Black History Month, is an annual observance in February that celebrates the history, achievements and contributions that African Americans have made in various fields. During this month, we get to reflect on the impact that these individuals have had on society. The month also highlights the resilience of black individuals throughout history and spreads awareness of the importance of working towards equality, justice and inclusion.
The 2026 Black History Month theme is “A Century of Black History Commemorations,” honoring the 100th anniversary of the first Black History Week founded by Dr. Carter G. Woodson in 1926. This theme, set by the (ASALH), highlights a century of progress in uncovering, preserving, and celebrating the contributions of African Americans to U.S. history. We are called upon to think about the impact and legacy of our work in the communities we serve, to do what is right by those who most need it.
In this feature, we celebrate, reflect, and amplify important doctoral research, featuring achievements of a few of the ϳԹ doctoral program scholars. 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.
Lisa Torres
Lisa Torres, a doctoral candidate in Signature (PK12) cohort 15, is analyzing data for her dissertation research, “HOT COMBS AND HAIR JOURNEYS: CHRONICLING BLACK YOUNG WOMEN’S LIVED EXPERIENCES OF HAIR DISCRIMINATION IN PREDOMINANTLY WHITE SCHOOLS.” Drawing on Black Feminist Thought (Collins, 2022) and Black Girlhood Studies (Brown, 2009), her qualitative study seeks to illuminate how Black young women's hair expression can serve as a mechanism for self-definition and resistance against bias in predominantly White K-12 educational spaces. Lisa currently serves as a School Psychologist for Mount Vernon City School District.
Denise Dawkins
Denise Dawkins, a doctoral candidate in HigherEd cohort 5, is analyzing data from individual interviews for her dissertation research, “AUTISM AND CULTURE: UNDERSTANDING THE LEARNED AND INTUITIVE EXPERIENCES OF AUTISTIC BLACK MALES THROUGH AN INTERPRETIVE PHENOMENOLOGY ANALYSIS.” Using transition theory and theory of culturally responsive pedagogy this study seeks to explore the lived experiences of Autistic African American males focusing on their social and academic experiences. Denise is currently an Internship Coordinator for students in Public Health Informatics & Technology at Dominican University.
Torsie Judkins
Torsie Judkins, a doctoral candidate in HigherEd cohort 7, is collecting data for his dissertation research, “RESILIENCE AND REPRESENTATION: COUNTER NARRATIVES OF AFRICAN AMERICAN STUDENTS’ ACADEMIC AND SOCIAL EXPERIENCES IN INDEPENDENT SCHOOLS: A CRITICAL QUALITATIVE STUDY.” This study amplifies the counter-narratives of African American/Black alumni to understand how they experienced and made meaning of academic and social life in predominantly White independent schools, including the role of race and intersecting identities in shaping belonging, identity, support, and resistance over time. Torsie currently serves as Head of School at Wingra School in Madison, WI.
Erica Naughton
Erica Naughton, a doctoral candidate in Signature (PK12) cohort 15, is collecting data for her dissertation research, “STORIES OF STRENGTH: BLACK WOMEN PRINCIPALS LEADING IN RACIALLY MINORITIZED SCHOOL COMMUNITIES.” Drawing upon Collins’ theory of other mothering, this qualitative study seeks to make visible how Black women school principals’ persistence in and commitment to marginalized communities offer a counternarrative to the dominant deficit framing. Erica currently serves as Assistant Principal in Mount Vernon High School. She also serves as the varsity girls basketball coach.
Melissa Barrow
Melissa Barrow, a doctoral candidate in Dissertation Completion Pathway cohort 5, is collecting data for her dissertation research, “SHATTERING BARRIERS: EXAMINING THE UNDERREPRESENTATION OF BLACK AND HISPANIC FEMAIL PUBLIC SCHOOL SUPERINTENDENTS.” Grounded in Acker’s (1990) Theory of Racialized and Gendered Organizations, this qualitative study seeks to make visible how intersecting dimensions of race and gender have shaped the leadership trajectories of Black and Hispanic female school district superintendents and influenced their professional advancement. Melissa currently serves as Principal for Krieger Elementary School in Poughkeepsie City School District.
Herman Scriven
Herman Scriven, top left; pictured with his chair, Dr. Shelley Wepner & committee members
Herman Scriven, a doctoral candidate in Dissertation Completion Pathway cohort 4, is collecting data for his dissertation research, “EXPLORING COACHES' PERCEPTIONS OF ACADEMIC SUPPORT PROGRAMS FOR AFRICAN AMERICAN HIGH SCHOOL FOOTBALL PLAYERS: A QUALITATIVE STUDY.” This inquiry seeks to describe high school football coaches' perceptions of their roles in supporting African American student-athletes' academic success and assess the effectiveness of existing academic support programs. Herman has served as a high school educator and assistant athletic director, committed to mentoring youth.
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