Our Featured Student in this issue of IMPACT is Quin Gonell, a doctoral candidate in the Educational Leadership and Policy Studies program within the College of Education and Social Services.
IMPACT: Quin, tell us where you are from and what you studied as an undergraduate student?
QUIN: Although I was born and raised in Lawrence, Massachusetts, both of my parents migrated here in the 70s from the Dominican Republic and settled in Lawrence, which is a town that is heavily populated and even governed by Caribbean immigrants and their descendants. So, while I identify nationally as a United States citizen, ethnically I identify strongly with my Caribbean and Latino background. Although my parents love my siblings and me very much and did everything they could to raise us properly, growing up poor and in a crime-ridden area made avoiding poverty-related adversities very difficult.
By the time I was a sophomore in high school, all but one of my four brothers had dropped out of school, and all four had experienced some form of incarceration. Additionally, my three sisters had had left home before reaching adulthood. At the age of 16, I too was on the path of dropping out of high school, but I had caring teachers who reached out and pulled me off the streets and into a life of hope through education. With their help I was able to get on track and not only graduate high school, but I was also able to get into a four-year college!
My biggest desire as I went off to college was to find a way to make the most of the opportunities that I had been afforded. I wanted to do something that would allow me to reciprocate the support that had allowed me to secure a more promising future by serving marginalized student populations. Therefore, unlike many of my undergrad peers who were undecided about what they wanted to major in, I knew right away that I wanted to become a teacher and go back to serve in my hometown.
IMPACT: Thank you for sharing that. What inspired you to go to graduate school at ¶¶Òõ̽̽?
QUIN: In my eight years as a classroom teacher in both traditional and alternative education settings, I realized that not enough is being done systemically to alleviate the stresses being endured by inner-city school children and their families. I observed that the actual needs of vulnerable student populations far outweigh the efforts being designed to address them. Further, I would argue that if policy makers, researchers, and practitioners do not begin to more effectively address the needs of our marginalized student populations, our society cannot hope to mitigate the pervasive effects of poverty. Therefore, after many months of consulting with mentors and considering the risks of leaving the relative stability and job security of my teaching career, I decided to make a career change. Although the decision weighed heavily on me, I knew that my work in the classroom was no longer adequately fulfilling my desire to serve.
Of the dozens of doctorate-level educational leadership programs from across the country that I explored during the application process, I found that ¶¶Òõ̽̽’s Department of Leadership and Developmental Studies exhibited the highest concentration of professors with whom I share common research interests. I felt very excited about the prospect of conducting research with professors whose areas of expertise relate to topics such as education policy analysis, college accessibility, equity, social justice, restorative practices, and culturally responsive pedagogy.
IMPACT: Tell us about your experiences in grad school, and what it is like to work with faculty members and to do your own scholarship.
QUIN: So far my experience at ¶¶Òõ̽̽ has been wonderful. Nothing motivates me more than the potential for making a positive impact on society. I view researchers as drivers of societal change. Therefore, being able to work alongside researchers as I strive to become one myself truly makes me feel as though I am living my purpose. It's a great feeling!
For a little over a year I have been serving as a research assistant on the CESS Restorative Practices Research Team. Since I joined, the team’s partnership with the Burlington School District has afforded me several opportunities to conduct research within community schools. Because I am new to scholarly research, I have learned a great deal about the many nuances of conducting and publishing research from the members of the research team whom I have come to view as mentors.
IMPACT: Are there any faculty members who have been particularly important to you?
QUIN: Aside from the faculty on the research team (Dr. Bernice Garnett, Dr. Lance Smith, Dr. Tracy Ballysingh, and Dr. Colby Kervick) whose knowledge, generosity, and patience I am eternally grateful for, I’ve really enjoyed courses taught by professors like Dr. Robert Nash, Dr. Judith Aiken, Dr. Kieran Killeen, and Dr. Kelly Clark-Keefe. What I appreciate most about these educators are what I perceive to be valuable elements in their unique teaching styles. From each of these faculty members I have learned creative pedagogical strategies that I hope to someday practice on my own as a faculty member.
I would also like to send a special shout out to my advisor Dr. Tracy Arámbula Ballysingh. Based on the incredible experience I've had working with her so far and from talking to colleagues at other universities, I know she has gone well beyond her call of duty to ensure that I feel supported and cared for as a ¶¶Òõ̽̽ grad student. As a result, I have come to trust her as I would a close family member.
IMPACT: Where you are in your graduate education and what you plan to do after graduating?
QUIN: Ahh, the BIG question! I am in the process of completing my second year as a Ph.D. student which means that if all goes as planned, I will be halfway through the program this coming May. This has been a question I have struggled significantly with. Since I am so driven by the potential for contributing to efforts that would create positive societal impact, I initially envisioned myself seeking a career that would allow me to work as closely to marginalized communities as possible such as that of a public-school administrator.
However, as I have become more familiar with the different forms that scholarly research can take, and more specifically, how valuable approaches like community-engaged research partnerships can be, it has become easier to envision for myself the path of a faculty-researcher. Additionally, I am very motivated by the prospect of doing education policy analysis/conducting research to inform education policy and I believe a position as a faculty-researcher would afford me opportunities to engage with such work.
IMPACT: What do you do when you aren’t in class, studying, or doing research?
QUIN: I’m an avid fan of cinema and theater. I dabbled with musical theater in high school, it helped keep me off the streets. I hope to someday write and direct short films. I also enjoy social dancing to Caribbean forms of music such as Salsa and Bachata (one of the reasons I try to spend at least one to two weekends per month back home in Lawrence – the Massachusetts hub of Dominican/Puerto Rican culture).
Much of my adult life has been consumed by work related to my career in education. I am currently challenging myself to focus more on nurturing my artistic side. My overall dream is to achieve a fulfilling career in the field of education that would allow me the space to create and enjoy various forms of art and culture and perhaps in some way employ the use of art to elevate the national discourse on education reform.
IMPACT: Thank you, Quin, and best of luck to you in your graduate program!