Rosa Chavez

Rosa is a PhD Candidate in Mathematics Education with interests in how educational policies influence children’s socially constructed mathematical identities. Rosa is also an Institute for Education Sciences (IES) fellow through the Center for Education Policy and Analysis. Her doctoral research focuses on how assessment policies shape the opportunities to learn that are made available through particular classroom practices, and specifically how Latinx students take up these opportunities to see themselves as learners of mathematics. Before attending Stanford, she taught middle school and high school mathematics in South Texas. At Stanford, she teaches graduate courses within the Stanford Teacher Education Program and is a research assistant in the Stanford Identity, Engagement, and Learning Lab and the Stanford Center for Opportunity Policy in Education. Rosa has a BA in Mass Communication and an MS in Mathematical Sciences from The University of Texas Pan-American.