It matters to me that my knowledge and skills have impact on real lives, whether in the classroom when I teach, or outside the classroom when I mentor.
I am committed to improving the climate for women, persons with disabilities and minorities within the discipline of philosophy and in the community at large. It matters to me that my knowledge and skills have impact on real lives, whether in the classroom when I teach, or outside the classroom when I mentor. |

The knowledge and energy to make this commitment a reality come from my experience as a woman of color in philosophy, my research interests in mental disorders and flourishing, my mentorship activities involving students with disabilities, underrepresented minorities in philosophy, underserved student populations and my experience as an international scholar at various academic communities hosting diverse populations.
Here are some highlights from my recent mentorship experiences:
- For 2020-2021, I am the co-chair of the Climate and Diversity Committee of the Philosophy of Science Association (with Megan Delehanty).
- I am a mentor for the Philosophy of Science Association’s Underrepresented Philosophy of Science Scholar Mentorship program.
- In the Spring of 2019, I received the American Philosophical Association’s “Mentoring the Mentors Workshop” participation grant to enhance my skills and resources as a mentor.
- I am available as a mentor for DACA students at UTSA. Find more information on our UTSA dreamers.
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- I am a mentor for the Minorities and Philosophy (MAP) group which brings together a collection of students in philosophy departments who examine and address issues of minority participation in academic philosophy. I am actively involved in the initiatives spearheaded by MAP. I was invited as a speaker at the MAP sponsored events at the University of Pittsburgh, Western University, and University of Waterloo over the past years, and continue to be a resource for undergraduates and support MAP initiatives whenever I am asked.
- I mentored students with psychiatric disabilities who were registered with the Counseling and Development Center at York University. In the course of six years, I mentored 10 students with a mental health disability, who were returning back to school after having taken a break due to their disability. My role as a mentor was to reintroduce them the basics of being a student. I taught them how to use the resources and facilities on campus, including libraries and computer labs, how to do scholarly research on the library database, and how to be their own advocates while negotiating academic accommodations in their classes. In short, I helped them make a successful transition from the hospital environment to the academic environment. During my mentorship at the Counseling and Development Center at York University, I also held annual workshops for students with disabilities on how to apply to graduate school.
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