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Dulcey Hunter, a doctoral student in the College of Education.

Student Spotlight: Dulcey Hunter, doctoral student and Women in Leadership and Philanthropy Scholar

Meet Dulcey Hunter, a doctoral student in the English education program at the University of South Florida’s College of Education. She’s the proud recipient of the —an honor that recognizes her academic excellence, leadership, and commitment to making a difference.

Dulcey on a trip to Morocco.

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’s impact in the classroom hasn’t gone unnoticed. She was named Pinellas County Schools’ “IT Factor—Inspiring Teacher,” 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’s paddleboarding, kayaking, or mentoring future educators, Dulcey approaches life with gratitude and a deep focus on relationships. She believes that through connection—with others and with herself—she can navigate life’s 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—read 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’ 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’ 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 ľƵ 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 ľƵ for your doctoral studies, and what studies did you have prior to enrolling at ľƵ?

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 ľƵ, 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 ľƵ, 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 ľƵ 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’ 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 ľƵ college mentors. 

My weekly interactions with the middle schoolers, ľƵ student mentors, fellow ľƵ 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 ľƵ 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’ well-being and humanity by providing insight into how various experiences of trauma intertwine with secondary English language arts (ELA) teachers’ 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 ľƵ 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—and discover their voices more fully through that process—it 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—focus on what really matters. 

What do you hope to accomplish after finishing your studies at ľƵ?

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’ 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 ľƵ 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.

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About the ľƵ College of Education:

As the home for more than 2,200 students and 130 faculty members across three campuses, the University of South Florida College of Education offers state-of-the-art teacher training and collegial graduate studies designed to empower educational leaders. Our college is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP), and our educator preparation programs are fully approved by the Florida Department of Education.