The Berkeley Review of Education (BRE), an open-access, peer-reviewed journal, is published biannually online, edited by students from the Berkeley School of Education at the University of California, Berkeley. The BRE encourages senior and emerging scholars, practitioners, and policy-makers to submit articles that address issues of educational diversity and equity from various intra/interdisciplinary perspectives. BRE is an open-access journal hosted by the eScholarship initiative of the California Digital Library and published yearly, with special issues on occasion.
All of our board members are current doctoral students at the University of California’s Berkeley School of Education.
Ashley Zhou, Head Editor of Editorial Support and Training, is a doctoral student in the Joint Doctoral Program in Special Education at UC Berkeley’s Berkeley School of Education and San Francisco State University. Ashley’s research focuses on the intersection of race, gender, class, and ability in special education labor, focusing on the role of the paraprofessional. Prior to entering the doctoral program, Ashley worked in general and special education in the public charter school system in Washington, D.C. She received her B.A. in Studies of Women, Gender, and Sexuality from Harvard College.
Jonathan Pérez, Head Editor of Budget and Operations, is a doctoral student in the Critical Studies of Race, Class, and Gender cluster. His research interests entail applying cultural-historical activity theory to analyze learning activities in the classroom that contribute to the racialization of students in the classroom. Currently, Jonathan designs courses for The School of the New York Times. Before coming to Berkeley, Jonathan completed two Fulbright grants in Rio de Janeiro, Brazil. He holds a bachelors from the University of Richmond in sociology and Iberian literature. Jonathan also has a MAT from the University of Louisville and a M.Ed from Teachers College, Columbia University.
Aukeem Ballard, an editor, is a doctoral student in the critical studies of race, class, and gender in education. Aukeem’s research falls at the intersection of policy and practice and centers on equity in school. Specifically, Aukeem investigates the experiences of educators of color as they build and sustain relationships with students as a mediating force on student development. He also investigates how educators move equity into practice in their school settings. A former teacher and school leader, his passion for the practice of education is what drives his current research. He also consults with education-based organizations on issues of equity in schools.
Kelly Billings, a Managing Editor, is a doctoral student in the Learning Sciences and Human Development cluster. Her research interests include STEM education, teacher learning and ideology development, practitioner inquiry and culturally sustaining pedagogy. She currently works with Bay Area teachers to support them in implementing an anti-racist science curriculum. Before coming to Berkeley, Kelly was a high school science teacher in Oakland, CA, and still coaches teachers in her old school district. She has a single subject teaching credential from Loyola Marymount University and a B.S. from the University of Southern California.
Joy Esboldt, former Head of Editorial Support and Training, is a doctoral candidate in Critical Studies of Race, Class, and Gender in Education. Joy’s research focuses on teachers’ learning about race, racism, and anti-racism as it intersects with gender and cultural politics. Prior to Berkeley, Joy worked for several years as a public high school teacher and later as a teacher leader focused on racial equity. She earned a Masters in Education Policy from The University of Illinois-Urbana Champaign and a B.A. in Spanish Language and Literature with a concentration in Latin American Studies from Carleton College.
Hoyun Kim, External Review Coordinator, is a doctoral student in the Policy, Politics, and Leadership cluster. Her research interests lie in the experiences of students in higher education and examining postsecondary institutions as organizations: topics pertaining to student agency, equity, accessibility of higher education, and the behavior and incentives of postsecondary institutions. Before coming to UC Berkeley for graduate studies, Hoyun earned her BA in Economics at UC Berkeley with a Minor in Chinese, where she worked as an undergraduate research assistant under the UC ClioMetric History Project’s Zachary Bleemer on higher education.
Elaine (Hua) Luo, Internal Review Coordinator and Junior Copyeditor, is a doctoral student in the School Psychology program. Elaine’s research interests include ethnic-racial identity, ethnic-racial socialization, and teacher-student relationships. Before coming to Berkeley, she earned an M.Ed in Human Development and Psychology from Harvard Berkeley School of Education, and a B.A. degree in Education Sciences from the University of California Irvine with two specializations in Research and Evaluation and Early Childhood Learning and Development.
Qua Miller, an editor, is a doctoral student in the School Psychology program. Qua’s research interest includes ethnic-racial identity, ethnic-racial socialization, and mental health. His first prequalifying paper examines the relationship between different ethnic-racial attitudes and school belonging, academic efficacy, and academic performance. His second qualifying paper centers on using consulter-centered consultation as a method of ethnic-racial socialization. Before coming to Berkeley, Qua was an undergraduate research assistant at the University of North Texas and worked with the Communities in Schools program. Qua also earned his B.S. in Psychology from the University of North Texas.
Catherine Park, an editor, is a doctoral candidate in the Critical Studies of Race, Class, and Gender in Education with a designated emphasis in Global Metropolitan Studies. Catherine’s research interests consider the intersections of global education, cultural and spatial politics, critical theory, and urban theory with a geographic focus on East Asia. Before coming to Berkeley, she earned a M.A. in China Studies from Zhejiang University, an MST from Fordham University in affiliation with Teach for America, and a B.A. in English Literature and Psychology from Swarthmore College. She has taught high school English language and composition in New York City.
David Stevens, an editor, is a doctoral student in the Social Research Methodologies cluster. His research centers on the development of models for examining educational inequality as a multifactoral individual-level phenomenon with significant applications in educational policy, school or program evaluation, and data analysis. Prior to coming to UC Berkeley, David worked in K-12 education in a variety of roles including as a science, math, and Special education teacher, professional development coordinator, and district-level data and research analyst. He has a masters degree in Special Education Transitional Programing from George Washington University, science teaching credential from the University of Wisconsin Milwaukee, and a bachelors in biology from Marquette University.
Carolyn Ann Schweitzer, Head Copyeditor, is a doctoral student in the Joint Doctoral Program in Special Education at UC Berkeley’s Graduate School of Education and San Francisco State University. Her research interests include reading and composition interventions for students with Autism spectrum disorder (ASD) and students with mood disorders, the Neurodiversity Movement, and DisCrit Theory. Carolyn’s research currently focuses on the experiences of students with ASD learning literary and media analysis in secondary and post-secondary English and composition classrooms. Before coming to Berkeley, Carolyn taught composition at the post-secondary level and worked one-on-one with neurodiverse students in executive functioning. She earned her M.A. in Literature and Film from Northern Illinois University and her B.A. in Film Critical Studies from the University of Southern California.
Additional Editor Profiles Pending