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Doctoral Programs

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Photo of graduating students carrying their stoles.

Doctoral programs by academic area

Curriculum Studies and Teacher Education (CTE)

Developmental and Psychological Sciences (DAPS)

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

Cross-area specializations

Learning Sciences and Technology Design (LSTD)

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

Photo of Carl Steib

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”


Doctoral graduates were employed within four months of graduation


of those employed worked in organizations or roles related to education

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