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Educational Studies

Meet Students and Alumni

If you are thinking about applying to our program and would like to talk with one of our current students or alumni, feel free to email those who have included their contact information below.

Current Students
Nandi Bynoe (contact me)

I chose to pursue Educational Studies to develop a critical understanding of the ways in which structural inequities affect the ways in which students access resources within higher education.

I am originally from Trinidad and Tobago and I graduated from Tufts in 2009 with a B.A. in International Relations. I currently work in the Office of the Dean of Student Affairs as the Sexual Misconduct Resource Specialist.

My academic interests include critical race and feminist theories, higher education, and sexual assault resources and prevention.
Daynel Ingram
MA in Educational Studies, 2011

Title of Final Paper: Re-evaluating cultural capital in schools: Affirming the community cultural wealth of students of Color

I'm a 4th grade teacher and plan to continue building a solid teaching career and eventually transition into administration and then education policy.

The Educational Studies program has been invaluable to my academic growth and professional development in the education field. Throughout the program, we examined schools as microcosms of our greater society, focusing on important issues of systemic privilege and oppression that can be found in schooling. This helped prepare me for what I would encounter once I began working in the school system. Moreover, it helped me to articulate and hone my passion for ensuring that every child is validated, celebrated, and empowered to blaze their various trails to success. Now, as a teacher, I am particularly dedicated to understanding and appreciating all of my students from their diverse racial, ethnic, cultural, linguistic, and socioeconomic backgrounds. I am constantly challenging myself to find new ways to embrace the unique capital that each of my students offers to the classroom community and learning process. I am continually making efforts to teach my students to embrace similarities and differences among one another. I am constantly trying to make sure that families know I value their perspectives and respect them as partners in the work of guiding their children. Finally, I am always looking for ways to partner with fellow teachers and educators to make sure that we are meeting students where they are, not simply asking them to meet school "standards." The work is not easy, but I think back to all that I learned during the a Educational Studies program and the intense desire for change that the program sparked in me, and it sincerely keeps me focused and motivated to continue pushing for progress in my classroom, in my school, and in my overall community.
Carrie Wooten
MA in Educational Studies, 2012

Title of Final Paper: Mapping the Discourse: Higher Education Institutions, Sexual Violence, and the Production of Meaning

I am Doctoral Candidate at Louisiana State University in Educational Leadership (dual concentrations in Higher Education Administration and Curriculum Theory).  My dissertation is a study of heterosexist discourses in sexual assault prevention policy and programming in 20 public and private California higher education institutions.  My dissertation builds on a pilot study that I conducted for my MA paper at Tufts.

I hope to finish my dissertation by May of 2016 and secure a tenure-track position in the Chicago or Boston areas. Alternatively, I would love to apply my expertise in higher education policy and critical theory to the non-profit sector, which I have worked in for a number of years.

There truly is not a day that goes by that I don't think about the Ed Studies program. Two years since I graduated, I find myself constantly reflecting on the work that I do now through the rigorously critical and structural lens that the program provides. The program, for me at least, has been life-changing in the sense that it completely shifted how I think about K-12 schooling, higher education, structural oppression, and systems of power.  But the best part was that while I was in the program I had the privilege to be surrounded by some of the most brilliant, passionate, and engaged people I've ever met, all of whom imparted their own unique histories and perspectives on the lessons we were learning.
Roxana Woudstra
MA in Educational Studies, 2014

Title of Final Paper: Dominant Cultural Capital and the Construction of Graduate Level Diversity in The Chronicle of Higher Education

I am the Associate Director of Graduate Admissions - Arts, Sciences & Engineering at Tufts University and I plan to continue working as a higher education administrator to increase access, inclusion and diversity in post-secondary education, specifically at the graduate level.

The Educational Studies program at Tufts has been a liberatory experience through which I have grown personally and professionally. The course work, fellow students, and professors have assisted me in attaining the skills to critically analyze the U.S. educational system, as well as examine how various power structures affect the access and inclusion of marginalized people within higher education. This program gave me a positive space to voice my personal narrative and nurture my individual agency while learning theoretical frameworks to deepen my understanding of the impact our stratification of race, gender, sexuality, ability, culture and class have on educational institutions.