Mike O’Key

GSE Program:

PhD in Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS); Race, Inequality, and Language in Education (RILE)

Degree(s):

MRP in city and regional planning, Cornell University

BA in public administration and BS in environmental design, Auburn University

Year of GSE degree:

2026

Age:

26

Hometown:

Fayetteville, North Carolina

"My background is in landscape architecture and urban planning, so I think about issues geospatially . . . What drew me to education was that while there are several other fields that intersect my interests, education was the only one that centered the experiences of children."

What drew you to study education?

My background is in landscape architecture and urban planning, so I think about issues geospatially. I have always been fascinated by issues of equity and access within school systems. What drew me to education was that while there are several other fields that intersect my interests, education was the only one that centered the experiences of children, rather than reducing them to numbers. I was nervous about the pivot, but every day I am reassured I made the correct decision.

What were you doing prior to applying to the GSE?

I was attending Cornell University for a master's degree in city and regional planning.

What research are you pursuing at Stanford? What is your dissertation work or plans?

My research falls into two buckets: One is modeling out school closures in Oakland [CA] years before they happen, and strategizing alternatives to closure. The second is youth experiences with carcerality, focusing on their educational experiences pre-, during, and post-incarceration.

How would you describe the other doctoral students in your program?

My cohort is incredibly tight-knit, and even more so within the specialization areas. In year 2 we are seeing each other a bit less, but CERAS [Center for Education Research at Stanford] is like catch-up central. You catch a glimpse of someone you haven't seen in a while, and before you know it you’re setting up a lunch date to catch up.

Are there any particular highlights of your time at Stanford?

I teach with the Stanford Jail and Prison Education project, which hands down is the highlight of my time here. Both the co-teachers and the students are incredibly insightful, joyous, and compassionate. It's great to use the institutional power that comes with a place like Stanford to converge the lives of folks we may otherwise not have gotten to meet.

Is there some time that you spent with a member of the GSE faculty that you found memorable?

My advisor, Professor Alvin Pearman, has quickly transcended the advisor role to being a cherished mentor and friend. I have been included in family events, including his son’s baseball games, and I know that his door is always open.

Photo of Mike O’Key

What do you do to relax and have fun?

I enjoy ranking local bakeries, and the Bay Area has no shortage of them.

What are your career plans?

I am hoping to conduct public-interfacing scholarship. I'm not sure if that will lead me to the professoriate or a policy think tank, but I have time to figure it out!

What future research do you hope to pursue?

I'm hoping to continue my trajectory in producing scholarship that bridges urban planning and design with juvenile delinquency and educational outcomes. Youth are quick to share the role their communities played in their lives, and it’s long overdue that scholarship applies those voices.

What advice do you have for prospective students on the application process?

I think the mark of a successful application, and graduate student, is unabashed curiosity. I think applicants are compelled to convey their expertise, and while life and educational experiences help frame your narrative, grad school is about pursuing those curiosities with people as passionate as you are. Focus on showing your openness, get into the weeds on what gets you out of bed. You'll do great!

Looking back, what would you like to have told yourself on the first day of your PhD?

Not to be insecure about not having been a classroom teacher. Many of my peers do have that experience, and it shows through their knowledge, expertise, and compassion, but that is not all that education is composed of. I would’ve told myself that I do have valuable contributions. And that no one has ever made me feel those contributions were not valuable. I absolutely belong here.