Thompson will serve as the lead academic and administrative officer for the College, which offers a diverse portfolio of rigorous programs in disciplines including Psychology, English, Political Science and Law, History, Philosophy and Global Cultural Studies.

“We are thrilled to welcome Dr. Thompson to ÌÇĐÄvlog,” says Interim Provost Fatma Mili. “She comes to us with an impressive track record of transformational and collaborative leadership. She approaches each context with passion and intellectual inquisitiveness. I look forward to working with her as she leads the College and solidifies its standing and impact in the University and the community.”

Thompson joins Montclair after serving as the Director of the School of Teacher Education and Mack and Effie Campbell Distinguished Professor at Florida State University. In her role, she was responsible for all aspects of the school, including overseeing more than 200 faculty, staff instructors, graduate students and other employees and managing $17 million in endowed and non-endowed foundation funds.

Previously, she held three different leadership roles at West Virginia University in the Eberly College of Arts and Sciences: Inaugural Director of International Relations and Strategic Planning of the college, Founding Co-Director of the English Language Learning Institute and Chair of the Department of World Languages, Literatures and Linguistics. She has recently received the Modern Language Association (MLA), Association of Language Departments (ALD) Award for Distinguished Service to the Profession.

A prolific scholar in applied linguistics with more than 55 peer-reviewed publications, books, and a number of national and international invited lectures and workshops, Thompson’s research focuses on multilingualism, language learning, linguistic racism/native-speakerism, women in higher education and higher education leadership.

“I was drawn to ÌÇĐÄvlog and the College of Humanities and Social Sciences because of the clear dedication to promoting student success in practical and innovative ways,” says Thompson. “I was extraordinarily impressed by the faculty, staff, students and leadership during my visit to campus, and I cannot wait to see what we will be able to achieve together.”

Thompson holds a PhD in Second Language Studies and a master’s degree in Teaching English to Speakers of Other Languages from Michigan State University.

For more information about the College of Humanities and Social Sciences at ÌÇĐÄvlog, visit .

Born in Yangon, Myanmar, Zan grew up speaking Burmese and learned English at a local monastic school, becoming proficient enough that he later became a volunteer English teacher at the school. He also worked in translation at a local broadcasting company translating English movies for Burmese viewers.

Then in 2008, in the wake of the catastrophic Cyclone Nargis that devastated Myanmar and the subsequent influx of foreign aid and involvement, new opportunities in the civil society sector opened up and he joined an NGO that worked in education.

“I worked in education support for local marginalized communities and I joined another NGO working at the Thailand-Myanmar border helping refugee schools build their curriculum and train their teachers,” Zan, 37, says.

A decade of working in translation, interpretation and teacher training made him realize that he was not only interested in languages, but he had a passion for helping other people learn.

Finding the right academic fit at Montclair

Looking to further his own education, Zan applied for and received a Lincoln Scholarship to study in the U.S. “Much like the Fulbright, this program offers a premier track for Myanmar scholars to pursue international education in the United States,” he explains. Out of three possible college options, he chose to come to Montclair to study Applied Linguistics.

“I found that what Montclair provided was an exact academic fit with my interests,” he says. “I thought the subjects and electives provided here were directly addressing what I wanted to do with my academic path ahead.”

He found the coursework challenging but also stimulating and developed a particular interest in corpus linguistics.

According to Zan, “Corpus linguistics is studying language as it is used in the wild. It’s looking at language at a whole new level of magnitude. People would look at language but only at a specific section of that language, but corpus linguistics brings in the entirety of the whole language.”

Persevering through uncertainty

Although he excelled in his classes, Zan’s academic path through graduate school was anything but straightforward.

“At several points in the past two years, the progressing violence following the military coup back home, the largest earthquake in my country’s history, and the ripple effects of an eventful administration change in the U.S. have had profound effects on my friends and communities,” he says. “It was somehow uneasy to be all safe and comfortable here while my folks struggled there.”

In addition to the emotional weight of watching his communities and loved ones endure hardship from afar, funding for Zan’s scholarship was cut in his second semester, leaving him uncertain if he could remain at Montclair for the second year of the program.

That uncertainty could have ended his journey – but it didn’t.

With the support of the University, particularly the Office of Global Engagement and faculty and staff of the Linguistics program – especially Graduate Program Coordinator Professor Larissa Goulart – Zan was able to continue in the program with a Graduate Assistantship, which helped cover his tuition and fees. He expressed his immense appreciation for all the work done and arrangements made on his behalf so that he could complete his degree.

“I must have been such an unusual case, giving both staff and faculty a considerable administrative challenge,” Zan says. “And for that exact reason, me completing the degree and graduating is an embodiment of the University’s commitment to higher education – for all of its students.”

Through the assistantship, Zan has been working as a research assistant in the Linguistics department’s . In addition to excelling in research and teaching, he conducted an original, empirical study on Myanmar’s high school English textbooks, focusing on their vocabulary and phraseological coverage and strength.

Looking ahead

Zan has applied to work at an organization in New York that helps refugee populations get settled, and beyond that, he plans to pursue a PhD in Applied Linguistics with a focus on corpus linguistics.

All the while, he is still engaging with his organizations in Myanmar and providing online trainings and classes for underserved community schools there. His long-term goal remains clear: to elevate the quality of language education in Myanmar, especially in the communities that need it most.

But for now, he is looking forward to Commencement and celebrating his achievements with fellow Red Hawks.

This story is part of a series celebrating ÌÇĐÄvlog’s graduates – students who embody the University’s mission to broaden access to exceptional learning opportunities and contribute to the common good.

Ready to start your Montclair journey?

Prospective students: Learn more about Montclair’s Linguistics program or apply to Montclair.

Journalists: Contact Montclair’s Media Relations team for assets or to schedule an interview.

Crawford’s path to earning a Bachelor of Arts in Liberal Studies, with a concentration in Humanities and a minor in Ancient Mediterranean Civilizations, while working full time and caring for her family has been long and challenging but ultimately, worth it.

The Bayonne, New Jersey, native says, “The most rewarding and meaningful part of reaching Commencement has been the feeling of finally standing in a moment I once wasn’t sure I would get to.”

A nontraditional path back to the classroom

At just 17 years old, Crawford stepped into independence without a safety net, forced to rely on work simply to survive. “I started college right out of high school, but after my first year I had to step away because I simply couldn’t afford to continue,” she recalls. “At that point, I shifted my focus to working full time and figuring out how to support myself.”

She supported herself working in a variety of jobs, including a long period in the automotive industry working in sales, finance and customer service, and in her current full-time job: property management.

Despite having to work to pay the bills, Crawford, 36, never lost her drive and determination to reach her lifelong goal of becoming a lawyer. Knowing she needed a degree to reach that goal, she found her way back to school though a community college and in 2013, earned an associate degree.

“Even after that, my education didn’t follow a straight path,” she says. “I would take classes when I could, but most of the time I had to prioritize work and survival. There were long stretches where school had to wait because life didn’t leave much room for anything else.”

And for Crawford, “life” is pretty full. In addition to her full-time work and studies, she is a wife and mother of a 3-year-old son, a part-time bartender and actively involved in the local community through her hometown’s Elks Lodge, currently serving as the Esteemed Loyal Knight and co-chairing the drug awareness and peer leadership committees.

Turning commitment into action

Then last summer, after years of her education taking a back seat to her work and responsibilities, “Something shifted for me,” Crawford says. “I made the decision that I was going to finish my bachelor’s no matter what it took.”

She learned of Montclair‘s BA in Liberal Studies program and met with Academic Advisor Alicia Tucker to discuss her options.

“I had my initial meeting with Alicia and I told her that I was trying to do this quick. I wanted to do this in one year – two semesters,” Crawford recalls. “She was like, ‘This is going to be rough, but you know what, we’re going to get it done.’”

Learning from Tucker about , which allows students to earn credits by taking examinations instead of classes, Crawford took three CLEP exams to earn the credits. Tucker also helped build Crawford’s schedule – 18 credits one semester and 19 credits the following semester – a full course load.

“I’m very grateful to have met Alicia because she was really the final piece of the puzzle for me,” Crawford says, “because before I chose to go to Montclair, I was already enrolled at another college.”

The fact that the BA in Liberal Studies is a fully online program was also a big selling point for Crawford. “It worked out so well for me because I’m so busy – I’m working full time, I work part time, I’m a mom, I volunteer,” she says. “I just have so much going on, but it fit my schedule perfectly – so I’m very lucky for that.”

Tucker understands this. “As an academic advisor, I see how essential flexibility is for nontraditional students balancing work, family and life,” Tucker says. “The BA in Liberal Studies allows them to continue their education without putting everything else on hold.”

The power of a support system

In spite of the workload during her year at Montclair, Crawford made the dean’s list and was inducted into two honor societies: for transfer students and for first-generation college graduates.

She credits much of her success to the support system around her. In addition to advising and academic support from the University, Crawford’s family and friends were a constant source of support.

“My husband stood beside me through long days and even longer nights, always encouraging me and reminding me why I started,” Crawford says, “and my best friends showed up in the ways that mattered most and made sure I never lost sight of myself along the way.”

Her greatest motivation, she says, has been her son. “I want him to grow up knowing that nothing is impossible, that you can achieve anything you set your mind to. Becoming his mom didn’t take me away from my dreams, it pushed me to chase them even harder.”

Next stop: law school

After graduation, Crawford isn’t planning to slow down. While continuing to build her career in property management and remaining committed to her role at home, she plans to take the LSAT this summer and apply to law school this fall for a fall 2027 start.

Thinking back over the past year, Crawford believes her journey reflects resilience, determination and the reality of pursuing an education while also building a life and supporting a family.

“I hope it can also show others that success doesn’t always follow a traditional timeline,” she says, “but consistency and hard work still lead to meaningful outcomes.”

This story is part of a series celebrating ÌÇĐÄvlog’s graduates – students who embody the University’s mission to broaden access to exceptional learning opportunities and contribute to the common good.

Ready to start your Montclair journey?

Prospective students: Learn more about Montclair’s BA in Liberal Studies program or apply to Montclair.

Journalists: Contact Montclair’s Media Relations team for assets or to schedule an interview.

Roby did just that. A graduating senior with a double major in Political Science and Policy Studies and a double minor in Chinese and Global Security and Diplomacy, he is also a winner of the U.S. Department of State’s highly competitive Critical Language Scholarship for intensive Mandarin study.

Policy fellowships and research

As an honors student in the Martinson Honors EDGE Program, Political Science and Law Professor Tony Spanakos showed him that politics could mean “taking your ideas, translating them into public policy, and making a positive impact on the world.” That insight led Roby to seek out real‑world policy experience early in his college career, building a record of hands‑on public‑service work.

“Jacob has a very good ability to link what interests him to seeking information and opportunities to listening to other people and then moving ahead with his research or professional activities,” Spanakos says. “He is humble, hard-working and interested in hearing multiple perspectives.”

Roby dove into opportunities that brought his interests to life:

• Alexander Hamilton Institute, Washington, D.C. – A program that took him to the nation’s capital to study U.S. history and meet policymakers, which “opened me to public service as a vocation.”
• National security research in D.C. – Work with a think tank on Taiwan and Taiwanese semiconductor manufacturing, giving him a window into the intersection of technology, security and foreign policy.
• USDA Student Fellow – A role in New Jersey that connected his policy training to real‑world issues affecting communities closer to home.

Roby also joined Project AROS, a Montclair‑exclusive research lab that paired him with the Wilson Center in Washington, D.C. There, he researched how U.S.–China competition is shaping global efforts to address climate change in the Indo‑Pacific region – a new angle on issues he was already exploring through his national security work in D.C.

Learning alongside students from all walks of life

Roby’s idea of Montclair as an “American dream school” comes as much from who he studied with as from what he studied. He recalled an early macroeconomics course filled with nontraditional students: veterans of the Marine Corps, a taxi driver, a construction worker and a classmate who worked overnight shifts at a FedEx facility before coming straight to class.

“That is what I mean about the American Dream – this University accepts students from all walks of life and gives them a chance to better their lives through higher education,” he says.

Taking Montclair global

After Commencement, Roby will take that story abroad with support from his Critical Language Scholarship, studying Mandarin Chinese at Tamkang University in New Taipei City, Taiwan. The intensive, immersive eight‑week summer program is equivalent to one year of university‑level language study and includes living with a host family, meeting regularly with a language exchange partner on campus and immersing himself in the local community.

Looking ahead, Roby hopes to continue his studies at National Taiwan University’s International Chinese Language Program for the following academic year and summer term. He is also considering staying in Taiwan long‑term by pursuing a master’s degree in Political Science at National Taiwan University and building a career in a Chinese‑speaking environment.

This story is part of a series celebrating ÌÇĐÄvlog’s graduates – students who embody the University’s mission to broaden access to exceptional learning opportunities and contribute to the common good.

A dozen years later, that promise is coming true. A first-generation student from Camden, New Jersey, Rodriguez is graduating in May 2026 with a Bachelor of Science in Molecular Biology and minors in Chemistry and Classics from ÌÇĐÄvlog, and will attend medical school.

That promise has shaped his time at Montclair, especially his work in the lab with zebrafish to better understand cancer. Rodriguez dove into research focused on melanoma and fertility, presented his work at conferences and mentored fellow pre-med students – all while balancing rigorous science courses with Honors and Classics seminars.

With his mentor Melissa Spigelman ’23, ’25 MS, Rodriguez discusses how clytia jellyfish polyps will be used in the next stage of their research in Professor Carlos Molina’s lab. (Photo by University Photographer Mike Peters)

Discovering research with zebrafish

At Montclair, Rodriguez joined research already underway in Biology Professor Carlos Molina’s lab using zebrafish to “apply what we see in the fish to then help humans.”

Explaining the zebrafish research in a way his grandmother would have understood, Rodriguez says, “The genes of the zebrafish are kind of like a light switch; you can turn them on and off.” He and his labmates turn off a tumor-suppressor gene so the fish are more likely to develop tumors and increase their chances of getting melanoma in their skin pigment cells. By watching how a single protein changes under those conditions, they can learn lessons that may apply to people, since humans and zebrafish share similar genetics and the same ICER protein with similar effects.

Rodriguez engaged deeply in that research and in sharing the work, including poster presentations at Montclair, Rutgers University and in Dallas, Texas, as part of the American Heart Association Hispanic-Serving Institution scholar program, where he collaborated on research with scholars across the United States and Puerto Rico. He earned recognition as a (LSAMP) Scholar, a CSAM Summer Research Scholar and a participant in the six-week t (PULSE) program.

“I love being rigorously challenged. I’ve always been very heavy on my work ethic, and there’s just no other curriculum like medicine that is so rigorous, so intense. I feel I would be doing a disservice to myself by not pursuing something that I know I could definitely handle and take on,” he says. “I believe everyone has a God-given vocation, this inexplicable desire to pursue certain professions, and for me that’s medicine.”

Support, mentoring and EOF

Navigating college as a first-generation student came with challenges. He credits the Educational Opportunity Fund (EOF) program, the Pre-Medical Program, mentors and close friends with providing the support, leadership development and MCAT preparation that helped him succeed and feel a strong sense of belonging at ÌÇĐÄvlog.

“Melvin came to college with a clear goal and determination to make it happen,” says Melissa Pecora, his EOF counselor and academic advisor. “Through hard work and focus, he followed through on that mission and turned his goals and dreams into reality.”

Rodriguez is paying it forward as a pre-med mentor. “I help incoming freshmen and transfer students adjust to college life, suggesting what classes to take, what extracurriculars to pursue – and helping to keep them motivated on the pathway towards medicine because it is a really difficult and daunting journey.”

Even with a course load packed with lab work and research, Rodriguez says his Honors and Classics courses give him balance – helping him stay focused on the intense science in front of him. (Photo by University Photographer Mike Peters)

A well-rounded education

Rodriguez, a student in the Martinson Edge Honors Program, says his own path has been academically well-rounded. “Science is definitely heavy. If I had pure science every semester, I’d probably want to pull my hair out cause that’s a lot of knowledge, a lot of information, a lot of studying.

“That’s why I like having the Classics minor on the side as well as being in the Honors Program. The Honors Program helped create a further divide, because I’ve taken interesting courses – like a class about cookbooks, a class about animal minds – which makes each semester feel different and have some type of outlet to go to apart from the sciences. Being able to balance my curriculum and to feel very grounded in my education has proven successful and very instrumental in my ability to succeed.”

Looking ahead to oncology

Looking ahead, he knows where he hopes his path leads. He’ll be attending Cooper Medical School of Rowan University in Camden to pursue medicine.

“I definitely want to pursue oncology. Recently, I’ve been debating whether I want to pursue radiation oncology or medical oncology, which would allow me to do chemotherapy and things of that nature. I guess that’s something I will discover in medical school. I also want to have an open mind because I know a lot of people say that you enter med school to become one profession and then might switch to another.

“I understand medicine is multifaceted in both its disciplines as well as the patients that you face. It’s always good to keep an open mind – you never know what you might encounter.”

This story is part of a series celebrating ÌÇĐÄvlog’s graduates – students who embody the University’s mission to broaden access to exceptional learning opportunities and contribute to the common good.

When she steps across the graduation stage, she’ll earn a degree in Political Science with minors in Economics, Pre-Law Studies and Religious Studies, all completed in four years. “I’m just curious about everything,” she says. “I never wanted to limit myself. You need to do the things that make you afraid, because familiarity is not gonna take you anywhere.”

From Montclair classroom to UN climate summit

UN and research opportunities began with one class and one professor who saw her potential. Religion Professor Julia Berger linked Barahona to the UN offices of the Baha’i International Community (BIC), a nongovernmental organization Berger herself once served.

In her internship in fall 2025, Barahona supported policy research on climate and sustainability and helped inform discussions at COP 30, the global climate conference in BelĂ©m, Brazil. The work was “a life-changing experience that I would have never gotten if I hadn’t had made that critical connection at Montclair,” she says. “It opened my eyes to how global policy decisions actually happen.”

Twice a week, she left campus before sunrise to make it possible. “I had to wake up at 5 in the morning so I could catch my train,” she says. Once she arrived at her New York City office, she researched connections between big‑picture climate science and questions of ethics, faith and political will – and how they can bring people together.

Ana Barahona and Religion Professor Julia Berger review a lesson plan for a lecture on Islam. Reflecting on their collaboration, Berger says, “The best part for me was learning from Ana. Her curiosity, diligence and caring spirit helped me see religious studies through her eyes and re‑examine my curriculum and pedagogy.” (Photo by University Photographer Mike Peters)

Connecting UN experience to Project AROS

Back on campus, Barahona continued to explore climate and justice through Montclair’s Project AROS Lab, investigating youth activism, memory politics and performative justice. The project looks at youth‑led movements like the Sunrise Movement and Fridays for Future, asking “how are they using digital tools to expand their message?”

Her academic path has evolved just as organically. “I had no plans to get three minors,” she says. Coursework led her to Religious Studies; family nudged her toward Law; and a frank conversation about the job market pushed her toward Business and Economics.

“There’s a huge intersectionality, especially with what you see in the news right now, between economics and politics, and that’s when I knew, this is exactly what I want to do,” she says.

Building community on campus

When Barahona arrived at Montclair, she didn’t yet realize how following a friend would change her life. Born in Tegucigalpa, Honduras, and raised in Highland Park, New Jersey, she wasn’t sure of her next steps. “At the time, I was going through such a hard period that I didn’t even know if college was possible for me,” she recalls. “My best friend convinced me to apply and that honestly changed everything.”

Becoming a resident assistant in Dinallo Heights gave her a home base and helped cover her housing as she sought out campus resources to stay on track. Most importantly, she learned to ask for help when she needed it. Her mother’s advice anchored that mindset: “You need to run towards the things that embarrass you. You need to do the things that make you afraid, because familiarity is not going to take you anywhere.”

In a Montclair classroom where she serves as a teaching assistant, Ana Barahona ’26 reflects on her journey. “None of this would have been possible without the relationships and support I found here.” (Photo by University Photographer Mike Peters)

What comes next

After graduation, Barahona will head to Rowan University as a graduate assistant in Residence Life while pursuing her MBA. “This is going to sound ambitious, but I do see myself going to law school and then getting a PhD sometime down the road. I love research, so I would love to continue to do that.”

Her professors say they can already see that future taking shape. “I think that very often we assume we know what the students need to know, but might be less attentive to their worlds, their concerns and questions arising from their cultural and generational contexts,” Berger says. “Ana bridged that gap; she brought the lessons to life and helped students to see the significance and implications of the material. And she also has a gift for finding engaging social media content to get across complex points.”

Barahona is realistic about what lies ahead. “There are always barriers. But you can never let a barrier, whether it’s financial, family situations, or whatever the case is, stop you. If you know this is what you want and you know this is the path you’re going, you will remove any barrier possible.”

This story is part of a series celebrating ÌÇĐÄvlog’s graduates – students who embody the University’s mission to broaden access to exceptional learning opportunities and contribute to the common good.

Over four months, Hernandez lived and learned at sea, meeting with local leaders through a United Nations‑connected dialogue program – an experience she says changed how she sees both the world and her own future.

Montclair’s study abroad and international programs, including Semester at Sea, help students like Pamela gain global experience and bring those insights back to campus.

First Time Seeing the Ocean – and Living on It

Hernandez remembers her first sight of the ship – and of the ocean itself – when she boarded in IJmuiden, the Netherlands.

“I’d never been on a ship, and it was so huge,” she said. “I just stared at it for a good minute thinking, ‘Oh my God, I’m going to be living here for the next four months.’”

On board, she took classes at sea, then stepped into cities and communities around the world, connecting what she learned in class to the people and places she was visiting.

Four Months, 13+ Scholarship Applications – and a Life‑Changing Email

The Semester at Sea voyage comes with a substantial price tag, covering tuition, housing and travel while the ship serves as a floating campus. To make it possible, Hernandez spent about four months applying for more than 13 scholarships, ultimately winning the highly competitive $25,000, which supports students engaged with Chinese language and Chinese studies, as well as U.S.–China relations.

Her application told the story of a first‑generation Mexican American student whose first language was Spanish, who struggled with English as a child, and later added Korean and Mandarin at Montclair – tying her multilingual journey to a commitment to cross‑cultural understanding and global storytelling as a double major in Film & Television and Business Administration, with a minor in Asian Languages.

She learned she had won the scholarship while at work as an intern in Broadcast and Media Operations on campus. “That was the best news of my life.”

With the award secured, everything accelerated. “I only had two months to prepare for the voyage, and you don’t know how to prepare because of how extensive it is,” she says.

UN Dialogue Training: Practicing Difficult Conversations on Human Rights and Education

On top of classes, Hernandez was selected for a United Nations‑connected dialogue program that ran alongside the voyage, part of Semester at Sea’s efforts to build global conversation skills.

Training prior to the trip prepared students to facilitate dialogue on issues such as human rights, food security and education. Once the ship reached each port, the cohort met with local leaders.

In India, discussions around women’s education felt especially personal, and Hernandez noticed how often her opinions as a young woman were brushed aside, reinforcing her desire to advocate for girls’ access to schooling.

Turning 12 Ports into a Global Classroom Through Study Abroad

On her itinerary, Hernandez studied abroad in Amsterdam, Portugal, Spain, Morocco, Ghana, South Africa, Mauritius, Hong Kong, Vietnam, India, Cambodia and Thailand. In port, students explored cities and communities, sometimes on their own and sometimes through “in‑port” class days, where professors designed activities that connected course content to local realities.

Those experiences helped Hernandez see how issues like education, gender equity and media representation look different around the world – and how they intersect.

Living in the Moment – and Bringing Stories Back to Montclair

Hernandez is still processing the impact of the voyage.

“One of the biggest takeaways was to just live in the moment because I am such a perfectionist, and when I travel – especially when it comes to safety – I want to know where I’m going, who I’m going with, where I’m staying,” she says.

With no internet during long stretches at sea and last‑minute itinerary changes – like diverting from France to Portugal due to protests – she had to loosen her grip and trust the journey.

“As a first-generation student, I can’t really have control over my entire life,” Hernandez said. “I just have to take risks and be spontaneous at what I’m doing. And so that really helps set my mindset to what I want to do.”

On track to graduate in 2027, Hernandez says the experience clarified her purpose as an aspiring filmmaker.

“I want to continue pursuing my career in film and telling stories about people from all over the world because I realized there are a lot of stereotypes I didn’t even know existed,” she says. “Traveling abroad, I learned so much about people in their communities and cultures that I want to help share those stories and bring awareness.”

Study Abroad: Take Your Education Global

Hernandez’s voyage is one example of how Montclair students turn the world into their classroom. Through International Academic Initiatives, Montclair offers:

• More than in over 50 countries
• , plus semester‑ and year‑long options across disciplines
• Access to to help students fund international experiences

Ready to Start Your Montclair Journey? Accepted students: Make it official by submitting your new student deposit.

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.

For media inquiries

Contact the Media Relations team to schedule an interview with the researcher about this topic. See more Faculty Experts and hi-res media assets available for download.

As an international student from Mexico, she was drawn to Montclair’s computing program and the chance to build a tech career. After she excelled in a German language course, that success became the first step toward multiple degrees, as faculty encouraged her to add German, explore linguistics and step into teaching and research roles she had never considered. She even turned her work with children in German into a research project on how programs like the SPARK Lab influence college students’ interest in teaching.

“One of the most important things I’ve learned at Montclair is that you don’t have to limit yourself to just one thing,” Zarate Gonzalez says.

At Montclair’s SPARK Lab, Isabella Zarate Gonzalez collaborates with fellow students to plan German lessons for local schoolchildren as part of a national ‘SPARK for German’ teaching network. (Photo by University Photographer Mike Peters)

Community‑engaged learning that opens doors

The SPARK Lab is a partnership between Montclair and nearby schools, giving children early access to world languages while mentoring college students into community‑focused leadership roles. It is part of a national network supported by the . Zarate Gonzalez is among the students who teach German to elementary school children one hour a week for six weeks each semester, including a Meistergruppe for kids who speak German as a heritage language.

Children in Montclair’s SPARK Lab listen to German fairy tales. (Photo by University Photographer Mike Peters)

As part of a multi‑university research project with the University of Tennessee Knoxville, the University of St. Thomas and the University of Chicago, she led data collection and analysis on how SPARK affects college students. She focused on whether experiences like the SPARK Lab encourage students to consider teaching German and what broadly applicable professional skills they gain, surveying Montclair’s student instructors about their motivations and how teaching had changed their career plans.

The research findings, co‑authored with faculty and collaborators at the four campuses, were and presented at the 2023 American Council on the Teaching of Foreign Languages conference in Chicago.

At Montclair, Isabella Zarate Gonzalez found support to grow a single major into three degrees – Data Science, Language, Business and Culture, and German – plus a minor in Linguistics. (Photo by University Photographer Mike Peters)

Studying abroad with scholarship support

Scholarship support opened the world for Zarate Gonzalez.

Through the  Montclair–Graz Sister City Scholarship, she spent the 2024–25 academic year studying in Graz, Austria. The full scholarship, funded by ÌÇĐÄvlog, Montclair’s Overseas Neighbors and the City of Graz, provides free tuition, room and a small stipend and sends two Montclair undergraduates each year to study in Montclair’s sister city.

Montclair’s status as a Hispanic‑Serving Institution also helped her win a full scholarship to Middlebury’s prestigious German Language School, a summer immersion program.

“There aren’t a lot of people who can say, ‘This university allowed me to do three bachelor’s degrees, win full scholarships and study abroad in Europe,’” she says.

Isabella Zarate Gonzalez talks with Associate Professor Pascale LaFountain in Montclair’s SPARK Lab. In addition to their work there, Zarate Gonzalez joined LaFountain on a translation project for an archive of Austrian Jewish history. (Photo by University Photographer Mike Peters)

Hands-on research and a peek into history

Advanced language study also led Zarate Gonzalez into meaningful work and helped her discover the academic field that ties her interests together. With Associate Professor Pascale LaFountain and local resident Diane Forman, she worked on a translation project for an extraordinary archive of Austrian Jewish history centered on Forman’s grandfather, composer Wilhelm Grosz.

The team organized and translated Grosz’s letters – including correspondence with figures such as Leonard Bernstein and Langston Hughes – along with his musical manuscripts, Nazi‑era property documents and personal library, preparing the materials for the Exil.arte Jewish music archive in Austria.

For Zarate Gonzalez, working so closely with those documents made the Holocaust feel personal and showed her how language skills and data‑driven thinking could come together in fields like Computational Linguistics.

Looking ahead

When Zarate Gonzalez graduates in May 2026, she will have earned degrees in Data Science; Language, Business and Culture; and German, plus a minor in Linguistics – all completed in four years.

Now, as she looks ahead, she is exploring teaching opportunities in both German and STEM fields and planning for a future master’s program in Computational Linguistics.Ìę

“I think about what would have happened if I had chosen not to come to Montclair,” she says. “My life would be completely different. I genuinely believe I got the most out of it.”

Ready to start your Montclair journey? Learn more about the College of Science and Mathematics and the Department of World Languages and Cultures at Montclair.

Accepted students: Make it official by submitting your new student deposit and registering to attend Accepted Students Day.

He shares this year’s honor with Tommy Foster ’23, an associate producer at Good Morning America whose rapid rise in national broadcast media began on Montclair’s campus and now serves as a model for young people imagining careers in journalism and sports media. Together, the two honorees embodied the spirit of the 2026 MEGA Symposium: moving students from access to achievement and from passion to profession.

Trailblazer Award honorees Tommy Foster and Leslie Wilson, center, gather with Montclair leaders Rahjaun Gordon, left, senior director of EOF and Success Programs, and Daniel Jean, associate provost for Educational Opportunity and Success Programs, EOF and Academic Success. (Photo by Ian Peters)

A Historian Shaped by Harlem

Wilson’s journey as a historian began in Harlem, where the streets outside his bedroom window doubled as his first classroom. Surrounded by artists, clergy and scholars, he absorbed lessons in civic and cultural life that would shape his future work. Among his early influences were neighbors such as W.E.B. Du Bois, Bill “Bojangles” Robinson and Leo Whipper and community figures including Jackie Robinson, Adam Clayton Powell Jr. and Mabel Smythe.

Those early experiences stayed with Wilson as he advanced through Cheshire Academy and the New Lincoln School and later to Cornell University and the City University of New York. Trained in the history of science, Africana Studies and American history, he built a body of work that is intentionally intersectional, examining how race, place and power intersect in American life. His research centers on 19th- and 20th-century American and African American history, with projects on New York City churches, urban and suburban migration, school segregation and environmental racism – issues that continue to shape communities today.

“Dr. Wilson has a gift for making every scholar in the room feel like they belong there,” says Daniel Jean, associate provost for Educational Opportunity and Success Programs, EOF and Academic Success. “His passion for scholar success, especially his unwavering commitment to supporting students in academic jeopardy, is undeniable.”

From Campus Leader to National Producer

Tommy Foster ’23 received the Alumni Trailblazer Award for his achievements in broadcast journalism and his ongoing mentorship of young scholars. While earning dual degrees in Television and Digital Media and in Sports Media and Journalism, Foster balanced his studies with community outreach, mentoring high school students in Newark.

During his junior year, Foster landed a competitive internship with Good Morning America and ABC News in New York City, where he contributed to coverage of major national stories. One day after walking across the Commencement stage at Montclair, he accepted a full-time role at the show. He now serves as a sports producer, covering the Super Bowl, NBA Finals and World Series and booking interviews that bring powerful stories to millions of viewers each morning.

“Tommy was nominated for the Alumni Trailblazer Award for his continuous growth as a leader, from his time on campus to his thriving professional career,” says Rahjaun Gordon, senior director of EOF and Success Programs. “As a Montclair student, his leadership was grounded in learning, hard work and humility. He has carried those values into his work covering marquee events and uses his experiences to guide high school and college students as they navigate their own career journeys.”

Inspiring the Next Generation

The MEGA Symposium, held March 6, brought together more than 350 students from high schools in Newark, East Orange, Paterson, Trenton, Plainfield and across New Jersey, alongside college scholars from Montclair, Rutgers, Princeton, Rowan and community colleges statewide.

MEGA is part of Montclair’s broader effort to improve educational outcomes for all students by moving them from enrollment to graduation and into meaningful careers. Organizers say that honoring Foster and Wilson at this year’s symposium underscored that mission, showing students how passion paired with persistence and purpose can open doors.

Ready to start your Montclair journey? Learn more about our College Access and Enrollment Programs.

Accepted students: Make it official by submitting your new student deposit and registering to attend Accepted Student Day.