Tracing Ten Years of Dissertations in an Urban EdD Program: Trends, Tensions, and Transformations

• In Event: Preparing Equity-Oriented Leaders Through the Education Doctorate (EdD)

Abstract

Since the launch of the Carnegie Project on the Education Doctorate (CPED), EdD programs have evolved to support practitioner-scholars investigating complex problems of practice. This study analyzes 10 years of dissertations from an urban EdD program grounded in equity, leadership, and scholarship. Using descriptive statistics and qualitative content analysis, the researchers examined 30 completed dissertations to identify key trends in research questions, methodologies, theoretical frameworks, and formats. Findings revealed a strong focus on identity, belonging, equity, inclusion, and educational policy, with over half of the studies using critical frameworks or creating practitioner-oriented tools. This study affirms the scholarly significance of EdD research and its potential to advance transformative leadership and equity-focused change in urban educational settings.

Authors

• Jody N. Polleck, Hunter College - CUNY

• Jenny Tuten, Hunter College - CUNY

• Nery Miluska Manrique Alcantara, Hunter College