I hold an MLitt from the University of Glasgow in Postmodernity/Modernity, an MFA in Creative Writing from Emerson College, as well as undergraduate degrees in Graphic Arts and Environmental Science (Ecology). I am currently a doctoral candidate (ABD) in Rhetoric and Composition at Northeastern University and Assistant Editor for Research in the Teaching of English, under the editorship of Drs. Ellen Cushman and Mary Juzwik.
I have worked internationally in academic publishing as both an author and editor, and have taught a wide range of topics from research writing to marine biology in the public and private educational sectors.
In addition to working on two novels, I spend my time painting and training for marathons, chasing after my preschooler, and developing virtual approaches to teaching/aiding reading comprehension. I am a founding editor of Fringe Magazine, and a regular contributor to the Visionlearning Project. I also maintain a blog about my adventures as a long-distance runner.
In the past decade, the educational literature has been steadily growing with regard to racial and gender disparities in STEM education and their systematic roots. Yet, much of this work has focused on where our systems have failed students. My current research adds to this body of knowledge through the lens of success. Through case studies of ten students participating in a highly successful inner city undergraduate research program from August 2015 to August 2019, I am exploring how female students of color in science “use language to symbolically cue their [identities]”– in other words, develop discursive identities – as scientists (Brown, Reveles, & Kelly, 2005). I explore the role reading, writing, speaking, and listening for academic purposes plays in that process. Data gathered to date includes over 24 hours of student interviews, over 10 hours of mentor and administrator interviews, 20 student research proposals (including all drafts with mentor feedback), and direct observation memos. Through the use of emergent thematic analysis (Boyatzis, 1995) and coding for rhetorical conventions of scientific discourse (using Hyland, 2011 and Swales, 1990 as referents), I am examining the role of students’ prior knowledge of scientific genres, as well as mentoring, program expectations, and cultural identities in the mediation of that discursive identity. These student experiences have the potential to be a rich resource for understanding the ways in which these factors influence the persistence of women of color in STEM and, more importantly, educational strategies for helping them meet those goals.Like