AEA Graduate Education Diversity Internship (GEDI)

    GEDI Interns come from a variety of disciplines including public health, education, political science, anthropology, psychology, sociology, social work, and the natural sciences. Their commonality is a strong background in research skills, an interest in extending their capacities to the field of evaluation, and a commitment to thinking deeply about culturally responsive evaluation practice. Meet the 2017-2018 GEDI Cohort!

    Picture1.jpg Shani Alford has spent over ten years working on projects that focus on promoting physical activity and improving public health, supporting efforts that diversify resources in education, creating safer and more bicycle and pedestrian-friendly streets, and improving the lives of all residents in underserved communities. Shani has a Bachelors degree in Business Administration with a concentration in Marketing, and is currently pursuing a Masters degree in Community Development.
    Picture2.jpg Alemayehu Bekele is a second-year Master of Sustainable International Student at the Heller School for Social Policy and Management, Brandeis University. Alemayehu is passionate about the use of rigorous evaluation methods in informing evidenced based policy making in addressing the growing social injustices and inequality. Before Brandeis, he has conducted an evaluation of agrifood value chains and quality upgrade programs. Through the GEDI program, Alemayehu supports the evaluation team at Education Development Center in Waltham, Massachusetts.


    Cristina Enriquez is a second year Masters of Social Work student at Lehman College, City University of New York (CUNY). Cristina earned her B.A in Criminal Justice with minors in corrections and psychology from John Jay College of Criminal Justice, CUNY. She is passionate about promoting social justice by utilizing research methods and processes to critically evaluate research designs. In addition, with her Licensed Master Social Worker, she will provide and de-stigmatize mental health services within urban communities. As a GEDI Scholar, she will be working with TCC Group, a social impact consulting firm.


    Shaneeka Favors-Welch is a native of Atlanta and has received a B.S in Mathematics from Southern Polytechnic University and a M.A.T in Mathematics from Clayton State University. She is a fourth- year doctoral student in Georgia State University's College of Education with a concentration in Teaching and Teacher Education. In 2008 she founded a non-profit, G.R.O.W.E (Giving Resources and Opportunities to Women through Education), dedicated to advancing women in STEM fields. She spent her first year as a doctoral student in China teaching high school mathematics and physics courses.


    Jacquie Forbes is a third year PhD student studying Educational Leadership and Policy Analysis at University of Wisconsin-Madison. Her research agenda examines structural barriers to college admission for students of color and students from low-income backgrounds. Before coming to UW, Jacquie worked as a high school history teacher in Brooklyn, NY and as a college access program administrator in Atlanta, GA. As a GEDI intern, Jacquie will be working with The LEAD Center on UW Madison’s campus. She earned her Bachelor’s degree in sociology and political science from Spelman College.


    Scarlett Kingsley is a graduate student in the Community and Regional Development Graduate Group at the University of California, Davis. She earned her undergraduate degree in Anthropology and Environmental Science from the University of Nevada, Reno. Scarlett’s graduate research examines race and class based inequities in urban centers, specifically in relation to animal ownership. Her professional interests also include affordable housing, education, and equitable economic and urban development. Scarlett currently works as a non-profit consultant and researcher.


    Emely Medina-Rodríguez comes from Rincón, Puerto Rico. Coming from a family of educators she continued her studies in Political Science at the University of Puerto Rico, Mayagüez (UPRM). There she got involved in researching the access of students from public housing projects to the UPRM.  This motivated her to study Educational Policy and Leadership at the University of Michigan, Ann Arbor. She is interested in understanding the socioeconomic disadvantages women with children face in college, especially those coming from low-income families, and the structures in higher education institutions that support them.


    Jose' Reyes is currently pursuing a Ph.D. in social work with a focus on policy implementation among health and human service organizations. Most recently, Jose completed a policy research fellowship at the U.S. Department of Health and Human Services, Office of Minority Health. Since 2012, he supported the development, coordination, and implementation of several key initiatives including the enhanced National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care, and the Youth Health Equity Model of Practice initiative.