24PHD Doctoral Student Mario Jackson Makes International Connections with Global Graduate Presenter Award


Mario Jackson ’24PHD, PhD student at NC State College of Education. in the field of study of the Educational Leadership, Policy and Human Development Studies program, Educational Evaluation and Policy Analysis, has been able to begin to establish itself internationally as a researcher in his field through funding from the college’s Global Graduate Presenter Award.

The scholarship supports College of Education students who wish to present their research at an international conference by reimbursing up to $1,000 of their travel expenses. The winners then share the knowledge and experience they have gained through their international experience with students, faculty and staff at the College of Education.

Thanks to this award, Jackson was able to make a presentation at Belmas’ annual conference in Liverpool, UK, in July.

“Having the opportunity to attend and present at the conference was an incredible experience as it allowed me to expand my network beyond the state of North Carolina and the United States. Additionally, sharing our findings and getting feedback from other researchers has been really beneficial to me personally,” he said. “Without this financial award, I don’t know how I would have been able to attend the conference, so I’m extremely grateful for the support of the College of Education.”

Jackson’s presentation at the conference looked at how North Carolina managers have addressed inequities that have been exacerbated by the COVID-19 pandemic.

After reviewing the literature related to school leadership for a published article titled Locating Equity in School Principals’ Decision-Making Practices During a Pandemic, Jackson and his co-authors realized much of the emerging research focused on exacerbated inequality, but not what was being done to address it. He therefore thought it was important to shed light on the efforts of school principals to counter inequalities and to recognize the important role that school principals play in mediating school and community inequalities.

Results presented at the conference showed that principals leverage equity in three key ways: allocating resources, working with families and communities, and cultivating an equitable school climate.

“The findings offer important implications for district leaders and principal preparation programs,” Jackson said.

In addition to having the opportunity to present his research to an international audience, Jackson said attending the conference allowed him to connect and learn from other researchers in his field.

A highlight, he said, was a conversation with a professor who also served as a graduate program director at an American university who invited Jackson to apply for a job in his department after graduating. his diploma.

“The conversation was encouraging and made me realize that my hard work and academic potential is being recognized by outsiders in the North Carolina upstate community,” he said. “The networking opportunities and connections made will no doubt prove invaluable in my academic pursuits after graduation.”


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