The change suggests a wider cultural acceptance of the “sinister” hand preference, and offers representation for lefty fans of the beloved animated films.

The findings, “Princess hands: Handedness of protagonists versus antagonists in Disney’s ‘Princess’ animated movies,” were recently published in the academic journal .

Main findings

• Before about 1992, princesses were more right-handed than villains. Over time, princesses got more left-handed, while villains’ handedness stayed the same.
• In general, the characters were less strongly handed than in real life — most would be considered ambidextrous by the researchers’ definitions.
• Tiana (“The Princess and the Frog”) and Belle (“Beauty and the Beast”), both princesses, are the most left-handed; Villains Jafar (“Aladdin”), Dr. Facilier (“The Princess and the Frog”) and Namaari (“Raya and the Last Dragon”) were also left-handed.
• Mor’Du (“Brave”) and Maleficent (“Sleeping Beauty”) — both villains — were identified strongly right-handed.

More about the study

The research team, which included two undergraduate students at Montclair, examined hand use of princesses and villains in 13 official Disney Princess movies. They counted how many times each princess or villain performed various activities with one hand or the other, using three different handedness questionnaires including the Edinburgh Handedness Inventory (EHI).

“Our goal was to see if villains were more left-handed than princesses because culturally, evil is associated with the left-handed, and whether any left-evil associations had changed over time, given changes in culture,” says Ruth Propper, lead researcher and professor of Psychology.

Each Disney princess and villain was assigned a handedness score (-100 being perfectly lefty and +100 perfectly righty) and the results show that over time, princesses have become less right-handed, especially after about 1992, while villains have remained stable in their handedness.

Overall, the characters were much less right-handed than the human population.

What the researchers say

Prior to 1992, Propper explains, princesses were more right-handed than villains, while after 1992 princesses became more left-handed than villains.

So, what changed?

“We suspect that there are many factors at play here.” Propper says. “One possibility is that around the early 1990s the ‘Nine Old Men,’ the animators responsible for most Disney movies from the 1930s to the 1990s, retired.

“It’s possible that the new animators who were hired had less bias against left-handedness, as cultural views about lefties had changed. Certainly there are likely pragmatic reasons as well, and we don’t know the actual handedness of the animators, which could also have been a factor.”

Why it matters

The research and methodology were inspired by existing research Propper encountered analyzing early 1900s documentary footage to estimate rates of left-handedness at that time. Propper and her research team took the innovative approach a step further, utilizing Disney princess films that offer clear distinctions between protagonists and antagonists and allow for meaningful comparisons across character types.

Additionally, “because the characters are animated, handedness is a deliberate choice made by animators, which may reflect cultural assumptions or biases, rather than simply the natural handedness of an actor,” Propper says. Since the Disney princess films span roughly 80 years, this also gave researchers an opportunity to examine potential cultural shifts over time.

Propper says this study demonstrates that research does not always need to be complex or highly technical. And, it speaks to representation.

“Left-handed individuals have often been described as lacking a clear cultural identity and may feel overlooked or negatively stereotyped,” says Propper. “Seeing left-handed traits reflected in familiar and beloved figures, such as Disney princesses, can contribute to a sense of inclusion and reduce feelings of isolation.”

The findings also suggest a societal shift over the last 80 years: left-handedness appears to be more accepted today than in the past, and is no longer associated with the same negative or stigmatized beliefs as it once was.

“These films are culturally iconic, widely recognized, and meaningful to many audiences, which makes them a relevant context for this type of analysis,” Propper says.

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As a student, Hajar initially imagined a future in teaching. That changed during a high school psychology course, when she became fascinated by how students learn and grow—and how psychological insight could support that process. Discovering school psychology felt like “a perfect blend” of education and psychology, setting her on a path she has followed with intention ever since.

One of the most formative experiences in her graduate program came during Practicum in Psychoeducational Assessment I and II, where she served as a graduate clinician in the university’s Psychoeducational Services Clinic. The practicum marked the moment when theory truly met practice. Working directly with students and families helped the work feel “real and meaningful in a new way,” she says. Under the guidance of Dr. Lauren Schaible and Dr. Julia Coyne, Hajar learned to look beyond test scores and use data to tell a fuller story about a student’s learning, behavior, and lived experience.

Outside the classroom, Hajar spent two years as a graduate assistant with the Office for Faculty Excellence, an experience that reshaped how she views higher education and her own potential. Mentored by Emily Isaacs, she contributed to initiatives focused on student belonging, retention, and success, and engaged with faculty development and academic leadership work across campus. “From day one, I felt welcomed, supported, and encouraged to grow,” she reflects. The experience pushed her beyond her comfort zone and sparked an interest in academia that continues to shape her future goals.

Through her assistantship, Hajar also became deeply involved in research on student belonging among first-year CHSS students. She worked on a research team that implemented a belonging intervention in the GNED199 course, focusing on qualitative analysis of student reflections and connecting those findings to quantitative data. Presenting the results at the AAC&U Conference on Learning and Student Success in Puerto Rico, marked a defining moment in her graduate career and reinforced her confidence as a scholar. She later presented the work at Montclair’s Student Research Symposium.

Hajar is currently completing a 1,200-hour internship while preparing to earn her Nationally Certified School Psychologist credential. Looking ahead, she plans to continue working as a school psychologist while pursuing doctoral studies, with the goal of becoming a licensed psychologist and professor.

Reflecting on her time in the College of Humanities and Social Sciences, Hajar says she learned that education is not just about earning a degree, but about discovering how to use knowledge in service of others. Her advice to future students is simple, but hard-earned: say yes. “It may seem intimidating at first, but some of the most meaningful experiences I’ve had at Montclair happened because I did say “yes.”

Born and raised in New Jersey and proud of her Puerto Rican heritage, Correa chose Montclair State for its diversity and sense of community. From the start, her academic interests were deeply personal. “I’ve always been someone people come to when they’re hurting or confused,” she says. Wanting to help in a meaningful, lasting way drew her to the study of psychology and mental health. Seeing how mental health affects families and communities only strengthened that commitment.

Coursework in the College of Humanities and Social Sciences helped turn that passion into practice. One of the most impactful experiences came in the class Helping and Engagement Skills (), where students participate in “real plays,” or practice therapy sessions with classmates. Though they were simulations, Correa found them powerful. “They always helped so much to talk to someone,” she reflects, reinforcing the value of presence, listening, and applied skill-building.

Faculty mentorship also played an important role in her journey. Stefanie Medina, her freshman seminar instructor, remained a consistent source of encouragement throughout Correa’s time at Montclair. “She’s always been on the sidelines rooting for me,” Correa says. Dr. Jennifer Russo, who taught her writing courses for two semesters, helped her build confidence not only as a writer, but as a student overall.

Outside the classroom, Correa balanced an extraordinary set of responsibilities. She served on Montclair’s EMS Squad as an EMT and driving trainer, an experience that strengthened her confidence and leadership while allowing her to support the campus community in critical moments. At the same time, she worked both full time and part time while completing her degree and has completed four years of service in the New Jersey Army National Guard, where she continues to serve as a signal specialist and previously served as a recruiting assistant.

Through it all, Correa says she learned an important lesson that will stay with her long after graduation: “I don’t have to have all the answers to make a difference. Sometimes just being present is powerful.”

As she looks ahead, Correa hopes to continue her education in Montclair’s Master’s in Counseling program and pursue a future in mental health counseling, with a particular interest in supporting veterans. While this moment marks a major achievement, she sees it as a beginning rather than an ending. “My degree gave me both the knowledge and the confidence to step into what’s next with purpose. I feel prepared not just academically, but emotionally and professionally.”

Professor Kang gave a keynote for Women in Science at the KSEA Northeast Regional Conference, giving a presentation on “Bridging Science and Community: A Korean-American Scholar’s Vision for Innovation and Impact in Neurodiversity Research”.

Written by: Vivek Gundani

“After my undergraduate studies, I interned at psychiatric clinics,” she says. “That’s when my passion for providing competent care really took shape.” It’s what brought her to Montclair State to pursue her Master’s in Clinical Psychology.

One course in particular—Cognitive Assessment—stood out. “It was the first time theory met practice in a real way,” she explains. “It showed me the responsibility that comes with being a clinician.” Encouraged by professors like ,, and others, Romal says she found not just academic support, but a sense of belonging. “They helped me adjust to the American academic system, and they believed in me.”

That community spirit shaped her experience. At the Center for Clinical Services, she worked in an administrative role supporting counseling clients. She also completed a clinical internship, conducted psychoeducational evaluations, and advocated for student accommodations. Along the way, she assisted with faculty research and submitted two manuscripts for publication.

Now, Romal’s journey continues: she’s been accepted into the PsyD program at The Chicago School of Professional Psychology and will also begin working in Alzheimer’s research at Mount Sinai. Her goal? To become a licensed psychologist.

“Montclair taught me that growth doesn’t happen in isolation,” she says. “It taught me to value different perspectives and to ask better questions.”

Her advice to new students is simple but powerful: “Trust the process—and don’t be afraid to ask for help.”

Ready to Start Your Montclair Journey?

Prospective Students and Parents: Learn more about Montclair admissions, Clinical Psychology and the College of Humanities and Social Sciences.

“Honestly, I used to think I would regret getting involved,” she said. “I spent the first semester of my freshman year completely secluded. I never talked to people other than my professors, and I rushed home after class.”

But everything changed when she started saying “yes.”

Omayma, a with a , says her journey toward speech-language pathology began during the COVID-19 pandemic. Watching her younger brother receive speech therapy over Zoom sparked something. “Witnessing the difference that therapist made in his life was the factor that ultimately made me decide on this career.”

Her coursework and hands-on experiences only deepened that commitment. One of the most impactful moments came when she shadowed Heather Dibble, a speech therapist at the Ben Samuels Children’s Center. “For the first time, I saw the techniques I had studied in action,” she said. “Observing the therapist’s strategies, asking questions, and reflecting on each session confirmed that speech-language pathology is not just something I want to study, but it’s the career I want to dedicate myself to.”

Outside the classroom, Omayma became a fierce advocate for students as Executive Vice President of the SGA. She chaired weekly meetings, helped allocate $40,000 in scholarships, and supported over 130 student organizations—all while excelling academically and presenting at student research conferences.

“What made this role so meaningful was the responsibility I held to advocate for students,” she said. “It taught me the value of servant leadership—leading not for recognition, but to empower others and leave things better than I found them.”

She credits mentors like Nicole Fleming, Director of Special Events, and Julia DelBagno, Assistant Dean for Student Engagement, for showing her how authenticity and leadership can go hand in hand. “They continuously inspired me, not just through their professional success, but through their authenticity. As a young woman aspiring to lead and make a difference, I found in them powerful role models.”

Omayma Jabara, Nicole Fleming and Julia DelBagno

Reflecting on her time at Montclair, Omayma says she’ll always carry the lesson that “meaningful change happens when people come together with shared purpose.” And if she could give one piece of advice to her first-year self?

“Don’t wait! Take up spaces! Make this campus yours.”

Her definition of success has evolved, too. “Success means having the confidence to trust that, even when the path ahead is unclear, you’ll find your way through the murky waters that inevitably flood your path.”

Omayma lives the University’s motto, carpe diem. In her own words, “Waiting for the ‘perfect’ opportunity can leave you stagnant, while embracing the present and saying ‘yes’ to new experiences opens doors you never expected,” she says.

This fall, Omayma will continue her journey at Montclair State as a graduate student in the Speech Language Pathology Master’s program, where she’s also earned a graduate assistantship.

Ready to Start Your Montclair Journey?

Prospective Students and Parents: Learn more about Montclair admissions, our Linguistics major and the College of Humanities and Social Sciences.

At Montclair, Cole’s experience was shaped by a commitment to cultural understanding, service and compassion. A standout moment was his Health and Healing: Cross Cultural Perspectives () course, which deepened his appreciation for the role culture plays in health and medicine. “As a future physician, I know how important it is to understand and respect different beliefs and practices.”

As a Psychology major in the Pre-Medical program with a minor in chemistry, Cole’s academic life was matched by deep engagement beyond the classroom. A member of both the Honors Program and the Presidential Scholars Program, he maintained a 3.94 GPA and made the Dean’s List every semester. As a research assistant in ’ SCORE Lab, he learned the ethical and multicultural foundations of research, growing into what he calls “a confident researcher and culturally competent individual.” His mentorship by Dr. Fuentes and by in the Center for Student Involvement were defining experiences—teaching him not only professionalism and leadership, but the value of compassionate support. “As a queer student, it means the world to have someone like Casey—someone I can truly see myself in,” Cole says.

He poured that same belief into his own community. Cole served as Artistic Director of Players, a programming board of the SGA, Chief of Staff for the SGA, Chair of Finance, and Communications Chair for the MSU Honors Student Advisory Board. He also worked as an Event Manager in the Center for Student Involvement, led CHSS Fellows sessions, and mentored new students as both an Orientation Leader and Mentor.

In Players, Cole combined his passion for the arts with lessons learned through his coursework and research. His leadership earned him the 2023–24 Outstanding Student Leadership Award—a proud milestone that reflects the impact of his work on the campus community. “I gained a sense of purpose and realized how truly important community and striving to support community issues truly is.”

A dedicated performer and playwright, Cole has written and directed four full-scale musicals and dance shows while maintaining his pre-medical studies. “Being pre-med doesn’t mean you have to sacrifice your passions,” he says. “I’m proof you can do both.”

Post-graduation, Cole will work full-time as a medical scribe at an ophthalmic practice while preparing to enter medical school in Fall 2026. “Montclair gave me more than an education,” he says. “It gave me the confidence to see what I’m capable of.”

His advice for new students? “Be 100% yourself… It’s important to bring all of who you are, so you can learn your strengths and weaknesses and build upon them much faster than if you hid yourself. This is only four years, so live those four years as someone you know, love, and are proud of.”

For Cole, success isn’t just about accolades. “It’s a feeling. The joy found along the way is what really propels you forward.”

Ready to Start Your Montclair Journey?

Prospective Students and Parents: Learn more about Montclair admissions, our Psychology major and the College of Humanities and Social Sciences.

Talida State, Associate Professor for the Department of Teaching and Learning in the (CEEL), is the principal investigator of the project, and Julia Coyne, Director of the School Psychology Certificate Program and Psychoeducational Services Clinic in the College of Humanities and Social Sciences (CHSS), is co-principal investigator for the project. The project is the result of a shared vision to develop and promote best practices in school psychology at Montclair.

The award, part of the Biden-Harris administration’s latest investment of $70 million to across the nation, will support the implementation of Montclair’s project, titled EPIC-MHP: Enhancing Preservice Instruction for Comprehensive Mental Health Provision (EPIC-MHP).

The project is a significant advancement in the unique partnership between Montclair and Local Education Agencies (LEA) of West Orange, East Orange, and Clifton that will allow for the recruitment, training, and retention of diverse and highly qualified and culturally responsive school psychologists who are well-prepared to meet the challenges of today’s educational and mental health landscape.

About the EPIC-MHP program

The EPIC-MHP program fosters innovative, inclusive, and sustainable solutions to improve student outcomes and well-being in New Jersey. Over the next five years, it will enroll and train 60 school psychology graduate students in the Master’s Degree in Clinical Psychology with State Certification in School Psychology and the innovative Multi-Tiered Systems of Support (MTSS) Certificate, designed to equip trainees with the specialized skill needed to provide quality mental health services in schools.

Each school psychology trainee will engage in structured, progressively challenging embedded fieldwork experiences designed to build competencies in school psychology and MTSS-driven mental health service delivery. Working closely with qualified school-based supervisors and Montclair faculty, trainees will learn to implement and monitor MTSS initiatives in their placements with the goal of creating a positive impact for district students while enhancing practical skill acquisition.

Graduates of the school psychology program will:

• Acquire a strong foundation in MTSS framework.
• Receive supervision from credentialed professionals in the implementation of comprehensive, schoolwide mental health efforts.
• Gain marketable experience co-planning and implementing MTSS initiatives in schools, effectively bridging the gap between theory and practice.

“Our goal is to prepare a new generation of school psychologists with the expertise to tackle the growing mental health challenges in our schools,” says State. “By embedding MTSS principles into their training, we are preparing them not only to provide direct mental health services but also to lead system wide initiatives that promote the well-being of all students.”

Adds Coyne, “Paid practica and internships are crucial to ensuring that trainees receive quality experiences in local partner districts. It’s wonderful to be able to reduce some of the financial burdens associated with school psychology training in New Jersey.”

“Our ability to provide stipends is a game changer for our program and our students. Easing the financial barriers makes their career paths more accessible, especially for underrepresented groups within our cohorts.”

Cross-collaboration at Montclair

The EPIC-MHP project illustrates the impact of effective and authentic collaboration between disciplines in CEEL and CHSS. This entrepreneurial and cross-college collaboration is consistent with ����vlog’s Strategic Plan 2025: Project Soar and embodies the institution’s commitment to diversity, equity, and inclusion, emphasizing a transformative recruitment and training-to-employment pipeline. This initiative equips future school psychologists with the skills and knowledge necessary to address critical mental health and educational needs in diverse communities within the state of New Jersey.

Talida State and Julia Coyne. Photo by Mike Peters for ����vlog

Join us for a special screening of Emmy award-winning director Jason DaSilva’s 2019 documentary, When We Walk, followed by a live Q&A with the filmmaker himself.