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.
