GCE Alumni Testimonials

Prior to coming to Stanford GSE, I completed my BA in International Relations & Development at UC Berkeley and worked for a nonprofit in New York City, where I developed and implemented education programs and curricula for justice-impacted learners in NYC jails, prisons, and reentry organizations

I decided to come to the GSE because I wanted to have rigorous social science methods training and an opportunity to conduct an independent research project. Knowing that I would apply for PhD programs after getting my Master’s degree, I was particularly attracted to how much the ICE/IEPA program

I embarked on my academic journey at Stanford's School of Education fresh from my undergraduate studies. As an international student from China, my curiosity about education was primarily rooted in my home country's distinctive system. At Stanford, I found a place to nurture that curiosity, where

I am pleased to reflect upon my distinctive journey as the first scholar from North Macedonia to pursue studies at the Stanford GSE. This achievement remains and will remain a source of great pride and honor.

From the very beginning of my academic journey, I’ve encountered various transitions –

Right before applying to the GSE, I was working as a research and project coordinator at APTUS Chile. The focus of my job was studying practices related to initial and continuing teacher preparation, as well as the role of teacher educators in pre-service teacher education. Prior to that, I worked

As a policymaker focused on education at the state level in Brazil, I was always concerned about building educational policies that would be effective. I chose my career in the government and did my BA in Public Administration because I wanted to reduce inequalities and promote equity. However

My interest in education came from volunteering in different national and international NGOs, where I tutored students from rural and urban public schools in Mexico. Volunteering widened my perspective on education and showed me the challenges to have quality education in my country. Therefore

The summer after college, I found myself puppeteering for preschoolers and young children. It was during this unlikely period of time that I witnessed the striking perceptiveness and porousness of young children—they possessed reservoirs of complex emotions, and were acutely impressionable. I was