Angela Cheng is a coordinator for Los Angeles Unified School District.
Angela began her education career as a resource specialist, supporting middle school students with Individualized Education Plans (IEPs). She then became a bridging coordinator, assisting students transitioning from elementary to high school, before moving into the target student population advisor role where she focused on targeted interventions. She was later promoted to assistant principal, leveraging her experience across middle and high school to drive student success and improvement. Unfortunately, due to budget cuts, she was later demoted to a coordinator role, but remains committed to her students in the high school setting.
Growing up, Angela often felt like an outsider, noticing the divides between cultures and even within the same school. That feeling stayed with her, especially as she began working in special education, where she saw how students with IEPs were often separated from general education programs. When she came across LMU’s Ed.D. program, its focus on social change and justice meant something to her. It felt like the right place to deepen her understanding and learn how to bridge those gaps for her students and entire school communities.
Angela’s research, Fostering Inclusive Learning: Exploring Trauma, Special Education, and the School Referral Process for Student Success, explores how teachers’ beliefs about their roles and responsibilities intersect with broader educational frameworks, particularly through the lens of ecological systems theory. She was investigating how these beliefs influence the ways teachers support students who have experienced trauma or have disabilities, focusing on how they navigate systemic barriers and implement inclusive practices. By examining the alignment—or misalignment— between teacher perspectives and holistic approaches to education, her goal is to identify strategies that foster more equitable and supportive learning environments for all students.
Participating in the Ed.D. program has deepened her understanding of how systemic structures impact marginalized student populations, particularly those with disabilities and those who have experienced trauma. It has equipped her with the tools to critically analyze educational practices through a social justice lens, fostering more inclusive and equitable learning environments. Professionally, it has strengthened her ability to advocate for systemic change, collaborate with colleagues on targeted interventions, and develop strategies that align teacher beliefs with comprehensive student support frameworks. Personally, it has reinforced her commitment to bridging gaps in educational equity, ensuring all students feel seen, valued, and supported.