On Sunday, Dec. 15, UW–Madison and the School of Education will be recognizing its latest group of amazing graduates with 2024 Winter Commencement celebrations.
We reached out to a few of our graduating students to learn more about their time at UW–Madison, and a bit about their future plans.
Mallory Umar, a Brazilian American educator who grew up on the south side of Chicago, is graduating with a PhD from the School of Education’s Department of Educational Leadership and Policy Analysis, with a focus on K-12 leadership.
She was recently recognized as one of UW–Madison’s winter 2024 “Notable grads.”
A few years ago Umar, who is the director of curriculum and instruction for the School District of Cudahy near Milwaukee, came across a statistic that startled her: Only about 1% of school district superintendents in the country are Latina.
“Considering that a quarter of the students in our nation’s public schools are Hispanic or Latino, this disparity really struck me,” Umar says.
For her dissertation, Umar looked at career pathways, supportive factors, and barriers experienced by Latina superintendents in the Midwest. Her department says this research is vital given that there are very few Latina superintendents nationwide and very little research on the topic.
To learn more about Umar and her experiences with UW–Madison and the School of Education, check out the following Q&A:
What brought you to UW–Madison? When people ask me about my journey and why I am pursuing my PhD, I often respond saying, “I’m waiting for someone to stop me.” It’s a lighthearted response, but it really captures my journey.
Growing up, education was always emphasized, but the path wasn’t always clear. There were barriers — financial, social, cultural — that I had to navigate.
My mother is a waitress and my father has his entrepreneurial ventures, though he has spent time in and out of jail at different points in my life. They didn’t know how to navigate college.
I attended college for my bachelor’s degree in Chicago. I had to figure out the FAFSA on my own, how to schedule classes, etc. I bought all of my own sheets and pillows for my dormitory and nobody helped me move in on moving day. I was on the “L” train with bags from Target — our family didn’t have a car.
After my first semester, I had a meeting with my academic advisor. Viewing my transcript, where I had earned a 4.0, she looked up at me and said, “Wow, you went to Chicago Public Schools? Usually, CPS students don’t make it.”
Her words had a big impact on me. I didn’t take it as a compliment, but rather as a reminder of the barriers and bias that students like me have to face.
Because I come from a public school in a city, I wasn’t supposed to succeed? I didn’t know what to say at the moment, but I do remember being deeply resolved that I AM going to make it.
Many years later when I was teaching, one of my principals, a UW–Madison ELPA graduate, recommended that I enroll in the PhD program. Though a PhD had not been on my radar, I jumped at the opportunity to further my knowledge. I am a lifelong learner and I want to learn and soak up everything.
I also aim to be that model of unwavering belief that my students can make it — whatever that means to them.
What has been most meaningful about your experience? After I started the program and took a few classes, I learned that the School of Education at UW–Madison is one of the top in the country. It quickly became clear just how much of an impact this experience was going to have on me. I remember feeling like I was constantly questioning my own thinking, re-evaluating my assumptions, and expanding my capacity to understand complex issues.
It has been the most challenging and impactful learning experience I have ever had.
I remember sitting in Dr. (Clif) Conrad’s qualitative research class. He had assigned us an article about a study on first-generation college students, and I remember thinking and being fascinated by how little academia knew about the realities of students (or people) from marginalized communities.
I knew these things, I experienced these things. For the first time, I thought, maybe I could actually contribute to this field.
Before that moment, I always assumed researchers were much smarter than I was — that they had the answers. But reading that article made me realize that there are gaps in knowledge, and that my perspective and my experiences could contribute to this “research world.”
It’s not just the academic content though. My cohort was phenomenal and has been transformative. My growth has come not just from classes, but the chance to engage with peers and educators from across the state, all with different backgrounds, experiences, and ideas.
We discussed, debated, and learned from each other in ways that were eye-opening. The people, coupled with the courses, reshaped how I think and lead.
Tell us about your research. The title of my research study for my dissertation is: “Add Hoop Earrings: An Examination of the Career Pathways, Supportive Factors, and Barriers Experienced by Latina Superintendents in the Midwest.”
I struggled at first to find a research topic that resonated with me. My PhD cohort finished our classes amidst the COVID-19 pandemic. I was an associate principal at the time and we were trying to figure out how to respond to the pandemic and how to open up our buildings safely for kids. I wasn’t in the headspace to focus on my dissertation research.
I then joined the inaugural cohort of AASA’s Aspiring Superintendents Academy for Latino and Latina Leaders. In that cohort, I learned that only 1% of superintendents in the entire country are Latina.
Considering that a quarter of students in our nation’s public schools are Latino/a, this disparity really struck me. The gap between representation and student population was something I could not ignore. Through the guest speakers and learning activities, I emerged ready to re-enter my research journey.
My dissertation became a way of exploring the career pathways, supportive factors, and barriers faced by Latina superintendents. There is very little research in this field, and much of the research that exists has been completed in the Southwest. For this reason I chose to conduct my study here, in the Midwest.
My advisor, Dr. Barb Sramek, has been with me every step of the way. When I felt lost and disconnected (during the pandemic), she was patient and encouraging. When I was ready to move forward, she pushed me gently but firmly, ensuring I had the support I needed.
Dr. Sramek’s background as a former superintendent in Wisconsin, and a powerful force among the small percentage of women superintendents, made her the perfect advisor for me. I can honestly say I would not be here today, ready to graduate, without her guidance and belief in me.
Thinking about the principle of the Wisconsin Idea, how will you use what you have learned at UW–Madison to influence other people’s lives or positively impact our world? By focusing on Latina superintendents, I’m not just looking at data for the purpose of the dissertation. I am working to address the disproportionality we see in educational leadership.
This is true especially in Wisconsin, where there’s a growing Latina/o/x population, but not enough representation in teaching or leadership roles.
According to the 2020 census, Latinos are the largest minority group in Wisconsin. My goal is to make sure that Latina/o/xs in our state and the country have the support and encouragement they need to pursue a career in education and consider taking on leadership roles. I truly believe that having more Latina/o/x leaders in schools will not only create more opportunities for other Latina educators but will ultimately lead to a more inclusive, effective educational system for all students.
What’s next for you? What are your plans for the future? This year, I started a new role as the director of curriculum and instruction for the School District of Cudahy. In this position, I have the unique opportunity to directly influence the trajectories of 2,000 students in K-12 education. I’m excited to work alongside the staff to create meaningful change that improves outcomes for all students.
Whatever comes next, I plan to continue leveraging my research and the insights I’ve gained throughout my academic journey.
Over the last few years, I’ve had the opportunity to present at several national, state, and local conferences. These experiences have been incredibly rewarding to me. I will continue to seek out opportunities to share my research and engage with the broader educational community.
I recognize that the work I’m doing now is laying the foundation for my future, and I’m open to where that path might lead. I may find myself in the superintendent seat one day — but I still have a lot to learn!