The Manhattanville University Doctoral Program in Educational Leadership proudly celebrates the achievements of eight (8) newly minted doctoral alumni who successfully defended their dissertations in the fall and winter of 2025, for degree conferral in January 2026.
Completing a dissertation is a true test of endurance and perseverance. These graduates exemplified extraordinary dedication in reaching this significant milestone. We applaud their resilience, determination, and scholarly contributions.
Dr. Tracey-Ann N. Barclay
TITLE OF DISSERTATION: OCCUPATIONAL THERAPISTS’ PERCEPTIONS OF INTERPROFESSIONAL COLLABORATION WITH EDUCATIONAL STAKEHOLDERS IN U.S. PRE-K–12 EDUCATION
Occupational therapists have been present in pre-K-12 classrooms due to federal legislation ensuring the right of all children to free and appropriate education (FAPE) in the least restrictive environment. However, few studies examine collaborative efforts between occupational therapists and other educational professionals. The purpose of this qualitative study was to understand school-based occupational therapists’ perceptions of collaboration with parents, teachers, and other educational stakeholders. This study was guided by two theoretical foundations: the theory of collaborative advantage and the equitable collaboration framework. Based on their collective perceptions, the participants expressed the need for policy shifts that: create pathways for OTs to become school administrators, require coursework on school-based collaboration in post-secondary institutions and afford OTs opportunities to engage in decision-making at the school and district levels, thus creating environments for strategic discourse that promotes student development.
Dr. Alexandra LaFontaine-Casabona
TITLE OF DISSERTATION: UNDER PRESSURE: A MIXED METHODS STUDY OF SPECIAL EDUCATION ADMINISTRATORS’ EXPERIENCES OF BURNOUT AND THEIR ASSOCIATED COPING MECHANISMS
Special education administrators face escalating responsibilities, heightened compliance demands, and persistent staffing shortages. Research has confirmed that these pressures make leaders more susceptible to heightened risk for burnout, particularly emotional exhaustion, yet there is limited work that has examined coping mechanisms used by administrators who remain effective in the role. The purpose of this sequential explanatory mixed methods study was to assess levels of burnout among New York state special education administrators and explore the coping mechanisms employed by those with low burnout scores. The findings suggested burnout among special education administrators is shaped by structural and relational demands and not personal deficits. Administrators with low burnout reported relying on efficient systems, personal wellness practices, and strong professional networks to sustain engagement in their roles. Implications for leadership preparation programs, district support practices, and future research are discussed.
Dr. Doreen Marie Pontius
TITLE OF DISSERTATION: A QUALITATIVE STUDY OF COMMUNITY COLLEGE STUDENTS’ PERCEPTIONS OF MINDFULNESS IN THE CURRICULUM
Community college students often experience high stress levels, which can impact their success and increase their risk of dropping out of school (Lipson, Ketchen, et al., 2021). Research on mindfulness in higher education has demonstrated its therapeutic benefits, however, there are few studies on the academic benefits of mindfulness. The purpose of this qualitative study was to explore community college students’ perceptions of mindfulness strategies integrated into their course curriculum. Findings revealed that participants associated mindfulness with increased self-awareness, empathy, and compassion. In addition to fostering emotional growth, participants described cognitive benefits including improved reflective and critical thinking, enhanced focus, and stress management. Participants also described a sense of belonging and connection to their peers and professors. Recommendations include embedding mindfulness practices within the community college campus to foster holistic support moving beyond the classroom.
Dr. Mariya Pushkantser
TITLE OF DISSERTATION: “ACT LIKE A MAN AND SMILE”: A QUALITATIVE STUDY OF WOMEN PRINCIPALS’ EXPERIENCES NAVIGATING GENDER ROLES IN SECONDARY PUBLIC SCHOOLS
Although women comprise 76% of the K-12 teaching workforce, they remain significantly underrepresented in secondary school leadership, holding only 35.5% of high school principal positions. Women high school principals continue to experience gendered expectations, symbolic biases, and organizational practices that privilege masculine norms. High school principalship remains male dominated, creating additional barriers for women who must navigate leadership, motherhood, and societal expectations. The purpose of this qualitative study is to uncover the gendered lived experiences of women, who are mothers and high school principals. Using Acker’s theory of gendered organization, this study described ways in which high school principalship is shaped by gendered expectations, structures, and practices. 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 embedded in language, labor, relationships, and self-concept, perpetuating inequality in educational leadership despite rhetorical commitments to equity.
Dr. Jason Rodriquez
TITLE OF DISSERTATION: A CRITICAL QUALITATIVE STUDY OF LATINO CHIEF DIVERSITY OFFICERS’ COMMUNITY CULTURAL WEALTH
The Chief Diversity Officer (CDO) role has expanded in higher education, particularly in response to racial justice movements and demands for accountability following events such as the murder of George Floyd. While tasked with advancing diversity, equity, and inclusion (DEI), these roles have often created reactively and lack sufficient authority, resources, or long-term support, leading to turnover and questions of legitimacy. The purpose of this critical qualitative study was to describe the lived experiences of Latino CDOs in higher education and explore their unique perspectives, challenges, and successes in promoting DEI on college campuses. Drawing upon Yosso’s (2005) Community Cultural Wealth (CCW) as a theoretical lens, this study sought to uncover how Latino CDOs navigate their leadership roles and address barriers to fostering a more inclusive campus environment. Participants described negotiating identity and credibility, leading from culturally rooted values of service, and using rest, boundary setting and acts of defiance as strategies to resist institutional pressures and sustain themselves in their roles. Findings underscored the need for institutions to affirm cultural identity a leadership asset, align authority with responsibility, and create sustainable structures that protect and advance DEI leadership.
Dr. Sharon Spencer
TITLE OF DISSERTATION: A COMPARATIVE STUDY OF TEACHER GENDER ON SCIENCE PERFORMANCE BY FEMALE HIGH SCHOOL STUDENTS
Despite the implementation of equity-focused educational reforms, gender disparities persist in STEM fields, beginning with performance and participation in high school science. Numerous factors contribute to this gap, including societal expectations, representation, and classroom dynamics. One variable that may influence female students' performance is the gender of their science teacher. However, limited empirical research has focused on how teacher gender impacts female students' achievement in high school science courses, particularly within the public education system. This study, grounded in Critical Feminist Theory and Steele’s Stereotype Threat Theory, explored whether the gender of high school science teachers affects science achievement for female students. The purpose was to investigate if female students perform differently in science based on whether they are taught by male or female teachers, as measured by New York State Living Environment Regents exam results. The study found no statistically significant difference in female students' science performance based on teacher gender. Educational leaders should continue to implement policies that support gender equity in science classrooms and consider the broader systemic influences addressed by Critical Feminist Theory.
Dr. Kerri B. Stroka
TITLE OF DISSERTATION: FACEBOOK: INFLUENCE OF MOTHERS AND K-12 SCHOOL COMMUNICATION DURING THE COVID-19 GLOBAL PANDEMIC
The COVID-19 global pandemic created unprecedented educational disruption, requiring school district administrators to implement remote learning with minimal preparation. As traditional in-person communication channels were halted, social media platforms, particularly Facebook, emerged as critical spaces where mothers sought information, built community, and advocated for their children’s educational needs. This digital shift fundamentally altered power dynamics between parents and school districts, creating contested spaces where educational policies and decisions were publicly challenged and negotiated. This qualitative study applied 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. Erik Van Gunten
TITLE OF DISSERTATION: HOW PIVOTING DURING THE COVID-19 PANDEMIC IMPACTED THE ROLES AND LEADERSHIP STYLES OF ELEMENTARY SCHOOL PRINCIPALS IN URBAN PUBLIC SCHOOLS
The COVID-19 global pandemic disrupted much within educational systems, including educational leaders’ roles and approaches. This qualitative study examined how elementary school principals in public urban school districts pivoted due to the challenges brought by the COVID-19 pandemic and how that experience changed them as leaders. Drawing upon Lewin’s (1951) change model theory, the study examined how the roles of the school leaders changed during the school closure and remote learning eras of the pandemic and how those experiences may have changed their roles and leadership styles long term. Findings uncovered how principals acted as lead connectors in attempting to connect and engage school stakeholders. The participants developed a greater sense of empathy and trust in stakeholders during the pandemic and they demonstrated an increase of use of distributed leadership.
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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.
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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.
