This research uses ethnomathematics to make learning culturally relevant for Indigenous students like Awang. By connecting mathematical concepts to daily life and traditions, it improves engagement, identity, and understanding. The approach supports inclusive education aligned with SDG4, ensuring classrooms adapt to students rather than forcing students to adapt to them.

This research examines how a high-performing charter school in a low-income community fosters college and career readiness (CCR). Through classroom observations and interviews, it identifies growth mindset, adaptive teaching, and collaborative learning as key practices. Findings suggest readiness is a schoolwide culture that can help close postsecondary opportunity gaps.

This research explores how displacement and silence shape the identities of adult children of Central American immigrants. Through interviews, it examines fragmented senses of self and links displacement-related grief to lower college belonging and retention, arguing for curricular, mentoring, and community-based interventions in higher education.