- Lead in the nation’s most complex educational environments — Develop strategies tailored to urban schools and communities.
- Redesign systems for equity and access — Focus on structural change, not surface-level fixes.
- Generate New Knowledge – Demonstrate your ability to craft extensive, original dissertation research that makes a significant contribution to the field of education.
- Cultivate your network – Develop meaningful relationships with colleagues, mentors, and advisors who enrich your career.
- Work at the intersection of education, policy, and community — Develop solutions that reflect real-world complexity.
- Ground your leadership in lived realities — Study and engage with the communities you aim to serve.
- Step into high-impact leadership roles — From district leadership to nonprofit and policy influence.
The PhD (Doctor of Philosophy) in Education in Urban Leadership reflects the School of Educational Studies’ mission to prepare leaders who drive positive change through education, equity, and community engagement. Grounded in social justice and a transdisciplinary approach, the program develops experienced educators into scholar-practitioners who can lead complex systems and transform schools into engines of opportunity for diverse communities.
At SES, we recognize that strong schools are foundational to strong communities—and that meaningful change requires leaders who can navigate systems, challenge inequities, and build inclusive, high-performing environments. Designed for educators with professional experience, the Urban Leadership program prepares you to take on impactful roles across school districts, county offices, community colleges, and beyond.
Learning is grounded in real-world practice. Cohort-based seminars bring together working professionals whose lived experiences shape dynamic, relevant dialogue. Guided by faculty, students connect these experiences to research, organizational theory, and historical context—developing both deep conceptual understanding and actionable strategies for change. This collaborative model reflects SES’s commitment to lifelong learning, mentorship, and knowledge generation for impact.
Through the program, you will cultivate the analytical, leadership, and research skills needed to address persistent inequities and emerging challenges in education. Graduates are prepared to lead with purpose and integrity—engaging diverse stakeholders, advancing educational justice, and strengthening schools and communities at every level.
Program At-a-glance
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72 units
required units
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PhD in Education
degree awarded
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In Person
modality
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Fall
program start
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4-6 years | full time*
estimated completion time
Where You Can Find Our Alumni
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Los Angeles Unified School District
Multiple Principals and District Directors
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San Bernardino Unified School District
Program Specialist
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Bakersfield City School District
Executive Director, Academic Improvement & Accountability
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Banning Unified School District
Superintendent
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Pomona Unified School District
Director of Career and Adult Education
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Hemet Unified School District
Superintendent
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Oceanside Unified School District
Superintendent
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California Collaborative for Educational Excellence
Founding Education Director
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Glendora Unified School District
Assistant Superintendent
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Antelope Valley Union High School District
Superintendent
Faculty
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Frances Marie Gipson
Clinical Professor of Education
Director, Urban Leadership ProgramResearch Interests
Urban schooling; distributed leadership; social-emotional learning; culturally relevant and linguistically responsive education; systems theory; learning and achievement; talent and leadership development; P-20 school policy
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Claudia Bermúdez
Clinical Assistant Professor
Preliminary Program Coordinator
Department of Teacher EducationResearch Interests
Bermúdez's research and teaching interests explore the significance of healthy classroom ecologies and the tension between critical social justice teaching and subtractive schooling. Her work spans PK-12 to higher education, with an emphasis on antiracist, antibias and culturally sustaining pedagogies; the intersection of class/race in education; the value of testimonios y pláticas in qualitative research; linguistic justice and translanguaging; and critically socially just leadership.
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Deborah Faye Carter
Associate Professor of Higher Education
Research Interests
Higher education; transition to college; college student outcomes; access to college; race in education; mentoring, equity, and diverse learning environments in STEM
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DeLacy Ganley
Dean, School of Educational Studies
Professor of EducationResearch Interests
Culturally relevant education; resiliency and achievement of marginalized populations; intersection of families, community, and school; language acquisition; social capital theory; systems theory
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Gwen Garrison
Clinical Professor of Education
Director of Educational Evaluation and Data Analysis
Research Interests
Organizational effectiveness; diversity & inclusion; research & evaluation process; data systems; data management; data visualization and storytelling
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Charles Kerchner
Senior Research Fellow
Professor EmeritusResearch Interests
Institutional Change in Public Education
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Tom Luschei
Professor of Education
Research Interests
International and Comparative Education; Economics of Education; Teacher Quality, Teacher Policy, and Teacher Distribution; Education Policy across the Americas
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Susan J. Paik
Professor of Education
Research Interests
Educational productivity; talent and leader development; giftedness and creativity; learning and achievement; psychosocial and environmental factors; urban and international studies; underserved students; Asian Americans and education; family-school-community partnerships; research methods, design, and evaluation
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Mary Simpson Poplin
Senior Research Fellow
Professor EmeritaResearch Interests
Highly effective teachers in Los Angeles area; effective teaching methods; students, schools and poverty; differences between Judeo Christian and secular thought; Mother Teresa (worked with her in 1996)
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Dina C. Maramba
Professor of Education
Research Interests
Equity and diversity issues in higher education; theory and practice in student affairs; college student development; access and retention; first-generation college students; Asian American and Pacific Islander populations; minority serving institutions
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Eligio Martinez
Senior Research Fellow
Research Interests
P-20 education pipeline; college access and retention; community colleges; boys and men of color; middle school education; Chicana/o and Latina/o Students
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Linda Perkins
University Professor
Director, Applied Gender StudiesResearch Interests
Women and African-American higher education, history and contemporary issues on women in higher education, especially Black women, global gender issues, history of talent identification programs.
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Emilie Reagan
Associate Professor of Education
Research Interests
Social justice and equity-oriented teacher education policy and practice; context-specific teacher preparation; teacher residency programs; assessment; accountability; quantitative methods; mixed methods
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Guan K. Saw
Associate Professor, Joseph B. Platt Chair in Management of Technology
Research Interests
Educational inequality; STEM education and workforce; rural education; college access and success; social capital; mentorship; teacher victimization; health disparities; research methodology
Application Guidelines
| University Requirements | |
|---|---|
| Application Fee | $80 (fee is non-refundable) |
| Official Transcripts | Undergraduate/graduate Applicants must submit a sealed, official transcript from every undergraduate and graduate institution that has granted the applicant a degree. Electronic transcripts sent to admissions@cgu.edu are also accepted. For undergraduate coursework, applicants are required to submit proof of a completed bachelor’s degree from a regionally accredited college or university. Unofficial copies of transcripts are accepted for review purposes, but official copies will be required upon admission. Applicants currently earning a degree that will be completed prior to attending CGU are required to submit a transcript showing work in progress for evaluation purposes. Once the degree has been granted, a final official transcript documenting the degree conferred must be submitted to CGU. International applicants are advised to review the International Transcript Guidelines for additional information on submitting international transcripts. |
| English Proficiency Exam | Required (international applicants only) A valid score on one of the following examinations TOEFL, IELTS, Pearson PTE, Duolingo English Test is required of all non-native English-speaking applicants. The examination is not required for the following applicants:
CGU’s school code for the TOEFL exam is 4053. International applicants are encouraged to visit our International Applicants page for more information, including score requirements. |
| Resume | Applicants must submit an up-to-date copy of their resume. |
| Program Requirements | |
|---|---|
| Statement of Purpose | Please submit a five-page, double-spaced personal statement that answers the following questions: 1. Who are you? |
| Letter of Recommendation | 3 letters required When filling out the online application, please enter references acquainted with your potential for success who will submit a written recommendation on your behalf. In most academic departments, references from faculty members who can speak to your academic ability are preferred; applicants with substantial work experience may request professional references. Please do not enter family members as references. You will be required to input information for your recommenders (whether they are submitting online or not) in the “Recommendations” section of the online application. Please follow the directions in this section carefully before clicking on “Recommendation Provider List” to input the names and contact information for each recommender. You will have an opportunity to indicate if the reference writer will be submitting online. These reference writers will receive an email from CGU with instructions on submitting an online recommendation. Recommenders who are indicated as offline will not receive an email from CGU with instructions to submit. These reference writers can submit via traditional mail and should use the supplemental New Student Recommendation Form. Recommenders can also email their letter of recommendation to the Office of Admissions at admissions@cgu.edu. |
Key Dates and Deadlines
CGU operates on a priority deadline cycle. Applicants are strongly encouraged to submit complete applications by the priority dates in order to assure maximum consideration for both admission and fellowships.
Once the priority deadlines have passed, the University will continue to review applications for qualified candidates on a competitive, space-available basis. The final deadlines listed are the last date the University can accept an application in order to allow sufficient time to complete the admissions, financial aid, and other enrollment processes.
Fall 2026
Priority Deadline – February 1, 2026
Final Deadline (International) – July 5, 2026
Final Deadline (Domestic) – August 1, 2026
Classes begin – August 24, 2026
Cost & Aid
ESTIMATED TUITION (CALIFORNIA RESIDENTS, NON-RESIDENTS, INTERNATIONAL)
*Based on 2025-2026 tuition rates.
STUDENT FEES (PER SEMESTER)
| $245 Student Fee |
| $150 Technology Fee |
| International Student Services Fee**: $802 fall semester, $898 spring semester **Applies to all international students (F-1 visa only) who are registered in coursework, doctoral study, or continuous registration. The fee is assessed each fall and spring semester for annual ISO accident and sickness plans and administrative fees. Subject to changes. |
For estimates of room & board, books, etc., please download CGU’s Cost of Attendance 2025-2026.
| Program | 72 units |