not generalizeable (which is why I do not list them here), I am open to discussing them and some of the implications I concluded through doing this work. Please contact me if you would like to discuss.


How did highly selective universities use their COVID-19 websites to address first-generation student concerns?

I did a content analysis of the COVID-19 websites of 24 highly selective universities to see if they a) mention first-generation students; and/or b) addressed the concerns first-generation students had at the onset of the COVID-19 pandemic. I use the term generation blindness to describe how institutions may overlook the unique concerns of first-generation students by ignoring (or simply not ackowledging) generational identity. The findings show that highly selective universities almost never mentioned the term “first-generation students” on these websites and rarely addressed several critical issues that concerned first-generation students. These issues include: the challenge of navigating the complexities of the first-generation identity during the pandemic; the struggles that family members of these students faced (i.e. job loss); the students’ imperative to support their families (i.e. helping to watch younger siblings); and the difficulties students faced by having to use their homes as learning environments. I use the term

How do state flagship universities address affordability for low-income students in their strategic plans?

I did a content analysis of the strategic plans of the state flagship universities to see how they addressed affordability for low-income students. Such analysis matters because, according to the Institute for Higher Education Policy, nearly all of the flagships are unaffordable for low-income students.

4-year Institutional Selectivity of Community College Honors Student Transfers

Using a national dataset and quasi-experimental design, I examined whether completion of an honors program in community college predicts transfer to selective 4-year universities.

First Generation Student Choice of Community College

I recently studied the factors that influence first-generation students to choose community college as their first institution after high school. It is important to comprehensively understand why first-generation students choose community college after high school and not assume that it’s only because of the open access and lower tuition rates that community colleges provide.

Evaluation Plan, STEM Program for Underrepresented High School and Undergraduate Students

I recently helped a Philadelphia nonprofit develop an evaluation plan for a STEM training program for underrepresented high school and undergraduate students. When developing an evaluation plan for any student, especially for students from underrepresented populations, it is important to consider their backgrounds and experiences that will mesh with the program. If an evaluation does not take this part seriously and consider it thoroughly, I do not think it will measure success in the most effective manner.