Dr. Laura Bigaouette (EdD ‘19) started her doctoral studies in the fall of 2016 with Signature cohort 8; however, as a then-employee of Manhattanville University, she knew the HigherEd pathway was pending approval and was eager to “transfer” into the HigherEd cohort 1 when it launched in January 2017.
Dr. Bigaouette started as an employee at Manhattanville University in the School of Education and her work with the Changing Suburbs Institute afforded her the opportunity to be a contributor to the book “Changing Suburbs, Changing Students: Helping School Leaders Face the Challenges” with lead author, Dr. Shelley Wepner, current Manhattanville Professor of the Doctoral Program in Education, Coordinator for both Signature & Higher Education Pathways, and Dean Emeritus of the School of Education.
Dr. Bigaouette served as the Assistant Dean for Outreach in the School of Education at Manhattanville [then] College and as Director of the Changing Suburbs Institute® (CSI). In these roles, she led the Hispanic Parents Leadership Institute, collaborated closely with school district coordinators, and organized CSI’s annual conferences and parent-focused workshops. She also facilitated CSI’s membership consortium, strengthening partnerships across districts and communities. In addition to her leadership work, Laura taught as an adjunct instructor in graduate programs at both Manhattanville College and Baruch College in New York City. Deeply committed to community engagement, she also volunteered as an English teacher with the Hispanic Resource Center in Mamaroneck.
Dr. Bigaouette’s dissertation, "LATINX STUDENT FOUR-YEAR COLLEGE SUCCESS: A CRITICAL, ASSET-FRAMED QUALITATIVE STUDY OF INFLUENCES ON COLLEGE PERSISTENCE", focused on the experiences of Latinx students who persist at four-year private colleges, using a critical qualitative approach grounded in Latino Critical Theory (LatCrit). Her study sought to challenge dominant deficit-based narratives by centering and legitimizing Latinx students’ stories of success and resilience. Through semi-structured interviews and focus groups with 25 Latinx students across the New York City metropolitan area, her findings highlighted the central role of family, ethnicity, and culturally rooted identity, as well as students’ navigation strategies in the face of racism, in shaping their academic success. Reflecting on her chair, Laura noted that Iverson “provided me with valuable advice and guidance throughout my doctoral program as I developed my ideas”—focused on amplifying Latinx students’ asset-based experiences and the social, cultural, and familial influences that support persistence and success at four-year colleges.
Laura’s final defense. Pictured left to right: Susan Iverson (chair); Laura Bigaouette; Stephen Caldas (2nd committee member); Hephzibah Strmic-Pawl (3rd committee member).
Dr. Bigaouette currently serves as Associate Dean at Fordham University’s School of Professional and Continuing Studies. She reflected fondly on the truly meaningful impact on the Manhattanville community through her dedication, leadership, and care for students, families, and educators. She embodies the scholar-practitioner model by thoughtfully connecting research to real-world practice, always centering people and communities in her work. In addition to serving as a current adjunct with the doctoral program, she also serves on dissertation committees. She is pictured below at the final defense of Dr. Jessica Maracallo, HigherEd cohort 5.
Whether leading the Changing Suburbs Institute, mentoring others, or engaging families through outreach and partnerships, Laura’s work reflects a deep commitment to equity, collaboration, and social responsibility. Her doctoral journey and professional contributions embody the spirit of the program—showing how scholarship, when grounded in purpose and compassion, can create lasting and positive change.
To learn more about the doctoral program, we invite you to attend an upcoming info session
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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.
