Jennifer Timmer

Jennifer Timmer serves as an Assistant Professor in the Department of Education Leadership Management and Policy at Seton Hall University, where she investigates systemic inequities in educational leadership through rigorous quantitative methodologies. Her work critically examines representation gaps, access barriers, and compensation disparities affecting principals and superintendents across diverse educational contexts.

Dr. Timmer's research program centers on gender and racial dynamics in school leadership, with pioneering studies on the 'glass cliff' phenomenon—where women are disproportionately appointed to high-risk administrative positions during institutional crises. She analyzes gender-based salary gaps among principals, race-gender intersections in superintendency pathways, and how quantitative approaches can advance equity in education leadership. Current projects include a statewide longitudinal analysis of New Jersey education leaders funded by the Seton Hall University Research Council, examining how school funding levels and achievement metrics correlate with leadership appointments in precarious contexts.

Her recent publications (2020-2024) reveal a cohesive focus on data-driven analysis of leadership disparities, spanning superintendency compensation structures, gendered career trajectories, and methodological innovations in survey research with vulnerable youth populations. This body of work consistently applies advanced statistical techniques to uncover patterns of inequity while emphasizing practical applications for policy reform in K-12 administration.

Dr. Timmer's scholarly impact includes recognition through competitive research funding:

• Seton Hall University Research Council Grant for compiling statewide longitudinal data on education leaders

Her grant-supported initiatives enable large-scale data collection on leadership pathways, facilitating collaborations with state education agencies. While specific doctoral advisees aren't documented in available materials, her co-authored empirical studies demonstrate active mentorship in addressing critical challenges within school administration systems.