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Kristina Brezicha, Ph.D.

​Kristina Brezicha is an assistant professor of educational leadership at Georgia State University. She holds a dual-title Ph.D. from The Pennsylvania State University in Educational Theory and Policy and Comparative International Education.

Brezicha’s research interests focus on how education supports individuals’ abilities to equitably participate in the democratic processes at both the local and national levels. Her research considers domestic and international contexts. Specifically, she has studied how immigrant students’ experiences of in/exclusion in their schools has shaped their knowledge, attitudes, habits and dispositions towards the political process in the U.S. and Canada. She has also examined how teachers, educational leaders and school boards have facilitated educational opportunities for diverse student populations. She has presented her work at conferences such as American Educational Research Association annual meeting, University Council for Educational Administration Convention and Comparative and International Education Society Conference.

Before pursuing her doctorate, Brezicha taught kindergarten through fifth-grade special education students in New York City. She holds a Masters of Arts in Politics and Education from Teachers College, Columbia University and a Masters of Science in Urban Education from Mercy College.​

Chandler Miranda, Ph.D.

Professor Chandler Miranda is an urban ethnographer and education scholar who studies the educational experiences of recently arrived immigrant youth in urban public schools. Her research offers a hopeful look at uncommon schools while critiquing U.S. education policies rooted in ideologies of monolingualism, white supremacy, and xenophobia. 

Miranda’s work investigating teacher rhetoric following the 2016 presidential election is published in Anthropology & Education Quarterly (2017) and two co-authored articles that examine the experiences of immigrant students and their families in adverse political climates appear in Harvard Educational Review (2019 and 2021). In 2020, Leadership and Policy in Schools published “Segregation or Sanctuary,” in which Professor Miranda and her colleague argue for the possibilities of counterpublics for immigrant students. In 2022, Equity & Excellence in Education published a cross-case analysis comparing immigrant youth experiences of belonging in urban and rural schools. She has presented this research at the American Educational Research Association, the University Council for Educational Administration, and the American Anthropological Association. Her collaborative work has allowed her to publish critical case studies to look across time, place, and population to advance the field of immigrant education.

Miranda’s teaching experience spans high school to graduate courses.  She taught 9th-12th grade science for seven years in three different schools for English learners in the U.S and Colombia before pursuing a Ph.D.  She taught pre-service teachers at Queens College before accepting her current position at Barnard. 

Show Highlights

  • Immigrant-origin youth
  • New Americans
  • A sense of belonging
  • Othering vs. Belonging
  • Sense of belonging missteps
  • Strategies for creating a sense of belonging for immigrant students

Connect with Kristina and Chandler

Kristina’s Faculty Page

Chandler’s Faculty Page

Actions Speak Louder Than Words: Examining School Practices That Support Immigrant Students’ Feelings of Belonging

Additional Resources

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20 Diversity Equity and Inclusion Activities

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Transform your school and your classroom with these best practices in equity

Leading Equity delivers an eye-opening and actionable discussion of how to transform a classroom or school into a more equitable place. Through explorations of ten concrete steps that you can take right now, Dr. Sheldon L. Eakins offers you the skills, resources, and concepts you’ll need to address common equity deficiencies in education.


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