AACTE Welcomes New Holmes Scholars for October
AACTE’s Holmes Program continues to grow, welcoming three new scholars for October from Indiana University Bloomington, Clark Atlanta University, and Sacred Heart University.
Andrea Lopez (she/her) is a first year school psychology Ph.D. student at Indiana University Bloomington hailing from Madison, WI. Lopez studied psychology and brain and cognitive science at the University of Rochester. Lopez aspires to be a bilingual (Spanish, English) school psychologist working to address disparities in identification and improve culturally-responsive assessments for autistic youth and children with neurodevelopmental disabilities. In her free time, she enjoys reading, concerts, and hiking with her dog and partner.
Mya Jo Hurtado (they/them) is a disabled Latine student pursuing a Ph.D. in the higher education program at Indiana University Bloomington. Hailing from California, Hurtado completed their bachelor’s degree at the University of California, Merced — majoring in psychology and minoring in cognitive science. They earned a master’s degree in higher education counseling and student affairs from California Polytechnic State University, San Luis Obispo. Hurtado is deeply committed to addressing the issue of disenfranchisement experienced by underrepresented minority populations in higher education, especially within the disabled community, due to inequitable systemic and institutional practices and policies. Through their research, Hurtado aims to positively impact this area, as they believe everyone deserves equitable opportunities regardless of their background.
Tatum T. Boothe is a dedicated educator with over twenty years of experience, committed to the success of every learner. Currently serving as an instructional specialist and master teacher, she mentors educators in literacy instruction and has previously worked as a New York City Public School Common Core Fellow.
She is pursuing an Ed.D. degree in higher education leadership at Clark Atlanta University, with a concentration in culturally responsive teaching. Her dissertation, titled “Perspectives of Preservice Teachers on Becoming Culturally Responsive Practitioners in the 21st Century: A Phenomenology Qualitative Case Study on African American Preservice Teacher Perceptions,“ reflects her commitment to addressing educational disparities.
Driven by her experiences as an African American educator, Boothe is passionate about equipping teachers with the knowledge and tools to create inclusive learning environments. Her long-term goal is to serve as a tenured faculty member at a historically Black college or university (HBCU), inspiring future educators to tackle the challenges facing urban communities.
With a robust background in bilingual education spanning over 30 years, Damaris Cruz, a doctoral candidate in the social, emotional, and academic learning for social justice program at Sacred Heart University, is a formidable force in advancing diversity, equity, and inclusion in education. Her unwavering focus on dual language education, multilingualism, and translanguaging pedagogy is a testament to her expertise in these areas.
Cruz holds five certifications in elementary education, bilingual education, TESOL, remedial reading specialist, and administration and supervision. She is currently the department head for the Dual Language and ESOL K-12 programs for Stratford Public Schools in Connecticut. Throughout her career, Cruz has actively participated in various initiatives to promote equitable access to education for underrepresented groups. She has advocated and shared insights at national and regional conferences, including the Multistate Association of Bilingual Education, the Connecticut Association of Biliteracy and Bicultural Education, the 53rd ConnTESOL Conference, and CALAS, in partnership with the Connecticut State Department of Education, on dual language programming, biliteracy strategies, and translanguaging pedagogy.
As a Holmes Scholar, Cruz hopes to further her research on translanguaging pedagogy and social justice, contributing to the field of educational leadership and advocacy. She aims to pursue continued research on advancing educational equity and becoming a leader in creating more inclusive educational environments.
Tags: diversity, equity, Holmes Scholars, inclusion
