Congratulations to Maria Regina Tartaglione who on Thursday, April 2, 2026 successfully defended her dissertation.

The title of Maria’s dissertation is, "A QUALITATIVE STUDY OF MIDDLE SCHOOL PRINCIPALS’ IMPLEMENTATION OF COLLEGE AND CAREER READINESS INITIATIVES: AN ECOLOGICAL ANALYSIS."

Overview of Problem: The most urgent educational problem in America’s educational system is the disproportionate college access for economically disadvantaged students. Subsequently, economically disadvantaged schools in the U.S. require principals to plan for implementing college awareness and career readiness initiatives.

Research Purpose: To describe how middle school principals at economically disadvantaged schools implement college and career readiness initiatives through the lens of Bronfenbrenner’s ecological system.

Research Design: This study used a qualitative interpretive inquiry to explore the experiences of middle school principals (grades 5–8). This approach examines how individuals make meaning of their lived experiences within social and organizational contexts, allowing in-depth analysis of the perspectives, complexities, and subjective influences that shape their professional practices and decision-making.

Sample: The sample included 12 principals from U.S. public middle schools (grades 5–8) serving economically disadvantaged students. Each had at least two years in their current role, led schools with 25% of students qualifying for free or reduced-price lunch or other indicators of socioeconomic disadvantage, and had at least one year of experience implementing college and career-readiness initiatives.

Data Collection: Data were collected via 60-minute semistructured Zoom interviews; audio recorded with consent and transcribed using Otter.ai. Transcripts were manually coded, supplemented with reflective journaling, and analyzed with Delve software to identify themes. Codes were generated inductively through iterative analysis and systematic refinement, with member checking conducted to ensure credibility and data securely stored.

Findings: Four key themes emerged: Education Beyond Memorization, Every Child Deserves a Champion, Mindset Shift, and We Are All In This Together. Collectively, they form a student-centered leadership that emphasizes meaningful skill development, high expectations, shared responsibility, and strong connections with students, families, and the community, ensuring all students have access to college- and career-readiness opportunities.

Conclusions/Implications: Principals in economically disadvantaged middle schools promote college and career readiness by combining student-centered, experiential learning with equity-focused, collaborative practices across school, home, and community. Sustainable CCR requires systemic coordination, aligning goals with school plans, integrating career connections into instruction, using data to support all students, providing individualized guidance, and partnering with the community to ensure equitable, real-world learning that prepares all students for postsecondary success.

DISSERTATION COMMITTEE CHAIR:
Dr. Susan V. Iverson

DISSERTATION COMMITTEE MEMBERS:
Dr. Martin Fitzgerald
Dr. Nicole Joseph

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Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Chelsea Dicker who on Tuesday, March 24, 2026 successfully defended her dissertation.

The title of Chelsea’s dissertation is, "NEVER OFF DUTY: EXPLORING PERCEIVED ORGANIZATIONAL SUPPORT AMONG CHILDCARE WORKERS WHO ARE MOTHERS NAVIGATING DUAL CAREGIVING ROLES."

Overview of Problem: Childcare workers who are also mothers of young children represent a vital segment of the early childhood education (ECE) workforce in the United States. In 2024, 68.3% of mothers with children under six participated in the labor force, and 94% of childcare workers identified as female, illustrating the prevalence of women, many of them mothers, within this essential workforce. Despite their critical role, childcare workers continue to face low wages, limited benefits, and high emotional labor, which contribute to workforce instability and turnover rates approaching 27%. Persistent turnover disrupts the continuity of care, reduces program quality, and exacerbates inequities for children and families who rely on early care and education.

Research Purpose: The purpose of this qualitative study is to describe the experiences of childcare workers who are mothers of childcare-age children. Drawing upon Eisenberger et al.’s (1986) Organizational Support Theory, this study seeks to understand childcare workers’ perceptions concerning the extent to which their workplace values their contribution and cares about their well-being.

Research Design: This study utilized a qualitative design with an interpretive inquiry approach to explore the lived experiences of childcare workers who are mothers of childcare-age children. Interpretive inquiry provides a lens for understanding how participants construct meaning from their organizational experiences and form perceptions of support.

Sample: A purposive sample of 15 full-time childcare workers employed in private childcare centers across the United States who are mothers of at least one child between the ages of zero and five will be recruited.

Data Collection and Analysis: Data were gathered through semi-structured interviews conducted via Zoom, lasting approximately 60 minutes. Data were analyzed using inductive coding, allowing themes to develop from participants’ narratives. Transcripts were initially hand-coded and then organized and refined using qualitative analysis software. Codes were clustered into broader categories and themes, which were interpreted through the lens of Organizational Support Theory to understand how participants perceived workplace support while navigating their dual roles as childcare workers and mothers.

Findings: Four primary themes developed from the analysis: (a) a double standard of care, (b) the need for flexibility, (c) exhaustion and stress associated with double-duty caregiving, and (d) support for navigating motherhood. Participants described navigating overlapping caregiving roles in which they were expected to provide nurturing care for children in their classrooms while simultaneously managing responsibilities for their own children. Many participants reported emotional exhaustion and persistent fatigue resulting from continuous caregiving across work and home environments. Flexibility in scheduling and supportive leadership were identified as critical factors that helped participants balance these demands. However, participants frequently described support as inconsistent and dependent on individual supervisors rather than embedded within formal organizational policies. When relational and structural supports were present, participants reported feeling valued and more capable of sustaining their roles as both educators and mothers.

Conclusions/Implications: The findings suggest that childcare workers who are mothers experience significant work–family overlap that shapes their perceptions of organizational support. While participants expressed strong commitment to the caregiving profession, their perceptions of organizational support were influenced by the presence of flexibility, empathetic leadership, and organizational benefits such as discounted childcare. The study highlights the importance of implementing organizational practices that recognize employees’ dual caregiving roles. Implications include, but are not limited to the need for childcare organizations to institutionalize flexible scheduling, strengthen staffing support systems, provide mental health and wellness resources, and expand childcare benefits for employees. These changes may improve employee well-being, increase workforce retention, and strengthen the sustainability of the early childhood education workforce.

DISSERTATION COMMITTEE CHAIR(S):
Dr. Susan V. Iverson

DISSERTATION COMMITTEE MEMBER(S):
Dr. Lisa Beck 
Dr. Emily Creamer

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Women’s History Month, celebrated every March, is an opportunity for us to honor the contributions and accomplishments that women have made throughout history and continue to make in a diverse pool of fields such as education, art, activism, health care, law and many more. 

The 2026 theme for Women’s History Month is “Leading the Change: Women Shaping a Sustainable Future,” set annually by National Women’s History Alliance.

In March (and every month), we acknowledge the need to continue fighting for gender equality while empowering leaders to inspire the new generations to continue this work. We are also invited to reflect on the historical milestones that have made it possible for women to be part of conversations, and lift up the courageous leadership of scholar-practitioners.

"It took me quite a long time to develop a voice, and now that I have it, I am not going to be silent." (Madeleine Albright) 

In this feature, we celebrate, reflect, and amplify important doctoral research, featuring achievements of a few of the Manhattanville doctoral program scholars. The scholarship of numerous members of the doctoral community inspires us to continue building opportunities for the next generation. These individuals are driven by their passion for empowering change and transforming lives. Join us as we celebrate their academic achievements, professional successes, and the meaningful work that they do each and every day.

Dr. Kerri Stroka 

Kerri’s dissertation, titled INFLUENCE OF MOTHERS AND K-12 SCHOOL COMMUNICATION DURING THE COVID-19 GLOBAL PANDEMIC, drew upon contested space theory to uncover how mothers used Facebook as a platform for educational advocacy during the COVID-19 global pandemic and the extent to which their online engagement influenced school district administrators’ decision-making processes. Findings revealed administrators initially resisted engaging with social media but increasingly relied on informal networks to monitor parent discourse. Digital platforms enabled mothers to coordinate messaging and challenge institutional authority, compelling administrators to develop strategic responses and evolve from reactive crisis management to proactive communication approaches.

Dr. Mariya Pushkantser

Mariya’s dissertation, titled ACT LIKE A MAN AND SMILE”: A QUALITATIVE STUDY OF WOMEN PRINCIPALS’ EXPERIENCES NAVIGATING GENDER ROLES IN SECONDARY PUBLIC SCHOOLS, used Acker’s theory of gendered organization, to uncover the gendered lived experiences of women, who are mothers and high school principals. Four key themes emerged from analysis of interview data: 1) Textbook Sexism: Credibility Questioned; 2) Smile More: When Looks Define Leadership; 3) I’ve Sacrificed So Much: The Cost of Leadership; and 4) Just Having People: Support Is Necessary. These themes revealed how gender operates through interlocking systems of gendered expectations, perpetuating inequality in educational leadership despite rhetorical commitments to equity.

Dr. Sharon Spencer

Sharon’s dissertation, titled A COMPARATIVE STUDY OF TEACHER GENDER ON SCIENCE PERFORMANCE BY FEMALE HIGH SCHOOL STUDENTS, drew upon Critical Feminist Theory and Steele’s Stereotype Threat Theory to investigate whether the gender of high school science teachers affects science achievement for female students.  The study found no statistically significant difference in female students' science performance based on teacher gender.  Yet, gender disparities persist in STEM fields and educational leaders must continue to implement policies that support gender equity in science classrooms.

Dr. Denise Harper-Richardson

Denise’s dissertation, a multi-methods case study titled, ADVISORY AND THE MATRIX: POWER, CONNECTEDNESS, AND BLACK GIRLHOOD, drew upon Black Feminist Thought and the Need to Belong Theory to identify the impact of advisory programs on the connectedness and academic, behavioral, and social-emotional outcomes of early adolescent Black girls. Black girls in advisory programs reported statistically significant improvements in school belonging, emotional safety, academic confidence, and engagement. Participation in advisory programs is correlated with reduced chronic absenteeism, higher attendance, and fewer suspensions. Advisory programs emphasizing culturally responsive pedagogy can disrupt inequities that often marginalize Black girls.

Chelsea Dicker

Chelsea will soon defend her dissertation, titled NEVER OFF DUTY: EXPLORING PERCEIVED ORGANIZATIONAL SUPPORT FOR CHILDCARE WORKERS WHO ARE MOTHERS, a qualitative study of the experiences of childcare workers who are mothers of childcare-age children. Drawing upon Eisenberger et al.’s (1986) Organizational Support Theory, this study seeks to understand childcare workers’ perceptions concerning the extent to which their workplace values their contribution and cares about their well-being. Findings revealed that childcare workers who are mothers shoulder double-duty caregiving. Implications include to the need for childcare organizations to institutionalize flexible scheduling, strengthen staffing support systems, provide mental health and wellness resources, and expand childcare benefits for employees. 

Nurys LeBron

Nurys will soon defend her dissertation, titled MUJER MARAVILLA: CRITICAL NARRATIVE INQUIRY OF LATINA WORKING MOTHERS WHO EARNED DOCTORAL DEGREES, chronicled the experiences of Latina doctoral earners who are mothers and worked full-time. Drawing upon Latina Feminist Theory, this study found stereotypical pressures rooted in sexism and Eurocentrism; experiences of stress and burnout; support systems that sustained them through hardships; and personal commitments to be a beacon of light for others. Systemic and institutional barriers made their journeys harder, and institutional and policy reforms are needed to support educational attainment among Latinas mothers.

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.

Learn to Inspire Change

The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Yvette E. Torres, who on Monday, March 23, 2026, successfully defended her dissertation.

The title of Yvette’s dissertation is "CULTURAL MEMORY AND THE POETRY OF PRINCIPALSHIP IN NEW YORK CITY SCHOOLS: A NARRATIVE INQUIRY OF LATINX PRINCIPAL LEADERSHIP."

Overview of Problem: Latinx school leaders often maintain a sustained connection to their cultural heritage, which shapes how they interpret and enact leadership within schools. Cultural heritage and values, linguistic awareness, community knowledge, and lived experiences function as forms of experiential knowledge that inform decision-making, advocacy, and relationship-building. These culturally grounded perspectives enable leaders to foster relational trust and credibility among students, families, and staff while advocating for equity within complex urban school systems.

Research Purpose: This study explores the extent to which Latinx school leaders experience their cultural heritage as a resource or barrier in their leadership work within New York City schools.

Theoretical Framework and Research Design: Guided by Latina/o Critical Race Theory (LatCrit), this qualitative study employs narrative inquiry to examine how cultural heritage shapes power and leadership work. LatCrit centers experiential knowledge and cultural capital as legitimate sources of insight into institutional inequities. Narrative inquiry, informed by Clandinin and Connelly’s three-dimensional framework of interaction, continuity, and situation, provides the methodological approach for examining participants’ leadership stories.

Sample: Purposeful sampling was used to recruit five Latinx principals working in New York City schools.

Data Collection and Analysis: Data were collected through two rounds of semi-structured narrative interviews that invited participants to reflect on leadership experiences across time, relationships, and institutional contexts. Participants also composed redondilla poems as reflective artifacts, which served as complementary narrative texts and expressions of cultural memory. Data analysis was guided by the dimensions of temporality, sociality, and place. Open coding identified significant narrative segments, followed by focused coding and cross-case analysis to identify shared themes while preserving individual narrative integrity.

Findings and Implications: Findings indicate that cultural heritage serves as a foundation for leadership identity, relational practice, and strategic decision-making. Participants drew upon family teachings, lived experiences, and community-based knowledge to guide leadership while navigating dominant organizational norms. The study suggests that culturally grounded leadership is central to equity-focused principalship, and that leadership preparation programs and district policy should recognize experiential knowledge, relational care, and community cultural wealth as core competencies that strengthen educational leadership.

DISSERTATION COMMITTEE CHAIR:  
Dr. Peter F. Troiano

DISSERTATION COMMITTEE MEMBER(S):  
Dr. Ruben Barato
Dr. Julie Contino

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Francisco Rosas ’26 Represents Mexico, and the Valiants, in International Lacrosse

For much of the bus ride to the Gogcheonpo Training Center in Seogwipo, South Korea, Francisco Rosas ’26 sat with headphones on, letting music from his native Mexico fill his ears. In just minutes, he would step onto the field representing both the Mexican National Team and 91¸£Àû.

Already dressed in uniform and ready to play, his phone buzzed constantly with messages from friends and teammates back home in Purchase. 

“I was getting an insane amount of texts from everyone back home—sending prayers, thoughts, props and stuff,” he recalled. 

While he tried to stay focused on his first-round match against the Chinese National Team in the 2025 World Lacrosse Men's U20 Tournament—the premier international junior men’s lacrosse competition held on Jeju Island—Francisco also felt the weight of the moment. He was about to compete on the world stage carrying two identities: representing his heritage with Mexico while proudly wearing the Valiant name. 

Finding a Home at Manhattanville 

Francisco arrived at 91¸£Àû in the fall of 2022 from Stratford, Connecticut, determined to pursue a degree in Sport Studies and continue playing lacrosse. 

His decision to enroll followed a campus visit during high school. After meeting the men’s lacrosse coaches and touring Kennedy Gymnasium, he explored the academic side of campus as well—walking through Reid Castle and sitting in on classes. 

The experience left an immediate impression. 

“I liked that it was a tight community,” he said. “You could get more focus from your professors.” 

When his first year began, Francisco found a sense of belonging among his teammates. They lived together, trained together, and often gathered in Benziger Cafeteria after early morning practices. 

“We practice at about six in the morning for two hours,” he said. “Then usually the whole team goes to breakfast together for ‘sweaty caf,’ because we’re still sweating from practice.” 

Over time, Francisco developed into one of the Valiants’ most dependable defensive players. Across his Manhattanville career, he has started in 33 of the 51 games he has appeared in and helped anchor the team’s defense during a period of steady growth for the program. 

But lacrosse had not always been his sport. 

Lacrosse Valiant Francisco Rosas '26 on the field.

Discovering Lacrosse—and a New Opportunity 

Growing up in Mexico, Francisco played soccer and baseball competitively and also explored basketball, tennis, swimming, and taekwondo. It wasn’t until he moved to the United States as a teenager that he was introduced to lacrosse. 

By his sophomore year at Manhattanville, he had begun to make a name for himself on the field. Around that time, teammates told him about Mexico’s national lacrosse program for collegiate players.

The team was preparing to compete in the Heritage Cup, an international tournament that spring. 

Curious about the opportunity, Francisco emailed the organizers and soon found himself wearing a Mexico jersey over his Manhattanville gear and competing in the four-day tournament in Philadelphia. 

The Heritage Cup brought together more than 60 teams across five divisions, with players representing universities and national heritage from around the world. 

“It’s just kind of how everyone got to know one another,” Francisco said. “You’d hear things like, ‘Oh, you go there? That’s so cool. I go to Manhattanville.’” 

During the tournament, he learned about an even larger opportunity: tryouts for the Mexican U20 National Team. 

Determined to earn a spot, Francisco signed up for tryouts in Dallas later that fall. 

“I saw some very flashy helmets. Big schools. Division I schools,” he said. “I was like, it’s going to be a dogfight.” 

The Phone Call 

Weeks passed after the tryout with no word. 

To take his mind off the uncertainty, Francisco invited several teammates to his dorm for a movie night. The room was filled with snacks, laughter, and the low glow of the television when his phone rang. 

The name on the screen read “Coach Padilla.” The room fell silent. The movie paused. Francisco answered the call and placed it on speaker. 

“Everyone was just sitting there,” he said. “And as soon as Coach Padilla started talking, I knew the guys would explode if they heard it, so I put the phone on mute.” 

Moments later, the news was official: he had been selected for the Mexican National Team. 

The room erupted. Teammates piled on top of him, shouting and celebrating as they realized what had just happened. 

Preparing for the World Stage 

In the months that followed, Francisco met regularly with his national teammates over Zoom. The group included players from colleges across the United States, united by their shared Mexican heritage and their love of lacrosse.

“The Zoom meetings weren’t just a lacrosse experience,” he said. “We got to learn a lot about ourselves and each other.” 

That summer, the team gathered in person for the first time at a week-long training camp hosted at Valparaiso University in Indiana. Despite meeting face-to-face for the first time, the players quickly felt like longtime teammates. They practiced twice a day, completed strength sessions, and scrimmaged throughout the week. During the camp, Francisco received another unexpected honor. 

“I was announced team captain,” he said. “That was an incredible moment.” 

As captain, he would not only lead his teammates but also carry the Mexican flag when the team entered the field. 

Game Day in South Korea 

Francisco Rosas ’26 travels with Mexico’s U20 national lacrosse team outside the tournament venue in South Korea during the World Lacrosse Men’s U20 Championship.

When the tournament opened on August 15, 2025, Francisco stepped off the team bus outside the stadium with adrenaline racing through him. Moments later, he led his teammates down the stadium steps and onto the field. 

Half a world away from Kennedy Gymnasium—the home field where he had spent years developing as a player—Francisco now stood representing Mexico in international competition. 

“My heart was beating super-fast even though I looked calm on the outside,” he said. 

As both teams lined up for introductions and their national anthems, Francisco stood tall with the Mexican flag in his hands. When the anthem began, he sang with pride. 

From Mexico to Manhattanville to South Korea, the journey had led to this moment. 

Now it was time to play. 

International teams line the field with national flags during the World Lacrosse Men’s U20 Championship, where Francisco Rosas ’26 represents 91¸£Àû and Mexico.

Defying Expectations 

In the days leading up to the opening match, an article from Inside Lacrosse predicted Mexico would struggle against the more experienced Chinese roster, which featured several players from top U.S. collegiate programs. Mexico’s players took notice. 

“A lot of the guys used that post as the background on their phones as motivation,” Francisco said. 

When the game began, China lined up with a faceoff specialist from the University of Vermont who had recorded 93 faceoff wins that season. Francisco and his teammates studied film and scouting reports to prepare. 

“I had a friend look up everything about him—his tendencies,” Francisco said. “Then we worked with our faceoff guy and went over film.” 

As the whistle blew, Francisco stood ready in the defensive backfield. The ball struck the ground. Sticks clamped down. Then it popped free—straight into Mexico’s possession. Seconds later, Mexico surged downfield with the first possession of the tournament. 

“Having a good faceoff gives you a huge advantage,” Francisco said. “Right then we knew they were beatable.” 

They were right. Mexico defeated China 12–4. 

Mexico’s U20 national lacrosse team on the field together during international competition at the World Lacrosse Men’s U20 Championship.

A Moment Bigger Than the Game 

For Francisco, the victory represented far more than a single game. It was the culmination of years of work—growing up in Mexico, discovering lacrosse in the United States, and developing as a player at Manhattanville. After the celebrations ended, he reflected on the people who helped him reach that moment. 

“I’m a Division III athlete, and I get to play in a tournament on the other side of the world,” he said. “It’s not just me representing myself—it’s the 30 other guys on the team at Manhattanville and everyone watching back home in Mexico.” 

Hours earlier, as he stepped onto the field in South Korea carrying the Mexican flag, those two worlds came together in a single moment—one that began years earlier on a campus in Purchase, New York. 

For Francisco Rosas, the journey from Manhattanville to the world stage had come full circle. 

About 91¸£Àû

91¸£Àû (formerly Manhattanville College) is a private liberal arts institution dedicated to academic excellence, purposeful education, and social responsibility. “U.S. News and World Report” ranks Manhattanville among the Top Performers of Social Mobility in Regional Universities North. The university has been recognized among the best colleges in The Princeton Review for close to 20 years. Located 30 miles from New York City on a 100-acre suburban campus in the heart of Westchester County, Manhattanville enables easy access to entertainment offerings, educational resources, and business opportunities for its diverse student body. The university serves more than 1,400 undergraduate students and nearly 1,000 graduate students from more than 44 countries and 33 states. Founded in 1841, the university offers more than 75 undergraduate and graduate areas of study in the arts and sciences, education, nursing and health sciences, business, and creative writing, as well as continuing and executive education programs. Graduate students can choose from over 70 graduate and certificate programs. Extracurricular offerings include more than 45 clubs and activities and 23 NCAA Division III teams.  

Congratulations to Jerry Griffin, who on Friday, March 20, 2026, successfully defended his dissertation.

The title of Jerry’s dissertation is "LEADING FROM THE MIDDLE OF THE ROOM: AN INTERPRETIVE INQUIRY INTO THE EARLY YEARS OF RURAL NEW YORK SUPERINTENDENTS."

Overview of Problem: Rural school superintendents lead in highly visible, relationally dense communities where leadership is shaped by proximity, limited organizational capacity, and longstanding community expectations. While research documents structural challenges in rural districts, less is known about how superintendents interpret their leadership experiences during their early years in the role.

Research Purpose: The purpose of this interpretive inquiry was to explore how first-time rural New York public school superintendents made sense of their leadership experiences during their first five years in the role. Guided by sensemaking perspectives, the study examined how decision-making, mentorship, gender dynamics, community expectations, and emotional experiences influenced leadership adaptation.

Research Design: This study employed an interpretive qualitative design informed by sensemaking theory and relational leadership perspectives.

Sample: The sample included 14 rural New York public school superintendents (7 women and 7 men) with one to four years of experience in the superintendency, representing districts across the North Country, Central New York, and Southern Tier regions of New York State.

Data Collection and Analysis: Data were collected through semistructured interviews and analyzed using iterative coding and thematic analysis supported by analytic memos and reflexive journaling.

Findings: Five themes emerged: (a) Leading Through Relationships and Visibility; (b) Navigating the Emotional Landscape of the Superintendency; (c) Deliberate Decision-Making as Sensemaking; (d) Mentorship and Informal Networks as Interpretive Communities; and (e) Gendered Expectations and Leadership Identity.

Conclusions/Implications: Findings suggest early-career rural superintendents construct leadership meaning through relational engagement and contextual interpretation. The metaphor leading from the middle of the room reflects leadership enacted within the social fabric of rural districts. Implications highlight the importance of mentorship, emotional support, and leadership preparation emphasizing relational trust and contextual understanding.

DISSERTATION COMMITTEE CHAIR(S):
Dr. Peter F. Troiano

DISSERTATION COMMITTEE MEMBER(S):
Dr. Shelley Wepner
Dr. Roger Catania

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Thomas Lambe who on Wednesday, March 20, 2026, successfully defended his dissertation proposal. 

The title of Thomas’ dissertation is "DIVERSITY, EQUITY AND INCLUSION FOR PUBLIC SCHOOL BUSINESS ADMINISTRATORS IN NEW JERSEY."

Overview of Problem: The school business administrator role has a unique, solitary career path unlike any other K-12 school leadership position in New Jersey. As a result, diversity, equity and inclusion for this position, as measured by salaries, career paths, career choices and work-life balance, have never been formally studied.

Research Purpose: By cross-referencing school business administrators' salaries with district demographic data and career decision factors, this study will use statistical methods to analyze whether salary disparities exist by gender or race/ethnicity when other variables are controlled.

Research Design: Quantitative study using regressions, Analysis of Co-Variance, t-tests and other statistical methods.

Sample: Active certified school business administrators and assistant school business administrators holding New Jersey's school business administrator certificate.

Data Collection and Analysis: Secondary data from the New Jersey Association of School Business Officials, including salaries, demographics, and district-level factors, including size, budget, location and socioeconomic status. Primary data from a voluntary survey will provide career decision-making and work-life balance considerations. Together, they will provide a complete picture of barriers and pathways for school business administrator careers.

Dissertation Committee Chair:  
Dr. Nora C.R. Broege 

Dissertation Committee Members:  
Dr. Peter Troiano
Dr. Lynn Allen

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Jennifer McCarthy Templeton who on Thursday, March 19, 2026, successfully defended her dissertation.

The title of Jennifer’s dissertation is, "A QUALITATIVE STUDY OF COLLEGIATE ATHLETIC DIRECTORS’ LEADERSHIP DURING TURBULENT TIMES."

Overview of Problem: Athletic directors continue to experience turbulent times due to the internal and external factors of college sports, ranging from the COVID-19 pandemic, which created unprecedented challenges such as lost revenue, staff attrition and schedule disruption, to current socio-political challenges, such as the U.S. president administration. Additionally, with recent changes in name, image, and likeness rules, as well as student-athlete mental health and the transfer portal, athletic directors must navigate increasingly complex and uncertain environments.

Research Purpose: The purpose for this qualitative study is to describe how collegiate athletic directors provided leadership and executed their responsibilities during turbulent times and describe how leaders (athletic directors) adapted to the uncertain and disruptive situations that they encountered. 

Research Design: This qualitative study employed an interpretive lens to investigate how collegiate athletic administrators managed their leadership roles and responsibilities during turbulent times. The concept of turbulence is drawn from the theoretical lens for this study, Gross’ (1998) Turbulence Theory.

Sample: The study’s sample included 15 NCAA Division III athletic directors, each with at least five years’ experience in the role within the northeast/mid-Atlantic region of the United States. Participants were recruited or referred to by colleagues of mine, social media, and snowball sampling methods.

Data Collection and Analysis: Data were collected through semi-structured interviews with the participants and analyzed using Yin’s (2016) phases of qualitative analysis. The interviews explored their decision-making processes, communication strategies, relationship management, and crisis management techniques, among other leadership aspects. This led to the emergence of three themes: (a) COVID-19: “Can we get through this?”; (b) Uncertain Times Ahead: “The next catastrophe”; and (c) Triumphs: “We all made it”.

Findings/Results: This study found that athletic directors managed their leadership roles by navigating complex organizational challenges, fostering strong relationships, and adjusting leadership practices in response to turbulent conditions.

Conclusions/Implications: This informs future research, policy development, and practice by emphasizing the need for leadership preparation that equips athletic administrators to manage complex organizational challenges and sustained instability.

DISSERTATION COMMITTEE CHAIR: 
Dr. Susan V. Iverson

DISSERTATION COMMITTEE MEMBERS: 
Dr. Yiping Wan
Dr. Kevin McGinniss

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Nicole Pelosi who on Wednesday, March 18, 2026, successfully defended her dissertation proposal.

The title of Nicole’s dissertation is, "QUALITATIVE INQUIRY OF AN ALTERNATIVE EXPERIENTIAL LEARNING PROGRAM AND GRADUATES’ PERCEPTIONS OF SELF-DETERMINATION IN ADULTHOOD."

Overview of Problem: Despite decades of reform, secondary students in the United States continue to experience academic disengagement, uneven achievement, and disconnection from school. Alternative school settings serve to address various needs such as these (Raywid, 1994; 2003).

Research Purpose: Grounded in self-determination theory (Deci & Ryan, 2000), this interpretive qualitative inquiry aims to describe how AELP graduates from The Silverstream School (pseudonym) make meaning of their participation in an AELP and relate it to their self-determination in adulthood.

Research Design: This interpretive qualitative study, grounded in a constructivist paradigm, explores how Silverstream graduates within a bounded geographic and temporal context make meaning of their alternative education experiences and their relationship to self-determination in adulthood.

Sample: A minimum of Silverstream graduates from 1978-2015 will be invited to participate in semi-structured interviews to assess their perspectives. Recruitment will be conducted through alumni networks.

Data Collection: Semi-structured interviews will be used as the primary means of data collection to elicit reflective accounts of participants’ experiences and their perceived post-secondary self-determination. A document analysis of available curricular material will be conducted to generate a rich, contextualized understanding of the program.

DISSERTATION COMMITTEE CHAIR:
Dr. Kenneth Mitchell

DISSERTATION COMMITTEE MEMBERS:
Dr. Joanne Marien
Dr. Lynn Allen

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Dakota Keyes who on Thursday, February 26, 2026, successfully defended her dissertation proposal.

The title of Dakota’s dissertation is "TEACHER FOLLOWERSHIP IN ELEMENTARY SCHOOL LEADERSHIP: EXPLORING SELF-PERCEIVED PRACTICES, FOLLOWERSHIP PROTOTYPES, AND IDENTITY FORMATION."

Overview of Problem: This dissertation proposal defense outlines a qualitative interpretive inquiry examining how tenured elementary school teachers understand and enact followership within the school leadership contexts. Grounded in Implicit Followership Theory and Identity Theory, the study explores how teachers’ self-perceived followership characteristics, followership prototypes, and identity construction shapes their behaviors and meaning-making as followers”.

Research Purpose: The purpose of this qualitative interpretive study is to examine the social constructs, assumptions, and worldviews held by tenured teachers in Pre-K to Grade 5 schools regarding followers (also referred to as followership), including their behaviors and characteristics.

Research Design: The purpose of this qualitative interpretive study is to examine the social constructs, assumptions, and worldviews held by tenured teachers in Pre-K to Grade 5 schools regarding followers (also referred to as followership), including their behaviors and characteristics. This analysis will be conducted from the perspective of teachers, using Implicit Followership Theory (IFT) and Identity Theory as the theoretical frameworks.

Sample:
· Participants: Elementary teachers of grades Pre-K to Grade 5
· Setting: New York State School District
· Gender: All-inclusive gender identities
· Ethnicity/Race: All-inclusive races
· Age Group: 25 years-62+ (retirement age)
· Sampling size: minimum 15; maximum 20
· Convenience Sampling Nonprobability sampling method
· Socioeconomic status: Education level, master’s degree and above
· Recruitment Strategy: Online and/or in-person communication with district superintendent and principals, flyers, emails, staff meetings

Data Collection: Using a qualitative interpretive inquiry design, data will be collected through a:
· Pre–self-assessment semi-structured interview,
· The Courageous Follower Self-Assessment Tool (Chaleff, 2009),
· Post–self-assessment semi-structured interview to capture identity reflection and meaning-making.

DISSERTATION COMMITTEE CHAIR: 
Dr. Yiping Wan

DISSERTATION COMMITTEE MEMBERS: 
Dr. Martin Fitzgerald 
Dr. George Hong

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership