Now in its fifth year, the Diversity, Equity, Inclusion, Belonging, and Justice (DEIBJ) student representatives program at the School of Information is an initiative aimed at supporting the needs of our current students.
Student representatives from each degree program at the I School participate in committee meetings with faculty and staff, engage with prospective students in webinars and in-person events like prospective student visit days, and develop and manage student-led DEIBJ initiatives.
Meet the 2025 student representatives:
Maahe Kazmi, Master of Information Management and Systems (MIMS)
Maahe is a first-year MIMS student. She is a recent graduate of the University of Texas, Austin where she pursued a degree in informatics, concentrating in health informatics and human-centered data science. She served as an iSchool Inclusion Institute (i3) scholar prior to joining the I School.
Maahe attributes her interest in DEIBJ to her upbringing in Maine. “I understand firsthand the challenges of navigating spaces where diversity is minimal. These early experiences fueled my passion for fostering diversity, equity, and justice,” she said.
In her hometown, she worked with ESL students, helping them navigate academic challenges while also offering guidance and encouragement in their transition to a new environment. During her time at i3, she collaborated with other underrepresented students to research how BIPOC students navigate health information online and are disproportionately affected by misinformation.
“These experiences have equipped me with a deep understanding of the importance of creating spaces where everyone feels valued and empowered and will allow me to be an effective advocate for my peers. I am determined to create meaningful change, whether by shaping policies, improving the student experience, or advancing diversity in faculty recruitment and admissions. As a DEIBJ student representative, I will work collaboratively with faculty, staff, and students, contributing to strategic efforts embedded in the I School’s core values.”
Wendy Matta, Master of Information and Data Science (MIDS)
Wendy is in their first year of the MIDS program, currently serving as a Program Intern at Out In Tech, a non-profit organization dedicated to creating opportunities for LGBTQ+ tech members to advance their careers, grow their networks, and leverage tech for social change. They graduated from the University of California, Santa Cruz with a bachelor’s degree in computational mathematics and critical race and ethnic studies.
“Amplifying the voices of marginalized communities is not just a professional goal for me; it is a deeply personal commitment rooted in my own experiences and values,” said Wendy. “As a gender non-conforming, queer, low-income Arab Latine with a history of houselessness and a first-generation college student, I intimately understand the systemic challenges that students like me face in higher education.”
As a result, Wendy is dedicated to ensuring that students from marginalized backgrounds are acknowledged and truly centered in classrooms, curriculum, conversations, policies, and initiatives.
During their time at UCSC, Wendy co-founded the College Math Academy (CMA) to help address the systemic inequities that drive Black and Latine/Latinx* students away from STEM fields, developed an internship program for first-generation students of color to plan events and create content reflective of their unique perspectives, and designed and taught a social-justice-focused calculus and algebra curriculum to support incoming freshmen from underserved communities in their transition to college.
At the I School, they are looking to continue uplifting marginalized voices and supporting those who face academic, career, and personal challenges related to their identities. “One of my initiatives would be to create student support groups specifically for first-generation and low-income students in the MIDS program, providing a safe space for sharing experiences, challenges, and strategies for success. Additionally, I would aim to connect these groups with industry professionals to provide mentorship and guidance. My goal is not only to participate in these conversations but to lead the charge toward meaningful, lasting change within the I School community,” they added.
Georgio Mrad, Master of Information and Cybersecurity (MICS)
Georgio is in his first year of the MICS program based in Beirut, Lebanon. Prior to joining the I School, he graduated from Saint Joseph University of Beirut. He is currently a private tutor at the technical training center BMB Smart and a cybersecurity analyst at the cybersecurity firm Arcshields.
“As someone navigating the cybersecurity field, I am particularly aware of the importance of representation, especially for those historically underrepresented in STEM, such as women, first-generation college students, and students from marginalized communities,” said Georgio. “My experience working in cybersecurity, an industry still lacking diversity in many areas, has fueled my desire to create more inclusive spaces in tech.”
He also attributes his background growing up in Lebanon to his views on the importance of accessibility and equity in education, stating that he wants to amplify the voices of and advocate for those who are not comfortable speaking up.
“I am passionate about mentoring students and engaging with prospective students, particularly those who may be unsure if they belong in a program like ours. As a DEIBJ representative, I will advocate for the interests and needs of students while also leading student-led initiatives that align with the I School’s strategic plan,” he added.
“Through my role, I hope to build connections between students and create a space where everyone feels they belong, no matter their background or identity.”
Naitian Zhou, Ph.D. in Information Management and Systems
Naitian is a third-year Ph.D. student, advised by Professor David Bamman, focusing on developing computational methods to understand meaning embedded in style. Prior to the I School, he graduated from the University of Michigan with a B.S. in data science and computer science.
“As someone who has benefitted from the positive impact of strong mentorship and institutional support, I understand the importance of building diverse and inclusive environments,” said Naitian.
He previously served as the I School Ph.D. student representative and a co-coordinator of the Ph.D. Applicant Feedback Program, which aims to provide application feedback to members of communities that have historically been underrepresented in higher education, where he gave feedback on applicants’ resumes and essays. “I’m excited to join the DEIBJ working group to continue advocating for current and future students in our community,” he added.
Diversity, equity, inclusion, belonging, and justice (DEIBJ) work at the School of Information is led by a faculty equity advisor, DEIBJ working group, and DEIBJ student representatives.
“The student representative role is incredibly important,” said Roxanne Pifer, Director of Admissions and Diversity Recruitment, “as it provides a unique voice, perspective, and seat at the table to examine and advocate for how equity, fairness, accessibility, and other related values tie into our mission.”
“These amazing student leaders step into this role because they want to make a positive impact within the I School. This work is crucial to center the voices and needs of our student community, especially those from historically underrepresented backgrounds in higher education. Having the opportunity to serve alongside these outstanding student leaders is an honor.”
These students serve as advocates, actively addressing the needs and concerns of both current and potential students at the I School within their respective degree programs. Their focus is especially dedicated to individuals from backgrounds traditionally marginalized in higher education and fields like information, data science, and cybersecurity. This includes, but is not restricted to, Black, Chicanx/Latinx*, Native American, and Alaska Native students, first-generation college students, undocumented students, LGBTQ+ students, individuals with disabilities, women in STEM fields, and those from economically disadvantaged backgrounds.
*The I School acknowledges that the terms ‘Chicanx’ and ‘Latinx’ are not universally embraced by all members of these communities. At this time we follow the language guidelines established by the UC Berkeley Division of Equity and Inclusion.