Julie Pham is a postdoctoral scholar at UNLV's College of Education, where her work centers on advancing educational equity through research, teaching, and community-engaged scholarship. Her research examines the educational experiences of Asian American, Native Hawaiian, and Pacific Islander (AANHPI) students, with particular attention to the intersections of race, immigration, policy, and identity in K–16 educational contexts.

Her scholarship focuses on how educators engage with culturally sustaining and healing-centered pedagogies, particularly through professional development initiatives that support more inclusive and representative curricula. She is particularly interested in how teachers learn to integrate AANHPI histories and counter-narratives into their practice, as well as the sociopolitical conditions and racialized policies that shape educator preparation and curriculum implementation.

Her research also examines the high school-to-college transition for Southeast Asian and Pacific Islander students, highlighting how systemic inequities, limited institutional support, and invisibility within aggregated data impact college access, persistence, and sense of belonging.

In addition to her research, Pham teaches graduate courses on AANHPI educational experiences, where she supports pre- and in-service educators in developing critical consciousness and equity-driven teaching practices. She is also the lead developer and facilitator of a statewide micro-credential initiative in partnership with the Cyrus Tang Foundation and the Regional Professional Development Program. This initiative provides Nevada educators with accessible, research-informed professional learning on AANHPI histories, community contexts, and culturally responsive pedagogy, and has engaged educators across multiple roles, including teachers, counselors, and school leaders.

Grounded in community-based knowledge and local context, Pham’s work emphasizes Nevada as a critical site for understanding AANHPI demographic growth, educational opportunity gaps, and cross-cultural solidarity.

Her research and practice position educators as key agents of change who are bridging policy, community, and classroom to foster a more just, inclusive, and humanizing educational system.