His research rests at the juncture of mathematics education, higher education, and gender studies to document the intersectionality of lived experiences among marginalized student populations (including African Americans, Latin@s, and members of the LGBTQ+ community) in navigating undergraduate STEM education as a gendered, racialized, and heteronormative space. His research aims to increase academically supportive and socially affirming STEM learning opportunities across educational spaces including undergraduate classrooms and STEM support programs that attend to the intersectionality of marginalized students’ experiences.