GSLC Dissertations : New and Featured

S. Craig Mourton, Ph.D.  [C 19]  2025

A Phenomenological Study of the Lived Experience of Gay White Men In Mid-level Student Affairs Leadership Roles

https://aura.antioch.edu/etds/1099/

 

 

 

From the abstract: 

“The purpose of this dissertation was to investigate the lived experience of mid-level student affairs leaders who identify as cisgender, gay, White, and male in order to further understand the multidimensionality of embodying both privileged as well as marginalized identities. Four participants were interviewed using a semi-structured interview guide and the resulting transcripts were analyzed utilizing the Interpretative Phenomenological Analysis (IPA) perspective. Experiential themes that emerged from the analysis of the individual cases as well as across the cases include unintended pathways into the field of student affairs, experiences of challenging heterosexual male supervisors and the preference for women supervisors, experiences of bias, strategies utilized to navigate privileged identities, and the role that the COVID-19 pandemic had on prioritizing the pursuit of life-work balance. Overarching themes of the tension between the values and expectations of student affairs and the pursuit of work life balance as well as the complexity of navigating the multidimensionality of privileged and oppressed identities are discussed. Unanticipated findings include the level of variation in the salience of the participants gay identity as well as the scarceness of reference to masculinity. Implications for leadership, the scope of the study, and areas for further research are also discussed."

From the AURA: Antioch University Repository and Archive Page

S. Craig Mourton received his B.S in Education from Southwest Missouri State University (now Missouri State), completed 20 hours towards an M.S. in Guidance and Counseling at Missouri State and received his Master of Professional Studies in Humanistic and Multicultural Education from SUNY New Paltz. He has been at Fairleigh Dickinson University (NJ) for more than 20 years, serving in the roles of Director of Student Life, Assistant Dean of Students for Campus Community Development, Associate Provost, Deputy Campus Executive, Interim Campus Executive, all on the Metro Campus and since July 1 of 2021 has been serving in the University role of Assistant Vice President for Student Affairs.  In addition to his administrative role, he is an adjunct faculty member for the FDU School of Education, Sports Administration and Public Administration programs where he teaches graduate level courses in organizational communication/conflict resolution, organizational leadership/team development, and peer mentoring for higher education.

Prior to coming to Fairleigh Dickinson University, he was the Assistant Director of College Activities at SUNY New Paltz. In addition to experience in student activities, he has also worked in Residence Life at both SUNY New Paltz and SUNY Geneseo. He is certified in conflict mediation and has been active in mediation at the university and community level. He has also completed training in Non-Violent Communication and with the National Coalition Building Institute. Areas of specialty include Ally Development, Ethical Leadership, Leadership for Social Change, and the Relational Model of Leadership Development. Having played the double bass for more than 40 years, he also enjoys freelancing with local orchestras in Orange County, New York, where he resides with his husband and multiple cats and dogs.

Read more about Dr. S. Craig Mourton and download this dissertation at https://aura.antioch.edu/etds/1099/

Lynne E. Washington, Ph.D.  [C 17]  2024

Chieftaincy in a Lappa: Portraiture Leadership of Black Women

https://aura.antioch.edu/etds/1098/

 

 

 

From the abstract: 

“The dissertation examined African American women with chieftaincy titles in Yoruba culture and how they exercised their leadership in both Yorubaland and America. It explored their leadership, authority, and training. The presence of African American women with chieftaincy titles is increasing in the American landscape. The methodology was qualitative using narrative inquiry and portraiture from Sarah Lawrence-Lightfoot and Jessica Hoffman Davis (1997) with five African American women. My research included observations in Nigerian, pre-Osun festival, the Osun festival, and post-Osun festival. Observations also included three women Nigerian Chiefs. The research questions answered their qualifications to lead, their sense of knowing as leaders, and their commitment to the Yoruba people and tradition. This study identified the historical and cultural patterns necessary to understand, adapt, and implement training for future women leaders in the Isese/Ifa/Orisa tradition in America and for those learning Yoruba culture and customs in their chieftaincies. The data findings are contextualized in the narratives to provide an overall portrait of African American women leaders in the Yoruba culture and Isese/Ifa/Orisa tradition in the United States, primary community of Atlanta, Georgia. African American women lead from their sense of and proven skill strength either academically or vocationally. African American Chiefs do not need permission in the healing of their community. From the findings, this study proposed the theory of Motherism, which can be the basis for shared dialogue and understanding across the board for various affinity groups in the diaspora and Yorubaland. African American women do not have to disregard the historical v leadership work of African American women who have been trail blazers to be Yoruba women leaders in America. African American women continue the struggle for voice and equality despite the culture or religious norms of their adopted culture, justice, and freedom as women regardless of country is intrinsic in our own value system as African American women. This information will help to better understand African American women in leadership and what is expected in their Chieftaincy in a growing religious and philosophical tradition in America."

From the AURA: Antioch University Repository and Archive Page

Rev. Dr. Lynne E. Washington is an accomplished Episcopal priest, scholar, and community leader whose work spans across ministry, community development, education, and social justice. With over 20 years of pastoral leadership, Dr. Washington has demonstrated a deep commitment to the spiritual and socio-economic upliftment of individuals and communities, particularly in the areas of Black women’s liberation theories and community-based interventions.

Dr. Washington is an expert in the theoretical frameworks of Motherism, Africana Womanism, and Womanism, and has spent much of her academic career exploring and teaching these critical approaches to leadership, community empowerment, and spiritual formation. As a scholar-practitioner, she has contributed both in the classroom and in the field, working to promote holistic spiritual and community growth through innovative program development, strategic planning, and resource cultivation.

An active scholar, Dr. Washington holds a Ph.D. in Leadership & Change and a Master of Divinity from The General Theological Seminary, Bachelors in Organizational Management. Her dissertation on the intersection of Black women's leadership in African traditions is a testament to her dedication to exploring the spiritual and cultural dimensions of leadership.

Read more about Dr. Lynne Washington and download this dissertation at https://aura.antioch.edu/etds/1098/

Cynthia Mako Robinson, Ph.D.  [C 19]  2024

The Power of Her Voice: An Interpretative Phenomenological Study Exploring the Career Experiences of Women Middle-Level Leaders

https://aura.antioch.edu/etds/1085/

 

 

 

From the abstract: 

“This study provides a vital contribution to the discourse on women’s career trajectories by amplifying the often-overlooked experiences of women middle-level leaders. Positioned at the intersection of strategic and operational functions, these leaders play a vital role in organizations—developing and motivating employees, driving change, and serving as relationship managers and key connectors to senior leadership. Employing an interpretative phenomenological approach, this study explores the lived experiences of 15 accomplished women middle-level leaders, each with over 15 years of service across private, public, and nonprofit sectors in the United States. Grounded in relational-cultural theory (RCT), career theory, positive work relationships, and workplace learning, the findings enrich our understanding of women’s leadership journeys and challenge conventional notions of career success. The study identified one overarching theme, Evolving as a Person, and three group experiential themes: A Journey of Experiences, Support is Energy, and Purpose Over Position. Participants emphasized purpose, values, and spirituality over traditional career advancement, highlighting the importance of connection and mattering, which align with RCT’s growth-fostering relationships and the "five good things." This study reframes career success as a holistic concept, demonstrating that thriving in middle management can align ambition with influence and personal fulfillment. Practical insights are offered for leaders, practitioners, coaches, and organizations to support emerging and experienced leaders seeking meaningful growth, even within middle-level roles. By challenging societal narratives around career and success, this study advocates for a more inclusive and equitable workforce that values thriving at all organizational levels."

From the AURA: Antioch University Repository and Archive Page

Cynthia, a proud Ohio native, brings over a decade of experience in higher education leadership. She has been instrumental in developing and transforming departments and programs that promote academic excellence and personal growth. With expertise spanning academic and student services, Cynthia consistently creates meaningful learning environments that bridge classroom knowledge with real-world applications.

As a certified coach and member of the International Coaching Federation, Cynthia specializes in career, leadership, and life coaching, guided by positive psychology principles. She is passionate about empowering individuals to realize their full potential and equipping them with the tools and confidence to thrive personally and professionally.

Cynthia’s coaching and leadership philosophy is deeply rooted in her research, which examines the lived experiences of women middle-level leaders. Her work delves into pivotal themes such as growth-fostering relationships, a sense of mattering, and pursuing purpose-driven careers.

Cynthia holds a Bachelor of Science in Business Administration and Marketing and a Master of Science in Higher Education Administration from the University of Akron. She earned her Ph.D. in Leadership and Change from Antioch University, further solidifying her commitment to fostering impactful change in individuals and organizations.

Read more about Dr. Cynthia Mako Robinson and download this dissertation at https://aura.antioch.edu/etds/1085/

Ileya Grosman, Ph.D.  [C 19]  2024

The Pulse of Connection: Professors' Experience of Positive Relationships with Students–An Interpretative Phenomenology and Photovoice Study

https://aura.antioch.edu/etds/1077/

 

 

 

From the abstract: 

“In higher education, the focus on student success often takes center stage in research and the professor-as-teacher practice. While numerous empirical studies concentrate on the growth and development of undergraduate students, this dissertation delves into professors’ relational and felt experiences in positive teaching-learning relationships. Four terminal-degreed professors from four different schools and three different disciplines–education, humanities, and leadership–engaged in photography and were then interviewed. Participants reflected on their photographs and their experiences in a teaching-learning relationship with their students. The present study aimed to illuminate the unspoken language of connection by utilizing interpretive phenomenology and photovoice to uncover professors’ relational and felt experiences and how these moments energize and rejuvenate them. Research revealed two overarching themes: generativity and seeing students’ humanity; and five group experiential themes: foundational influences, relational proximity, intentional presence, assessment as a learning conversation, and feeling aligned. The theoretical foundation of this dissertation weaved together a diverse array of theories and concepts, including relational cultural theory (RCT), somatics, and embodiment. The insight from the literature combined with the findings from this study offer understanding in how professor-student relationships in higher education can be places of mutual empowerment, empathy, and mattering. By grounding the research framework in human interaction’s relational and fluid, alive, and pulsating bodies, this dissertation contributes to a more humanized and inclusive understanding of the intricate relationships that shape higher education."

From the AURA: Antioch University Repository and Archive Page

On a quest to understand what connection feels like, Ileya N. Grosman has danced, stretched, and straddled the worlds of education and community engagement. With a special interest in mentoring, guiding, and teaching through a relational practice, she remains fascinated and energized by what it means to be connected, the growth that comes from connection, and what can happen when we allow ourselves to connect with others. Key elements like vulnerability, empathy, and listening to our embodied knowing serve as guiding principles in how we can create and recognize the interconnection between one another.

Her passion lies in bringing undergraduates to the intersection of leadership and social justice through multi-sensory teaching methods, dialogue, and discussions about how community action grows through our interconnectedness. She believes that what happens in the classroom and in mentoring sessions between professor and student is only one part of the process. Therefore, she also spends time fostering a culture of care within the education community by nurturing coalitions of diverse ideas and compassionate hearts. As she often says, “If we want to center the student, then we need to center the relationship.”

Ileya lives by a simple ethos: acknowledging how we engage with each other, how we show up in spaces, and how we influence one another creates the connective tissue needed to drive meaningful and lasting change.

She received her PhD from the Graduate School of Leadership and Change at Antioch University and her M.A. in Leadership and Change, her M.Ed. in Education – Special Populations from the University of St. Thomas, and her B.A. in Human Communications from the University of Denver. An artist at heart, she uses her camera and sketches to communicate and inspire others to express themselves through art, illuminating the vibrant connections within humanity.

Read more about Dr. Ileya Grosman and download this dissertation at https://aura.antioch.edu/etds/1077/

Colleen Canty, Ph.D.  [C 13]  2024

How Team Engagement Improved Positive Behavior Intervention and Support

https://aura.antioch.edu/etds/1076/

 

 

 

From the abstract: 

“Positive Behavioral Interventions and Supports (PBIS) are a continuum of behavior intervention strategies designed for implementation across the student population. The implementation of PBIS has demonstrated positive academic and behavioral outcomes, as well as safe and favorable school culture in the public education setting (Ockerman et al., 2012; Sugai & Horner, 2009). However, in the alternative school setting, results have not been as favorable. “Alternative school programs have also moved towards adopting PBIS framework, however, outcomes have been less positive. Although alternative programs are often more restrictive and specialized because of the intensified needs of their youth, they share instructional, behavioral, and organizational characteristics with public schools” (Simeson & Sugai, 2013, p. 21). This research sought to engage in action research to evaluate and modify the existing state of PBIS implementation. The team was comprised of 13 education professionals who engaged in a process to review, discuss, analyze, and plan for the ongoing implementation of PBIS. This research was conducted in a small therapeutic high school with roughly 50 students from over 16 local school district communities. The findings of this research indicate that various factors should be considered when planning for a system wide behavioral intervention system, to include: the value of various stakeholder engagement, the need to keep student focused goals at the core, and the need to develop a system that will accurately reflect the purpose of the initiative and the desired culture of the school system."

From the AURA: Antioch University Repository and Archive Page

Colleen Canty has spent the last 12 years working as an education-behavior specialist across multiple settings, to include home, community, school, and center-based services. A Board-Certified Behavior Analyst (BCBA®), Colleen has presented at various conferences both locally and internationally. Conference facilitation include and not limited to: MassABA, Rebuilding Women, Massachusetts Teachers Association, and The International Leadership Association - Barcelona Spain (2016)/Atlanta, Georgia (2017).   Colleen received the Boston Business Journal “People on the Move” award in 2016. Colleen holds a master’s degree in education and a Certificate of Advanced Graduate Study in behavior modification from Fitchburg State University, as well as a Doctor of Philosophy in leadership and change, from Antioch University. Colleen has worked as an adjunct professor at Fitchburg State University and Capella University, instructing graduate courses. Colleen has been a long-time volunteer for many nonprofit organizations. Most recently Colleen received the Presidential Lifetime Achievement Award from the White House for her community service work.

Read more about Dr. Colleen Canty and download this dissertation at https://aura.antioch.edu/etds/1076/

Aimee Califano, Ph.D.  [C 16]  2024

A Critical Incident Analysis of Humanizing Interactions Between Correctional Officers and People who are Incarcerated

https://aura.antioch.edu/etds/1075/

 

 

 

From the abstract: 

“The correctional officer (CO) has one of the most critical roles in the correctional setting and is one of the least studied topics amongst criminal justice professionals (Butler et al., 2018). In the United States, a CO’s primary responsibility is to ensure the safety and well-being of an incarcerated individual and the staff that work in the prison setting (Cheek, 1984). Paradoxically, in the United States, the CO works in an organizational system based on deprivation and punishment toward incarcerated people. The United States Prison system’s current structure does not support rehabilitation efforts of incarcerated people and ultimately impacts any attempts at a successful re-entry into the community (Ahalt et al., 2019). Furthermore, this punitive-oriented organizational structure has acute and deleterious effects on the mental and physical health of the CO. This study used critical incident technique to examine humanizing interactions between corrections officers and incarcerated people, from the perspective of the COs. Participants were asked to identify moments where they felt an incarcerated person (IP) saw their (the COs) humanity, they saw an IPs humanity, and suggestions regarding how corrections leaders could further support a humanizing approach. Findings included three overarching themes which describe the essence of these humanizing interactions: Being Emotionally Available, Responding with Active Support, and Interacting with Intention. Exploration of these critical incidents also revealed that COs experienced a range of positive outcomes from taking a humanizing approach. The goal of the study was to gain insight to the humanizing practices of COs in the United States from the officers’ perspectives, which is largely underrepresented. This dissertation concludes with recommendations for COs and corrections leaders to further support and develop humanistic approaches to corrections culture and practice. "

From the AURA: Antioch University Repository and Archive Page

Aimee Califano was born in bustling Brooklyn, New York, and eventually planted herself in a tiny mountainous town in rural Vermont. She studied psychology and earned her bachelor’s degree in psychology from Vermont State University. Feeling at home at Vermont State University, she remained there to earn her master’s degree in Mental Health Counseling.

Her first introduction to the criminal justice system as a volunteer member of a Reparative Board and the Circle of Support and Accountability (COSA) sparked her interest. This spark quickly ignited a flame; following, she became a group clinician at a Probation and Parole Office, worked as a Program Director for Substance Use Disorder Treatment Program at a Women’s correctional facility, and worked as a Clinical Lead at a Men’s correctional facility. 

Aimee holds Vermont State credentials as a Licensed Clinical Mental Health Counselor (LCMHC) and Licensed Alcohol and Drug Counselor (LADC). She is the Program Services Chief Clinical Specialist for the Vermont Department of Corrections. As a clinician and leader, she is passionate about criminal justice reform. She believes integrating more humanizing practices will cultivate safer prisons and communities for everyone, whether inside or outside prison walls.

Aimee is blessed with two empathic sons, Graidy and Alexander, and a brilliant daughter, Sophie, whom she unconditionally loves and adores. She lives in a small farmhouse on a dirt road in rural Southern Vermont.

Read more about Dr. Aimee Califano and download this dissertation at https://aura.antioch.edu/etds/1075/

Gary Madvin, Ph.D.  [Union Cohort]  2024

An Investigation into Perception of the Correlation Between the College People Attend and Their Long-Term Happiness

https://aura.antioch.edu/etds/1073/

 

 

 

From the abstract: 

“This study investigated perceptions about the correlation between the college people attend and long-term happiness. Its inquiry into whether college graduates believe where they go to college affects the chance for long-term happiness is a response to the growing concerns of high school students who are anxious about acceptance into an elite undergraduate college. There is substantial literature demonstrating that graduates of elite schools earn more money and professional success than graduates of standard schools (Rumberger & Thomas, 1993). At the same time, there is evidence that individuals who attend a lower tier school while having similar characteristics to those who qualify for a top school are often as successful and prosperous as are their top-school counterparts (Dale & Krueger, 2011). This study addresses a gap in the existing literature about perceptions of the correlation between the college a person attends and his or her long-term happiness. The data indicates more than one-third of well-off participants in surveys report below-average levels of happiness (Pavot & Diener, 2013). Using a ranking system with four tiers of colleges based on admission rates, an anonymous survey with a seven-point Likert scale and an open-ended question was sent to a class of successful people (community college presidents) to determine respondents’ perceptions of the correlation between the college they attended and their long-term happiness. The findings of the survey were clear. Seventy-three percent of respondents indicated that attending Tier 1 and 2 schools has no correlation to long-term happiness. Additionally, the survey results indicate that there is no tier of college attended that diminishes the chance for lifelong happiness. The significance of this study lies in gaining a greater understanding of the importance of the tier of college one attends and in providing the basis for future investigations into the value proposition of higher tier colleges."

From the AURA: Antioch University Repository and Archive Page

Gary Madvin is a senior business development executive with broad-based experience and exceptional credentials. He has served as an advisor and consultant to several firms in diverse industries including law, medicine software development, electronic design and manufacturing.

In 1981, Dr. Madvin co-founded FMS Financial Partners, Inc. (FMS), a pioneering financial planning company on the West Coast.  Since its founding, FMS has emerged as a large regional insurance and securities firm and is recognized as a major contributor to the national firm of NFP Corp.  

Dr. Madvin is a Registered Representative and Registered Investment Advisor with Kestra Investment Services, LLC and Investment Advisor Representative with Kestra Advisory Services, LLC. He is a Chartered Life Underwriter (CLU), Chartered Financial Consultant (ChFC), and General Securities Principal.  He continues to be a leading insurance and securities producer.

Dr. Madvin holds a Bachelor’s Degree in Education from Wayne State University in Michigan, a Bachelor’s Degree in Philosophy from California State University Northridge, a Master’s Degree in Philosophy and Ethics from California State University Los Angeles as well as a Master’s Degree in History from California State University, Northridge.  Dr. Madvin has a PhD in Leadership and Change from Antioch University, Yellow Springs, OH.  He has lectured at California State University Northridge and has previously taught classes in Philosophy and Business Ethics at Valley College in Van Nuys, California.

Dr. Madvin is a founding member of the Advisory Board to the center for Small Business and Entrepreneurship in the College of Business Administration and Economics at California State University, Northridge. 

Dr. Madvin is a co-author of Finding Happiness with Aristotle as Your Guide: Action Strategies Based on 10 Timeless Ideas, published 2012.  

Read more about Dr. Gary Madvin and download this dissertation at https://aura.antioch.edu/etds/1073/

Brigette Collins, Ph.D.  [C 16]  2024

Exploring Staff Perceptions of Meaningful Interactions with Leaders in Local Government

https://aura.antioch.edu/etds/1072/

 

 

 

From the abstract: 

“The study aimed to reduce the literature gap and provide a helpful tool for understanding the follower-centered perspective of leadership in local government. Leaders are undoubtedly essential to organizational success; followers are essential, and follower perspectives of leadership are equally worthy of study (Blanchard et al., 2009). This study utilizes the critical incident technique (Flanagan, 1954) to delve into followers’ meaningful interactions and lived experiences in local government throughout the United States. Utilizing the critical incident technique (Flanagan, 1954), the study sought meaningful interactions and lived experiences of followers in local government throughout the United States. CIT lends itself to exploratory research that seeks context-rich, firsthand perspectives on human activities and their significance and, therefore, is a good fit for the study. Key findings in the study included working with vulnerable populations and work—life balance. In addition, Relational Cultural Theory (RCT) and High-Quality Connections (HQCs) were used to explore the relational elements of leader-staff relationships in local government. Finally, this study adds to the minimal literature available regarding staff in local government. The study provides a valuable tool for understanding the relational aspect of leaders and followers in local government. "

From the AURA: Antioch University Repository and Archive Page

Brigette was born and raised in Hampton Roads, Virginia, where she values the time spent with her family. With 23 years of experience in accounting and finance in both public and private sectors, she most recently held the position of senior accountant in local government. This role gave her valuable insights into the crucial dynamics between leaders and staff within the public sector.

Her academic journey culminated in an MBA in Accounting from Saint Leo University in 2015 and a master’s degree in leadership and change from Antioch University in 2021. This educational background underscores her commitment to fostering meaningful transformation in local government. Brigette sees herself not just as a finance professional but as a catalyst for change and excellence in service. Her dedication to this principle goes beyond traditional roles; a passion for effecting positive change drives her, and she eagerly anticipates collaborating with local government leaders to promote significant progress where it is needed.

Read more about Dr. Brigette Collins and download this dissertation at https://aura.antioch.edu/etds/1072/

Erin Scheidegger-Menendez, Ph.D.  [Union Cohort]  2024

Anne, Martin, Emmett, and Harriet: Plays About Anne Frank and Historical African American Personages

https://aura.antioch.edu/etds/1071/

 

 

 

From the abstract: 

“Anne Frank is linked to her contemporaries in about 80% of 18 English-language published and produced plays. The remaining plays pair Frank and African American icons Harriet Tubman, Emmett Till, and Martin Luther King, Jr. Research on dramatic literature with Frank as a character, the writing of plays linking her with African American personages, or history, analysis, or comparison of the process of multiple plays about Frank does not exist. A few articles extant compare the Goodrich and Hackett play with the Kesselman rewrite, a dissertation on five plays about Frank (those five plays are in the 80% mentioned earlier). The central question of this dissertation is why the playwrights of Harriet and Anne: An Original Narrative, Janet Langhart Cohen's Anne & Emmett: A One-Act Play, and Letters from Anne and Martin unite Anne Frank and African American historical figures. What were the playwrights' intentions with this linkage, and how were they fulfilled? This dissertation intends to fill this research gap in theatre history. The playwrights were interviewed using a prepared questionnaire completed by mail, email, telephone, or Zoom to discover the reason(s) for writing the three works. The writers answered using their preferred methods, and results were compiled within the work's question/answer format. Articles and the playwrights' websites were mined for additional historical data about the works and writers. The research found the plays to be works of remembrance/cultural trauma written by playwrights who shared seminal experiences regarding Anne Frank and the African American icons. The writers were driven by intense feelings of social justice, inspiring their creative works. These playwrights used Anne Frank, Harriet Tubman, Emmett Till, and Martin Luther King Jr. to communicate their thematic messages of social justice. They urged their audiences to keep these icons' history from repeating itself and honor those entities.”

From the AURA: Antioch University Repository and Archive Page

Erin Scheidegger-Menendez, with over 30 years of experience in the field of education, has worked in the public school system, charter schools, and post-secondary institutions. She is a certified intervention specialist in mild to moderate disabilities (K-12), and her extensive personal and professional experience in Autism and Dyslexia is a cornerstone of her expertise. Erin holds endorsements to her teaching license in the areas of Teacher of Visual Impairment (K-12) and Gifted Intervention Specialist (K-12). Her work as a certified Orton-Gillingham reading tutor further demonstrates her commitment to education. Erin's research interests in theatre history and literature and the Holocaust reflect her intellectual curiosity and add a unique perspective to her professional profile.

Read more about Dr. Erin Scheidegger-Menendez and download this dissertation at https://aura.antioch.edu/etds/1071/

Rod C. Bowen, Ph.D.  [C 18]  2024

The Role of School Leadership in Setting the Conditions for Impactful, Sustained Social Justice Professional Development

https://aura.antioch.edu/etds/1070/

 

 

 

From the abstract: 

“The racial diversity of children in US public schools continues to increase while most teachers and school leaders are White. In addition, systemic racism, whitewashing of curricula, microaggressions, and deficit mindsets persist within schools across the country. These pervasive injustices that plague the student experiences of children of the Global Majority must be addressed with focused, sustained intention. This study offers social justice school leadership as an effective strategy to dismantle oppressive approaches to schooling. Specifically, it explores how social justice-oriented school leaders set the conditions for impactful, sustained staff development in social justice practice. By employing multiple case study methodology, the experiences of leaders within two New York City public middle schools that have established commitments to culturally responsive/relevant teaching (CR/RT) will be explored. Semi-structured interviews were used to uncover how school leaders leveraged both adaptive and technical leadership to enact school-wide efforts to embed CR/RT into instructional practice. Analysis was built on an existing framework to identify specific leadership roles that best support impactful social justice professional development over time. This study seeks to understand frequently overlooked aspects of this topic by delving into mindsets and actions, acknowledging both formal and informal school leadership and how such efforts play out within multiracial staff.”

From the AURA: Antioch University Repository and Archive Page

Rod is an educational leader with over thirty years of experience in K-12 public education. He currently works as a coach/consultant supporting education leaders in approaches to anti-racist leadership, district-wide strategic planning, career-based learning, change management, and school improvement. He is also a founding board member of Impact Reading, an organization committed to delivering literacy programs in schools where students have the least access to book choice and ownership.

He has served as Chief of High Schools and Regional Superintendent for a Charter Management Organization with schools across three states. Prior to that, he led the New York City (NYC) Department of Education’s (DOE’s) Office of Teacher Development in designing professional learning experiences for teachers, and those who support them, with a focus on rigorous instruction and racial equity. He also led the NYC DOE’s Office of School Quality, providing public schools across NYC with invaluable feedback related to instruction, school culture and structures for improvement. Rod was the founding principal of the DreamYard Preparatory School, a small arts high school in the Bronx committed to cultivating scholarship, artistry, and character within its students. 

Rod earned a MSE in Education Administration and Supervision from Pace University, an MFA in Visual Arts from The City College of New York - CUNY, and a BA in Visual Arts as well as in Architectural Studies from Brown University.  He holds a permanent New York State certification as a district level leader. 

He resides in New Haven CT, with his wife, two children, mother, dog, and two cats.

Read more about Dr. Rod Bowen and download this dissertation at https://aura.antioch.edu/etds/1070/

Victor G. Frias, Jr., Ph.D.  [Union Cohort]  2024

Examining Social Identity Among Urban School Leaders: A Case Study of Five Principals In New York City

https://aura.antioch.edu/etds/1069/

 

 

 

From the abstract: 

“Exploring how school leaders address underrepresented student voices, meaning those of marginalized experiences along the continuum of social identity including though not limited to race, class, gender, immigration, and LGBTQ issues in schools is more essential than ever following the novel coronavirus of 2019 (COVID-19). Principals’ social identities (i.e., race, class, and gender), and their connected social locations and personal histories reveal how their leadership styles can contribute to the support of marginalized communities. Hence, this qualitative research study employed a case study methodology to investigate whether and how the social identities and lived experiences of principals in the Brooklyn and Bronx school districts of New York City inform their school leadership practices and help them navigate the policies in place to address social constructions of difference and other critical issues in highly diverse schools. Guided by the critical case sampling method, a total of five principals native to four different countries were selected for their diversity and years of experience in NYC school leadership were interviewed using a semi-structured protocol. Both the research questions and study protocol drew on multiple leadership theories and applied a social justice leadership lens to reveal if and how urban public-school leaders support their school communities by advocating for equity, inclusion, and diversity. Six themes intersected by immigrant narratives emerged from the data, creating a shared social identity and connected purpose among the participating principals. Each principal expressed their social identities metaphorically through their respective immigrant experiences in a sense-making process that explained their leadership styles and understanding of complex issues that occurred in their schools, pre- and post-pandemic. The leadership narratives explored may serve as resources and catalysts for school transformation among principals facing similar diversity and student experiences. My knowledge as a participant observer and former NYC student serves to increase trustworthiness for the findings and affirm the vast implications for future principal leadership practice and research.”

From the AURA: Antioch University Repository and Archive Page

Victor Frias's most recent role as Principal underscores his dedication to improving education in the community. In this capacity, he has skillfully overseen data analysis, accountability measures, attendance, cultural initiatives, supervised compliance for Multilingual/English Language Learners, and parent engagement. Before his tenure in the high school, he held the esteemed position of Founding Principal of two high schools in Miami and West Palm Beach, Florida. Under his leadership, Worthington High and North Park Schools became a beacon of educational innovation, emphasizing college and career readiness and personalized post-secondary preparation pathways. This experience attests to his visionary approach to education and his ability to inspire students and educators.

As a former NYC principal and an assistant principal of pupil personnel services in District 1, he understands firsthand how compliance and performance are integral to the instructional program. Being a product of the New York City Public School System and a high school Principal, he is intimately familiar with the struggles and challenges many families face when navigating a new language and school system, particularly in New York City. His personal experiences have fueled his concerns about the current state of the migrant dilemma, and he is both morally and professionally committed to providing support to our schools and families.

His journey in education began as a high school Paraprofessional, where he cultivated a passion for nurturing young minds. His practical leadership experiences have given him a unique perspective on administrative decisions in support of students and families. His impressive academic journey includes over two decades as an administrator. He has served as a teacher of bilingual education, history, Spanish, and special education, advisor, Assistant Principal, prevailing Principal of consolidated school, Principal of middle and high schools, and Compliance Performance Specialist with the Office Multilingual Learners. He has a BS from St. John's University, MS Adelphi University, MS Baruch College, DRE South Florida Theological Seminary, and a PhD in Leadership and Change with a Specialization in Educational Justice & Equity from Antioch University. Furthermore, he speaks Spanish, Italian, and conversational Chinese (Cantonese). 

Read more about Dr. Victor Frias and download this dissertation at https://aura.antioch.edu/etds/1069/

Brook Hale, Ph.D.  [C 19]  2024

The Anatomy of Physician Fulfillment: Strategies Beyond Burnout

https://aura.antioch.edu/etds/1068/

 

 

 

From the abstract: 

“The persistent tension and power struggle between healthcare executives and physicians is a prevalent issue in healthcare organizations, often leading to a culture of organizational mistrust. This dynamic stems from perceived conflicting goals: executives are frequently seen as primarily focused on financial outcomes, while physicians are viewed as resistant to change. This study explored how physician fulfillment is experienced at work, with the ultimate goal of identifying potential interventions to bridge the gap between these groups. There is vast research and literature available regarding burnout in healthcare; this research focused on understanding what physicians find fulfilling in their work and identifying actionable factors healthcare system leaders can address to enhance their fulfillment. Key factors identified from the literature include meaningful patient contact, quality of professional relationships, and organizational decision-making input. At the same time, challenges such as administrative burden and loss of autonomy were noted as detriments to fulfillment. After conducting and transcribing semi-structured phenomenological interviews with physicians, the data were coded for meaning, resulting in 169 codes. The prevalence of these broad themes varied concerning each research question, reflecting the complex and multifaceted nature of physician fulfillment. By identifying patterns and connections in the physicians’ experiences, this study highlighted the importance of addressing both systemic and individual factors to enhance professional fulfillment. Key findings of the study include the importance of humanizing healthcare goals and several directions for iv healthcare organizations: addressing moral injury, improving patient outcomes, obtaining and utilizing physician input consistently, fostering a supportive culture, and creating time and space for peer support. Targeted interventions to enhance physician fulfillment were proposed, aiming to determine strategies to improve physician fulfillment for healthcare organizations since aligning organizational goals with physicians' intrinsic motivations can foster a collaborative and trusting work environment, benefiting both staff and patients.”

From the AURA: Antioch University Repository and Archive Page

Dr. Hale’s academic research addresses the persistent tension and power struggle between healthcare executives and physicians, a prevalent issue that fosters a culture of organizational mistrust. For this research, she explored physician fulfillment and its impact on organizational dynamics, aiming to identify actionable factors healthcare leaders can address to bridge the gap. Her research highlights the importance of meaningful patient contact, quality professional relationships, and physician involvement in decision-making as critical factors for fulfillment. She proposes targeted interventions that humanize healthcare goals, improve patient outcomes, and foster a supportive, collaborative work environment, ultimately aligning organizational objectives with physicians' intrinsic motivations.

She is currently employed at Stanford Medicine as a research scientist.

Outside of her professional life, she is married to Dr. Lance Hale and they have two wonderful children, Jax and Maverick.

Read more about Dr. Brook Hale and download this dissertation at https://aura.antioch.edu/etds/1068/

Oyewole Sobo, Ph.D.  [Union Cohort]  2024

Lioness of Lisabi: A Creative Dissertation Characterizing Funimilayo Ransome-Kuti as a Foremost Yoruba Feminist Leader

https://aura.antioch.edu/etds/1065/

 

 

 

From the abstract: 

“This creative dissertation highlights the feminist leadership qualities of a social revolutionist, Funmilayo Ransome Kuti, a native of Abeokuta, Nigeria. Her struggle for equity and justice profoundly encouraged the empowerment of Indigenous women during her time. The undeniable truth is that black women have played a pivotal role in the fight for equal rights and justice, particularly in the United States. While the social struggles of American black female revolutionaries such as Rosa Parks, Coretta Scott King, Dorothy Height, Ella Baker, and Dorothy Cotton are documented and celebrated, little or nothing is known about their African counterparts. This creative dissertation attempts to fill that gap. Funmilayo Ransome Kuti mobilized Indigenous women to march in protest against unjust tax laws imposed on women by the Indigenous monarchy and the patriarchal agenda of her town between 1946 and 1949. Her social struggle would end the unjust tax laws that made way for Indigenous women’s suffrage, a significant milestone in the history of women’s rights. Funmilayo’s life and achievements rank her as a foremost Yoruba feminist leader and a historical icon; her social struggle is contextualized into a two-act play titled Lioness of Lisabi to encourage and inspire change in postmodern and postcolonial women. The creative process is not an attempt to provide an accurate historical account of the social struggle that Funmilayo led; rather, it is to show how Funmilayo defied the odds and how her life and social struggles deconstruct Western constructs that paint women as weak, domesticated species, and inferior to men.”

From the AURA: Antioch University Repository and Archive Page

Oyewole Sobo, PhD, MA, MSW, is a Nigerian American born and raised in Lagos, Nigeria. Oye holds a bachelor's degree in English and Literature from Olabisi Onabanjo University, Ogun State, Nigeria. Upon migration to the United States, he attended Howard University in Washington, DC, and obtained a master’s degree in social work in 2008. Oye continued his education and training at Washington Adventist University, Maryland, graduating with another master’s degree in religious studies in 2012. Oye is passionate about equality and justice. His works focus on gender equality and women empowerment. Oye is also a playwright; he has written, produced, and directed plays that promote faith, hope, and freedom in his local community in Nigeria. 

Oye is an ordained prophet and minister of the gospel. He is the Lead Pastor of House of Prayer Watchman Ministries, Maryland, USA. His inspiring commitment to the gospel has led him to minister in several countries, spreading messages of hope, restoration, and empowerment. His international experience allows him to connect with people across cultures, races, and beliefs, making them feel understood and valued. In addition to his professional roles, he is a devoted family man. His life, filled with love and blessings from his marriage and children, reflects his values and balance, reassuring people of his ability to maintain a healthy personal and professional life. 

Read more about Dr. Oyewole Sobo and download this dissertation at https://aura.antioch.edu/etds/1065/