Scholars’ Doctoral Journeys

Ashley Grays

Sharde Theodore

For our Voices From the Field interview, we spoke with Ashley Grays and Sharde Theodore, former OSEP interns and current OSEP scholars. They share their journeys as doctoral students and how these experiences influenced them professionally.

Ashley Grays

Ashley Grays is an early childhood education researcher and advocate for equitable learning opportunities. With over 15 years of experience in the field, Ashley has dedicated herself to exploring innovative strategies and evidence-based interventions that can help reduce disparities in education for marginalized children, especially those from underprivileged communities of color. Her educational background includes a Bachelor of Science in Early Childhood Education from Florida International University and a Master of Education in Educational Leadership with a specific focus on Early Childhood Education from the University of North Florida. She is pursuing her Ph.D. at the University of Central Florida, in Exceptional Student Education. Ashley’s primary research focus is on using technology to increase educational equity for marginalized children, focusing on early childhood at the intersection of race and disability.

1. What made you realize that you wanted to pursue a doctoral degree in fields that focus on providing services to children and families?

When I was 11, my family opened a home-based child development center.  It was as if my home transformed into a stage for the daily unfolding of childhood — a place where every day was a new episode, filled with laughter, cries, and the pure joy of growing up.

As years passed, I transitioned from being a casual observer to actively working in larger child care facilities that served lower-income communities. The kids there were brilliant and lively, but the backdrop to their vibrant hues was faded — broken crayons, worn-out toys, and silent playgrounds spoke of a starkly different narrative from what I encountered elsewhere.

I still vividly recall stepping into a child care center in a more affluent neighborhood for the first time. The contrast hit me hard; amidst the usual childhood chaos, everything there gleamed with newness. It made me question deeply and persistently: Why should income create such a chasm in the quality of early experiences?

That realization was a turning point. It ignited a burning question: “Why does income determine outcomes?” It became more than a question; it was a call to action, a mystery I felt compelled to unravel. It’s why I decided to pursue a doctoral degree. I wasn’t just chasing another academic accolade; I was trying to alter the status quo.

I wanted to understand the ‘why’ and the ‘how’ — to delve into the systemic disparities that set children on such divergent paths from the start. My aim was clear: to ensure that every child, no matter their economic background, had access to a beginning as shiny and promising as those kids in the higher-income neighborhoods. It’s a personal quest to ensure that zip codes don’t become destiny-defining factors and to ensure that every story has the chance to be a great one right from the first chapter.

2. What have you learned in your doctoral program that has changed how you thought about research, policy, and practice?

Throughout my doctoral journey, one of the most profound realizations has been the intricate connections between research, policy, and practice. I entered this path with a laser focus on the tangible — the everyday impact on people’s lives, believing that was the heart of the matter. Politics were distant, a realm of endless debates and intangible outcomes, far removed from the immediate needs I sought to address.

But as I delved deeper into my studies, I discovered that research is more than just uncovering facts or gaining insights. It’s a powerful tool that tells stories of need, potential, and what could be if we steer our collective resources and willpower in the right direction. I realized that policy isn’t a distant construct; it’s the bridge between what we know and how we apply it to enact real change.

And practice? It’s where the rubber meets the road. It’s the embodiment of research and policy in daily life. It’s the proof of concept, the trial by fire, the impact felt in real-time by real people. I learned that to influence practice effectively; I needed to understand the policies shaping it and the research underpinning those policies.

To truly make a difference, I needed to engage with all three realms. Research informs policy; policy shapes practice; practice, in turn, informs research. It’s a cycle of continuous learning and improvement, and I now see that my role is to participate in this cycle, not as a bystander but  actively. This triad of research, policy, and practice is interrelated and interdependent — each one’s existence and efficacy are contingent on the others. My doctoral program has taught me that to touch lives, I must understand and navigate the interplay between them all.

Sharde Theodore

Sharde Theodore is a special education doctoral candidate at Florida International University and a current OSEP scholar. Sharde earned a Bachelor of Science in Elementary Education and Special Education from North Carolina Agricultural and Technical (A&T) State University and a master’s degree and specialist degree in special education from Florida International University. She has five years of experience working as an elementary special education teacher in urban schools throughout Miami, FL. Her experiences as a student, teacher, and researcher of color have shaped her research interest, which focuses on the recruitment and retention of diverse special education faculty in institutes of higher education.

1. What made you realize that you wanted to pursue a doctoral degree in fields that focus on providing services to children and families?

During my undergraduate years at North Carolina A&T State University, influential professors who shared my cultural background, like Dr. Cathy Kea, played a pivotal role in shaping my commitment to working with diverse students and families. The multicultural curriculum and culturally responsive practices at a Historically Black College and University significantly influenced my pedagogical approach as a special education teacher. Pursuing a master’s in special education at Florida International University allowed me to apply research methods to enhance my teaching practice, sparking my passion for research in the field. The discovery of Project INCLUDE, an OSEP-funded doctoral program focused on preparing faculty to support diverse students with disabilities, felt serendipitous at the end of my master’s program. This alignment with my research interests solidified my decision to pursue a doctorate in special education, driven by a profound commitment to improving practices and fostering inclusivity in the field.

2. What have you learned in your doctoral program that has changed how you thought about research, policy, and practice?

Throughout my doctoral program my perspectives on research, policy, and practice have undergone profound transformations. In contrast to other academic degrees, the doctoral journey extends beyond coursework. Throughout my doctoral experience I have been able to produce publications, teach, participate in internships with OSEP and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, and present at research conferences. Working with OSEP last summer was eye-opening, revealing the intricate world of education policy, diverse funding mechanisms, and the multitude of organizations supporting schools, districts, and universities. My overall experiences in and out of the classroom have guided my research perspective and goals.