I decided to pursue education when I realized that I can either view education as a gatekeeper and reproducer of inequities for historically minoritized students, or, I can view education as the catalyst to opening doors for students when there are teachers that see the potential in students while affirming their identities and empowering them to use their voices.”

Michelle’s Story

Teaching Discipline


Why Mathematics

“In as early as the second grade, I was labeled as talented & gifted in mathematics, and I remember receiving multiple gold stars for each math test I took in eighth-grade algebra. While these were great self-esteem boosters, I started developing an identity about who I was as a student: strictly a “math” student. I also didn’t enjoy how I fell into the stereotype that “Asians are good math,” and wanted to change the narratives surrounding individuals’ identities and definitions of success in mathematics.”

Professional Experience

Before beginning her teaching career, Michelle tutored students in lower-division mathematics college courses for two years and served as an undergraduate mathematics teaching assistant for one year at the University of Oregon.

Michelle also co-authored a paper for the Journal of Urban Mathematics Education with Dr. Jennifer Ruef, University of Oregon, titled, Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork. 

Academic Background

  • Stanford University (Master of Arts in Education)
  • University of Oregon (Bachelor of Science in Mathematics)