Jane Margolis is a Senior Researcher at UCLA Graduate School of Education and Information Studies. Since 1994 her work has focused on the underrepresentation of females and students of color in computer science education. Margolis is the lead author of two award-winning books: Unlocking the Clubhouse: Women in Computing (MIT Press, 2002), which examines the gender gap in computer science at the college level; and Stuck in the Shallow End: Education Race, and Computing (MIT Press, 2008), which examines the low number of African-Americans, Latinos, and females in computer science at the high school level. Margolis has helped build a long-lasting partnership with LAUSD, the second largest school district in the country, around broadening participation in computing. She has been the PI on major NSF grants focused on broadening participation in computing and democratizing computer science education, and has served as a national leader on this issue. In 2016, Margolis was awarded as a White House Champion of Change for her work in broadening participation in computing.

Jean J. Ryoo, PhD is the Director of Research of the Computer Science Equity Project at UCLA Center X. She is currently leading the “REAL-CS” Project’s effort to understand, from youth perspectives, what students are learning in introductory CS high school courses, and how their experiences with computing impact their engagement, agency, and identity in CS. This research-practice partnership with school districts and classroom teachers has the shared goal of surfacing historically underrepresented students’ voices in the growing “CS for All” movement. Prior to this, she worked with the Tinkering Studio of the San Francisco Exploratorium–a museum of science, art, and human perception–to direct research-practice partnerships focused on equity issues in afterschool STEM making programs (see, for example, the California Tinkering Afterschool Network). Jean builds on her varied experiences as a museum docent, afterschool educator, and public school teacher to inform her focus on using research as a tool to name and counter the inequities that our youth and teachers face in different educational contexts. Jean received her PhD from UCLA, MEdT from University of Hawai’i at Manoa, and her BA from Harvard University.

Dr. Julie Flapan is Co-Director of the CSforCA project where she advocates for K-12 computer science education in California to ensure its accessibility to all students, especially girls, students of color, and low-income students.  She also serves as Director of the Computer Science Project at UCLA’s Center X where she conducts research and works closely with practitioners to inform statewide policy.

Previously, Julie served as Director of Public Engagement for UCLA’s Institute for Democracy, Education and Access (IDEA) where she led the Education Justice Collaborative, integrating research, policy analysis, and coalition building through communications and grassroots organizing strategies to ensure all students have access to a meaningful education that prepares them for college, careers, and democratic participation.

Her research interests include anti-bias/anti-racist education and social justice policies that provide equal opportunities for teaching and learning in low-income communities of color.  Julie has extensive experience facilitating workshops for teachers, parents and community leaders as part of the Anti-Defamation League’s A World of Difference education program.

Julie graduated with a B.A. from Pitzer College, an M.S. in Education and Social Policy from Northwestern University and a doctorate in Educational Leadership from UCLA.  As an advocate for computer science education, her biggest (and admittedly hypocritical) struggle is getting her three children off their devices!

Michelle Choi is Associate Director of the Computer Science Equity Project at UCLA Center X. Previously, she has worked at the Exploratorium, University of Washington, Center for Advancement of Informal Science Education, Harvard, and MIT Media Lab wearing many hats doing research, design, communications, documentation, project management, strategic planning, and professional development, all aimed at expanding equitable, high-quality computer science learning opportunities for all. She consults on developing creative educational products with local and global partners including the Sacramento County Office of Education and Qatar Foundation. Her work spans informal and formal educational settings and bridges research and practice through research-practice partnerships that bring together educators, administrators, organizational leaders, and researchers to work collaboratively on research projects and co-create practical teaching tools. Michelle received her M.Ed. from the Harvard Graduate School of Education and her BA from the University of California, San Diego.

Paula Nazario, M.P.P. is the Assistant Director of the Computer Science Equity Project at UCLA Center X. She currently leads the Plugging into Power: Family and Community Engagement for Equitable CS Education research to build the capacity of community-based organizations in California serving parents, students, and low-income families of color to advocate for equity in computer science education. Previously, Paula was a Monica Salinas Policy Fellow at the UCLA Latino Policy and Politics Institute (LPPI), where she focused on COVID-19 relief programs, criminal justice reform, economic mobility and opportunity, and other issues affecting Latinx communities. Paula co-authored “Housing Insecurity Persists for Renters of Color Amid the Covid-19 Pandemic,” which analyzed California’s Emergency Rental Assistance Program (ERAP) for low-income renters and the disparities linked to income, class, and race during the COVID-19 pandemic. Her work has been covered in both English and Spanish media. She holds an M.P.P. with a data analytics certificate and B.A. in Political Science with a double minor in Civic Engagement and Education Studies, both from UCLA. Paula is a first-generation college student and is passionate about social justice, education equity, and economic mobility, and is committed to improving the educational opportunities for low-income students of color.

Dr. Sharisa Chan is Associate Director of Curriculum, Instruction, and Professional Development with the Computer Science Equity Project team at UCLA Center X. Previously, she fulfilled the role of a county administrator at the San Bernardino County Superintendent of Schools, emphasizing equitable integration of computer science and educational technology. During her tenure, she developed and led sessions for Seasons of CS in the area of Equity Minded Instruction in Computer Science. She also organized Innovation Day events, providing underrepresented students in Computer Science with access to physical computing tools to create projects aligned with Global Sustainable Development Goals. Additionally, she provided coaching and workshops for TK-12 teachers on integrating computer science education. Dr. Chan earned her doctorate in Educational Leadership with a focus on Curriculum and Instruction from the University of Phoenix, a master’s degree in Education from the University of California, Riverside, and a bachelor’s degree in Liberal Studies with a concentration in Art History and Education, also from the University of California, Riverside. She advocates for widespread computer science education across all grade levels and enjoys establishing interdisciplinary connections that seamlessly integrate computer science into existing learning frameworks.

Aryonna Young is the Program Manager for the Computer Science Equity Project at UCLA Center X. She also assists with the California Reading and Literature Project.

With over 6 years’ experience in administrative roles and finance, Aryonna’s job is to manage the program’s budget and guarantee the funds are allocated to the right areas.

Growing up in the K-12 system in Los Angeles herself, she is grateful to be a part of change and assist with bringing much needed educational programs to areas that lack these resources.