Her scholarship focuses on how educational policies aimed at improving equity among students at the intersections of race, disability, language, and other sociocultural differences are enacted and experienced by educators, leaders, and students, particularly within complex classroom, school, and community contexts. Her work has been included in journals such as Teachers College Record, Urban Education, and Theory Into Practice. Her commitment to educational equity and justice is rooted in her experiences as the proud daughter of Ethiopian immigrants, her upbringing in New Mexico, and her work with students of color labeled with disabilities, including her sister, who remain her greatest teachers.