Meet Dulcey Hunter, a doctoral student in the English education program at the University of South Florida鈥檚 College of Education. She鈥檚 the proud recipient of the 鈥攁n honor that recognizes her academic excellence, leadership, and commitment to making a difference.
Dulcey on a trip to Morocco.
Dulcey is an avid traveler who takes a solo international trip each year to immerse
herself in new cultures, meet people from all walks of life, and write. From surfing
in Morocco to a wellness retreat in Bali to exploring a coffee farm in Colombia, her
adventures fuel both personal growth and creative inspiration.
Back home, Dulcey鈥檚 impact in the classroom hasn鈥檛 gone unnoticed. She was named Pinellas
County Schools鈥� 鈥淚T Factor鈥擨nspiring Teacher,鈥� a student-nominated recognition that
brought a district camera crew to film her in action. It was a moment she describes
as deeply meaningful and humbling.
Whether she鈥檚 paddleboarding, kayaking, or mentoring future educators, Dulcey approaches
life with gratitude and a deep focus on relationships. She believes that through connection鈥攚ith
others and with herself鈥攕he can navigate life鈥檚 challenges and continue growing as
both a scholar and a human being.
From classroom moments to global adventures, Dulcey gave us a glimpse into what drives
her鈥攔ead her Q&A to find out more.
Responses have been edited for clarity, length, and style.
What does it mean to you to receive the Women in Leadership and Philanthropy Scholarship?
Receiving the Women in Leadership and Philanthropy scholarship is a wonderful honor,
which I accept with humility and gratitude. This scholarship will afford me the opportunity
to continue my dissertation research on teachers鈥� well-being and humanity without
incurring additional financial strain. It will also help mitigate the costs associated
with travel for conference presentations and engagement with the scholarly community.
At a time when demoralization and dehumanization often characterize teachers鈥� accounts
of their classroom experiences, the generous contribution on behalf of the Women in
Leadership and Philanthropy serves to uphold my efforts as I, in turn, strive to uplift
others.
What inspired you to pursue a career in English education?
I am passionate about the power of learning and the ability of language and narratives
to move and shape people. A deep connection to literacy and narrative from an early
age prompted my undergraduate studies in English, a rewarding career as a secondary
English teacher, and my entry into doctoral studies at USF to earn a Ph.D. in Curriculum
and Instruction with a concentration in English.
Finding pathways to illuminate learning among my students and spark newfound understanding
in the worlds of teaching, language, and literature have been unending goals of my
professional career in education.
Why did you choose USF for your doctoral studies, and what studies did you have prior
to enrolling at USF?
I worked for many years as an English teacher in Pinellas County and began pursuing
my Ph.D. while still teaching high school English full-time. Before enrolling at USF,
I received my BA in English with a concentration in writing and my MA in Educational
Leadership.
I wanted to remain local and obtain my Ph.D. from USF, an esteemed academic institution and research university.
Dulcey Hunter
Are you involved in any professional organizations, research groups, or extracurricular
activities on campus?
I am a member of the USF College of Education Graduate Student Council, the Student
Organization for Qualitative Methodologies, and Graduate Assistants United, as well
as several additional professional organizations at both the state and national levels.
What experiences have you had as part of your doctoral program that have prepared
you for your work in English education?
I have been fortunate enough to work as a research assistant for the past three years
during my doctoral studies, which has provided invaluable experience as a beginning
researcher and emerging scholar. I assisted with a donor-funded literacy project as
part of a pilot initiative and have worked for the past two years on a national study
examining teachers鈥� experiences following pregnancy loss.
These experiences not only led to multiple scholarly publications and conference presentations
but have also opened new doors of knowledge, experience, and connection in the scholarly
community.
Can you share a favorite memory from your time as a graduate student here?
During my first year as a graduate student, I spent much of my time meeting the demands
of my courses and navigating the various components of earning a Ph.D. As part of
my first graduate assistantship, however, I spent each Friday all day on the campus
of a middle school, facilitating a pilot program reading initiative with a group of
approximately 30 sixth-grade students and their paired USF college mentors.
My weekly interactions with the middle schoolers, USF student mentors, fellow USF
colleagues, and the middle school staff were the highlight of my week. They served
as a continual reminder of why I am pursuing a Ph.D. in English Education.
What are your research interests, and how has USF provided you the opportunity to
explore these interests?
Through my work as an educational researcher, I strive to uphold the education profession
through humanizing pedagogy and empathetic leadership practices. Specifically, my
research centers on teachers鈥� well-being and humanity by providing insight into how
various experiences of trauma intertwine with secondary English language arts (ELA)
teachers鈥� professional lives, personal selves, and pedagogical practices.
My work also considers how ELA teachers are affected by the cumulative effects of
trauma throughout their teaching careers. This research topic has developed from both
my own life experiences as well as my work as a graduate research assistant on a national
study with my advisor, Dr. Mandie Dunn, involving teaching while grieving due to miscarriage
experiences.
Who are the mentors at USF that have guided you throughout your studies?
Dr. Mandie Dunn, my advisor and major professor, has been an invaluable source of
guidance, support, and expertise throughout my entire Ph.D. journey. My additional
committee members, including Dr. Michael Sherry, Dr. Lauren Braunstein, and Dr. Maria
Cizmic, have also mentored and supported me in numerous ways.
Additionally, Dr. Lindsay Persohn and Dr. Cheryl Ellerbrock have made significant
contributions to my scholarly growth and have been consistently supportive of my ongoing
efforts. I cannot imagine my doctoral experience without these mentors and scholars,
and my gratitude is beyond words!
What makes you passionate about your work in English education?
As a young child, I discovered the immeasurable comforts and transformative powers
of reading and writing stories. Now, when I witness students likewise harness the
beauty and power of language, narrative, and connection鈥攁nd discover their voices
more fully through that process鈥攊t gives me a great sense of joy, awe, and hope.
What advice do you have for those who are interested in pursuing a career in English
education?
Some may say there has never been a more challenging time to be an English teacher;
I say, there has never been a more critical time to be an English teacher. Although
the challenges in education today are undoubtedly significant, they are not insurmountable.
The fact remains that students need dedicated teachers who make them feel seen and
heard in a world that too often renders them invisible and silent.
My foremost advice to those interested in pursuing a career in English education is
to focus on building relationships and learn how to listen closely. Listen in deeply
humanizing ways to your inner knowing, to your students, and to respected colleagues
who support and care about you. From this deep and relational place of listening,
you will find more genuine sources of understanding, connection, and sustenance. There
will always be plenty of noise鈥攆ocus on what really matters.
What do you hope to accomplish after finishing your studies at USF?
After completion of the Ph.D., I hope to continue developing my research centering
on teacher well-being and a better understanding of secondary English language arts
teachers鈥� experiences of trauma. I aim to develop further and promote humanizing pedagogy
and empathetic leadership practices in schools through research, teaching, published
work, and professional development.
The English Education program at USF aims to develop and support secondary teachers of English Language Arts of all backgrounds and at all levels (bachelors, masters and doctoral) as they expand access to literacy, empower language users, encourage critical thinking, create and deepen professional communities, and continue to learn and to share what they know.