AEA Graduate Education Diversity Internship (GEDI)

Manal Aboargob (she/her) is a 5th year PhD student in Social Psychology dedicated to studying how discrimination and racialized violence affect mental health, especially in Muslim and Latino communities. My work examined how witnessing or hearing about racialized violence and discrimination impact mental health and collective action. I have presented findings on the effects of vicarious trauma and discrimination and explore coping mechanisms for poor mental health in marginalized communities. With over 8 years of experience conducting experimental and correlational research, I am excited to expand my skillset to research outside the lab to address societal issues.  

Carlina Arango (she/her) is a University of Michigan student pursuing a Master of Science and a Master of Urban and Regional Planning. She also has a B.A. in Anthropology and Spanish from Grinnell College, with a concentration in environmental studies. Carlina has over a decade of professional and academic experience in environmental justice, urban development, and food systems issues. Through working on and studying these issues, she hopes to generate radical planning frameworks to bring about life-affirming frameworks for cities, especially in the Midwest region she calls home. During her free time, Carlina trains capoeira and lounges with her cat, Chico.

Jalessa Bryant (she/her) is a doctoral candidate in the Multicultural Education area of the Curriculum and Instruction Department. She earned her bachelor’s degree in American Studies at the University of California, Berkeley with a focus on Sociocultural Strategies for Child Development and a minor in Education in 2011. Jalessa has several years of pedagogical and community engagement experience in community-based educational spaces in California and Rhode Island where she served as a visual art designer, administrator, and knowledge worker. Her research explores the pedagogical activites and artifacts that emerge in Black community-based learning spaces. She focuses on decolonial praxis in curriculum planning and development, inclusive design of digital and geopolitical sites of learning, and triadic approaches to qualitative research on community-based teaching (CBT) and learning (CBL).

Evelyn Coker she/her/Queen has nearly two decades of extensive experience in social work practice, teaching, and research. She is an advanced Ph.D. student at the University of Wisconsin-Madison.  Her primary research interests are Black girls/young women in the carceral system, mixed-methods research, and program evaluation. Evelyn authored an interactive journal for Black and Brown teen girls called “Get L.I.T.: A Teen Girl’s Journal to Learning Intentional Tools for Positive Personal Development” to teach how to practice mindful self-regulation and journal with intention. Her dissertation research extends this work by creating a culturally relevant gender-responsive program for Black girls in detention settings.

An Hoai Dang (she/her) is a first-generation college student of Vietnamese descent. Her Vietnamese name (Đặng Hoài An) means "nostalgia and peace" in Vietnamese. She loves crocheting, making bead bracelets, and trying her luck at the claw machine, and her all-time favorite store is Costco. In the professional realm, An is a licensed master-level social worker in Texas. She is currently pursuing a Ph.D. in Educational Psychology, specializing in Human Development and Family Science at the University of North Texas. Furthermore, An is concurrently working on her second master's degree in Interdisciplinary Studies.

LaShanda Harbin (she/her) is a PhD candidate in Educational Policy Studies at the University of Wisconsin - Madison. She was born and raised on the South side of Chicago. She earned a MA in Urban Education Policy at Brown University and a BA in both African American Studies and Education from Bowdoin College. LaShanda’s independent research focuses on improving safety for Black queer and transgender youth in educational systems. She has spent the last decade working in various educational contexts in Chicago, New England, and Wisconsin. Across her work, LaShanda is committed to uplifting the voices of multiply marginalized Black communities.

Konul Karimova (she/her) is a PhD candidate in Prevention Science at Washington State University Pullman and holds a master's degree in Women's and Gender Studies. Her dissertation focuses on understanding recovery from substance use disorders, and broadly, her research interests center on the mixed-method evaluation of evidence-informed programs. During her time at WSU, she has contributed to several key projects, including the health equity evaluation of a community wellness initiative, the realist evaluation of a positive youth development project, and the evaluation of a collegiate recovery program. Konul is committed to employing culturally responsive and equitable evaluation practices, leveraging her training in gender studies to ensure that diverse identities and experiences are central to every evaluation process.

Sarah Morales (she/her/hers) is currently a dual M.A in Public Health and Positive Health Psychology student at Claremont Graduate University, with a concentration in Health Promotion, Education, and Evaluation. She holds a B.A in social science from the University of La Verne. She is interested in developing, implementing, and evaluating positive health and development programs, initiatives, & organizations, and then diffusing the findings on small and large scales. She has a passion for advocacy and policy reform utilizing human-centered, mixed-method, and collaborative approaches. Her overarching goal is helping society, especially youth and communities, reach wellbeing and flourishing.

Katarina Ploch (she/her) is a fourth-year PhD student specializing in advancing child welfare practices and policies. Her research is dedicated to improving child welfare through enhanced evaluation techniques. With a strong background in child welfare and rigorous academic training, she is well-positioned to offer valuable insights and drive innovations in the field. Katarina is committed to bridging theoretical knowledge with practical applications, aiming to improve outcomes for children and families through her research and future contributions.

Alfred J. Rodriguez (they/them) is a third-year doctoral student in Community and Applied Developmental Psychology at the University of Illinois, Chicago. With a biology degree and experience in public health and higher education. Working with the CAMBIAR Collective under the leadership of Dr. Josefina Bañales, they study youth identity and critical consciousness, focusing on racialized youth. Exploring intersectional youth identity and cross-group solidarity, they're interested in Queer/Trans/Feminist and abolitionist methods and principles. Their goal is to understand youth liberation and community needs through a range of participatory research methods. Alfred loves trying new food places, cooking, and parenting their cat, Nano.

Yakubu Sini (he/him/his) is currently pursuing a Ph.D. in Health Promotion at the University of Oklahoma. He holds a master’s degree in Developing and Evaluating Interventions from the University of Glasgow, United Kingdom, and a Master’s in Public Health (MPH) from Bingham University, Nigeria. Yakubu has extensive experience in international development, having worked with the UN-Migration Agency (UN-IOM), Creative Associates International, and the Center for Civilians in Conflict in roles focused on monitoring, evaluation, and learning. His passion for evidence-based, community-driven interventions motivates his continued professional growth in the field of evaluation. Yakubu is also a Chevening Scholar and a Mandela Washington Fellow.

Daniela Montalvo Tinajero (She/Her/Hers) is a Masters of Public Service candidate at the University of Arkansas, Clinton School of Public Service. She earned her Bachelor’s degree in International Relations from Universidad San Francisco de Quito, with a minor in Political Science. She participated in a field research project in the Galapagos Islands surrounding intrafamilial violence, igniting a passion for gender equity. Her recent involvement with UNESCO reflected her passion for anti discrimination work. Her research interests include multiculturalism, peace building, and community engagement. In her spare time, she loves to sing and listen to jazz. 

Jabarey Wells (he/him/his) is a doctoral candidate in clinical/community psychology at University of Maryland Baltimore County. Jabarey’s primary endeavor is to aid in healing the historical and ongoing traumas that Black folks have endured, both at an individual and community level. He provides space for people to cultivate self-understanding and create change through therapy, community intervention, evaluation, and research, all grounded in Black and Indigenous knowledge. Jabarey is particularly interested in how intersections of geography, carceral systems, race, and class influence our community contexts. In his free time, he enjoys creating pastel portraits, roller skating, and wandering in the woods.