Dr. Morales-Doyle's research seeks to address inequity in science education as a component of larger systems of oppression like structural racism, economic exploitation, and patriarchy. His work explores high school science curriculum, teaching, and teacher education. His focus is on engaging youth in learning science and learning to critique science in order to construct communities that are more just and sustainable. He was a high school teacher in the Chicago Public Schools for more than a decade before coming to UIC.
