St. John’s Endowed Scholarship Helps Literacy Student Achieve Her Dream

In pursuing her mission to expand literacy opportunities to those who need it, Megan Schumacher credits St. John’s University for awarding her an Endowed Scholarship, playing a “crucial role” in her work toward earning a Doctor of Philosophy (Ph.D.) degree in Literacy. 

“Without this support, balancing my academic and research commitments with financial responsibilities would have been significantly more challenging.  

The scholarship has allowed me to focus on my research and professional growth, furthering my commitment to literacy education,” said Megan, of Georgia, a Ph.D. candidate at The School of Education, located on the Queens, NY, campus.

As an Endowed Scholarship recipient, Megan, expected to graduate in 2026, is part of a cohort with access to personalized professional development on campus, including events, activities, and workshops.

“It’s a testament to St. John’s commitment to invest in students’ futures,” she said. “One highlight of my time here has been the opportunity to engage in meaningful research, particularly in literacy and dyslexia studies, where I’ve been able to explore innovative approaches that will directly impact the field. Additionally, my connections with faculty and peers have been invaluable, fostering a collaborative environment that continuously inspires me to grow as an educator and researcher.”

Megan’s passion for literacy education, particularly in supporting dyslexic students and improving early reading interventions, led her to pursue a doctoral degree in literacy. Her career goal is to work in literacy research, curriculum development, and policy advocacy, ensuring that schools implement evidence-based instructional strategies  effectively. 

“This Ph.D. program provides the necessary research expertise, leadership opportunities, and academic foundation to advance literacy education at a systemic level,” she said.

One of Megan’s most impactful experiences during her time at St. John’s has been presenting her research at a Literacy Research Association (LRA) Conference. This opportunity was largely encouraged by Ekaterina Midgette, Ph.D., Associate Professor, Education Specialties, and Olivia G. Stewart, Ph.D., Assistant Professor, Literacy, and Ph.D. Literacy Program Interim Coordinator

“Their mentorship has been instrumental in shaping my academic and professional growth, pushing me to refine my research and engage in critical discussions within the literacy field,” Megan said. “Their guidance has not only strengthened my confidence as a researcher but also reaffirmed my commitment to bridging literacy research with practical applications in education.”

Of Megan, Dr. Stewart said, “Her passion for supporting marginalized students, particularly students with dyslexia, has shown in her dedication to a deep understanding of theory and research methods. This knowledge will  serve Megan as a literacy researcher and a committed advocate for equity in education.”

Dr. Midgette stated, “Megan’s relentless pursuit of knowledge and commitment to social justice will greatly contribute to her efforts to reshape the narrative around equitable literacy education for learners with dyslexia.”

Megan noted that the University’s Vincentian mission significantly influenced her experience at St. John’s. “The mission of service, equity, and advocacy aligns with my work in literacy education, particularly ensuring that all students—regardless of background—have access to high-quality reading instruction. This mission has influenced my research approach, reinforcing the importance of social justice in education. The University provides a strong foundation, not just academically, but also in shaping future leaders committed to making a difference.”