Maegan’s experiences as both an Educational Psychology PhD candidate and a public school teacher have prepared her to pursue research that reduces inequality and promotes belonging for students and teachers whose belonging is most in doubt. Her motivation for this work is rooted in both her training and her lived experience as a person of color and a first-generation, biracial student navigating predominantly white educational spaces. These experiences inform her commitment to research that examines how marginalized students can come to see themselves as a fit in educational settings in which they may question their sense of belonging.
