Our team’s rich racial, cultural, linguistic, regional, professional, educational, and generational backgrounds contribute to our capacity to produce high quality research that fully appreciates the necessity and complexity of creating transformative educational spaces.
Learn more about the team members below.
These collaboration norms guide how we relate to one other and our collective work:
- We do our best to carry our own weight because we don’t leave others with more than they can carry.
- We support one another because we are one community.
- We ask for support when we need it because that’s what a team is for.
- We work hard and play hard because it’s more fun that way.
- We do not kill ourselves with work or expect others to kill themselves with work because we know that this work doesn’t start or end with us.
- We work from our strengths and continue to work on our weaknesses because we each have both.
- We see others for their strengths and continue to support their desire for growth because we are all in the process of learning and growing.
Seenae Chong, Ph.D.Post-Doctoral Scholar
Seenae Chong (she/her), Ph.D. is an Assistant Professor in Organizations and Leadership at University of San Francisco, School of Education. Her research focuses broadly on the relationship between schools and communities and how this relationship is leveraged to reproduce or challenge educational inequity through policy and practice. Her research interests and commitments are informed by the relationships she had with young people and their families in her work as a special education teacher and an afterschool provider.
Mary Louise Frampton, J.D.Principal Investigator
Mary Louise Frampton (she/her), J.D. is the Emerita Professor and Director of the Aoki Center for Critical Race and Nation Studies at UC Davis Law, challenged discriminatory school practices through civil rights litigation. She currently teaches and studies restorative justice in school and community settings. Frampton contributes her legal and policy expertise to design interventions that can foster equity and inclusion.
Bianca N. Haro, Ph.D.
Bianca N. Haro (she/her), Ph.D., a Chicana feminist teacher-scholar-activist, is a first-generation college graduate and daughter of immigrant parents from Guadalajara, Jalisco. Starting Fall of 2022, Bianca will join the California State Polytechnic University-Pomona as an Assistant Professor of Sociology. Using a Critical Race Feminista Praxis, her most recent study examined the factors that push Latina high school students out of school. Her commitment to research is paired with a dedication to organizing with and for Communities of Color. She is currently collaborating with Gente Organizada, a community-led social action non-profit organization in Pomona, California. Bianca’s agenda is a life-long commitment to centering the voices of youth who are often overlooked in research, policy, practice, and social justice efforts.
Cecelia Jordan, M.A.
Cecelia Jordan (all pronouns), M.A. is currently a doctoral student at University of Texas, Austin College of Education. With nearly a decade of experience integrating culturally relevant pedagogy and restorative justice practices in classrooms of all ages, Cecelia merges circle, song, writing, and oral-storytelling to create transformative experiences amongst Black and Indegenous organizers and leaders of color who are on the frontlines of today’s fights for justice.
Danfeng Soto-Vigil Koon, J.D., Ph.D.Principal Investigator
Danfeng Soto-Vigil Koon (she/her), J.D., Ph.D. is an Assistant Professor and Faculty Co-Director of the Transformative School Leadership program in the University of San Francisco’s School of Education. Her research focuses on educational law and policy as a site of contestation and explores the ways that education law and policy further or impede efforts to create a more just society. Her passion and commitment to public education are informed by her work as an educator, lawyer, and organizer.
Jamelia Harris, Ph.D.
Jamelia Harris (she/her), Ph.D. is an AAUW American Fellow and Senior Director of Collaborative Research and Innovative Thought at the National Crittenton Foundation. Her research is committed to centering the voices and lived experiences of Black girls in the K-12 pipeline and contributes to the current national discourse which calls for a re-centering of Black girls’ specific needs in carceral and school system reform. Her professional and scholarly objective is to support stakeholders in gaining a more nuanced understanding of the racial-gender dimensions of educational inequities that are often overlooked in conventional policy, practice, and advocacy discourses toward designing inclusive, supportive, and empowering schooling environments for all students.
Danielle Huddlestun, M.A.
Danielle Huddlestun (she/her), M.A. is a graduate of the Organization and Leadership Master’s program at the University of San Francisco. As a first generation college graduate, in her career as an academic advisor, she was committed to providing student-centered support and developing restorative advising practices to challenge systematically inequitable processes and policies at the university. She is particularly passionate about access to support for non-traditional students and students navigating academic probation. She is currently a doctoral student at San Diego State University College of Education and pursuing research in these areas to improve students’ academic advising experiences.
Hoang Pham, M.A., J.D.
Hoang Pham (he/him) , M.A., J.D. is a Policy Advisor and Program Manager at the Stanford Center for Racial Justice at Stanford Law School, where he leads research in selected policy areas and oversees campus engagement and programming. His work has focused on examining constitutional standards for police use of force and the intersection of race, education inequality and democracy. He is particularly interested in advancing racial equity by centering marginalized youth and communities in law, public policy and practice. A former educator, Hoang spent six years working as an elementary school teacher in South Los Angeles and four years serving as an education consultant on culturally responsive pedagogy.
Jeremy Prim, M.A.
Jeremy Prim (he/him), M.A., is currently a Sociology doctoral candidate at the University of California, Davis. His current program of research focuses on the areas of race, education inequality, policing, and school discipline. His dissertation research attempts to understand how mechanisms of the carceral state permeate within schools and the relationship the carceral state has to educational outcomes. Jeremy’s work explores the possibility that at the national level the carceral state exacerbates, at the state level mitigates, and at the local level combats the social reproduction of educational inequality and punishment disproportionality.
Zakiya Scott (she/her) is a Southern Black queer writer and editor, and communications strategist who believes in the transformative power of storytelling to uproot racist systems, transform culture, and ultimately change the world.
Lawrence Winn, Ph.D., J.D.Senior Researcher
Lawrence Winn (he/him), Ph.D., J.D. is an Assistant Professor of Teaching and the Co-Director of the Transformative Justice in Education (TJE) Center in the School of Education at UC Davis. His research explores the role of social, community, cultural, and resistance capital plays in the lives, educational experiences and civic and community engagement of youth and their families. He is a trained qualitative researcher with expertise in community engagement and restorative justice.