WILO’s United Nations CSW70 Virtual Presentation
WILO’s UN CSW70 Virtual Presentation
Presentation Title: Digital Mirrors: AI, Gender Stereotypes, and Global Inequity
This presentation explores how artificial intelligence (AI) serves as a digital mirror, reflecting and exposing gender stereotypes embedded within education systems and policies that disadvantage women and girls. By analyzing data from multiple sources, AI transforms complex information into clear visuals that reveal hidden educational, social, and economic inequities. The session aligns with the CSW priority theme by demonstrating how AI uncovers discriminatory practices in education and informs fair, inclusive policymaking. It also supports the review theme by showing how AI strengthens women’s participation in education leadership and decision-making, advancing gender equality and empowerment.
Date: Monday, March 9 (12:30 EST / 9:30 PST)
Location: United Nations, Commission on the Status of Women 70
(Virtual Parallel Event)
In-Person Presenters
Scott Ebbrecht, Ed.D., is an experienced higher education leader, professor, and consultant whose work bridges organizational leadership, sports/business management, and the responsible integration of artificial intelligence into teaching and practice. He serves in academic leadership roles overseeing doctoral programs, mentoring dissertation chairs and candidates, and advancing rigorous, standards-aligned scholarship grounded in person-organization fit and applied research. With a professional background that spans K–12 administration, higher education leadership, and public service, he brings a systems-oriented perspective to culture development, collaborative practice, and strategic decision making. Dr. Ebbrecht is the architect of several leadership and AI integration frameworks designed to strengthen ethical implementation, organizational alignment, and instructional innovation. A frequent presenter and course designer, he is committed to developing leaders who combine relational credibility, disciplined inquiry, and practical execution to create meaningful impact across education, business, sports, healthcare, and nonprofit contexts.
Dina Pacis: Ed.D., serves as Vice President of the Women in Leadership Organization, Inc. (WILO), an international NGO dedicated to advancing the educational rights and leadership opportunities of women and girls worldwide. Through her advocacy and service including participation as a delegate to the United Nations Commission on the Status of Women, she works to elevate global dialogue around equity and access in education.
In addition to her nonprofit leadership, Dr. Pacis is Professor and Chair of the Department of Organizational Leadership and Educational Administration in the Sanford College of Education at National University. A former PK–12 educator and administrator with nearly 30 years of experience, she is deeply committed to equity, diversity, and social justice. She holds a Doctorate in Education with an emphasis in literacy and continues to advance research and practice supporting marginalized communities.
Jennifer Preimesberger, Ed.D., is an Associate Professor in the Sanford College of Education at National University and former Director of the Center for Innovation, Development, Evaluation, and Research (CIDER). Her career spans classroom teaching, site administration, and higher education leadership, providing her with a comprehensive and globally informed perspective on educational practice and policy. She began as a classroom teacher and advanced to roles as assistant principal and principal, overseeing school operations, mentoring faculty, and leading the development of inclusive curricula responsive to diverse learners.
Dr. Preimesberger’s leadership is grounded in advancing equity and elevating the status of women in education, with particular emphasis on women in leadership in the United States and globally. She integrates research, innovation, and international collaboration to strengthen women’s leadership capacity, expand access and opportunity, and promote institutional cultures where women leaders thrive. Through scholarship, mentorship, and program development, she advances educational excellence and systemic change worldwide.
Nilsa J. Thorsos, Ph.D., is a professor of education and chair of the Teacher Education Department at National University. Her areas of academic interest include literacy, bilingualism, special education, teacher preparation, and mentoring faculty and leaders in Higher Education. She is an experienced teacher and university professor. Dr. Thorsos served as president of the California Association of Professors of Special Education (CAPSE). Her scholarship includes paper presentations in international and national venues on topics related to education. She is the author of several articles, book chapters, and the editor of books in the field of education. Dr. Thorsos serves as co-editor for the Issues in Teacher Education Journal.
PTraynorNilsen@nu.edu
Patricia Nilsen-Traynor, Ed.D. is an accomplished educational leader, professor, and advocate for women in leadership with over 33 years in K–12 public education and more than 20 years in higher education. Her career reflects a steadfast commitment to developing ethical, transformative leaders and advancing equitable opportunities for women, directly aligning with WILO’s mission to support the status of women in the United States and globally, particularly in leadership.
She began as an English and Physical Education teacher and Adapted Physical Education Specialist, advancing to counselor, assistant principal, principal, director, and Assistant Superintendent of Educational Services. She led school turnaround efforts, built Professional Learning Communities, reduced suspensions and campus violence, increased attendance, strengthened parent engagement, and partnered with teacher associations to improve practice, centering equity and inclusion.
Since 2015, she has served as Professor at National University, teaching Organizational Leadership, coordinating credential programs, mentoring administrators, leading accreditation aligned curriculum, and advancing global scholarship on ethical leadership and gender equity.
In-Person Contributors
Mina Ruth Boujtita, is a sociologist and PhD candidate at the Université de Montréal. She holds a Bachelor’s degree in Sociology from Université Paul-Valéry (France) and is completing her Master’s in Global Studies at Humboldt University in Berlin, with academic experience in South Africa and India. Her research focuses on postcolonial feminist political economy, examining how global capitalist structures shape gendered labor relations in the Global South. In her current work, she studies textile industries in Morocco and India, analyzing how colonial legacies and contemporary supply chains reproduce inequality while also exploring women’s agency within these systems. Drawing on qualitative and ethnographic methods, Mina is particularly interested in the intersection of gender, labor, and global development. Alongside her academic work, she is committed to translating research into policy-relevant conversations on education access and women’s economic justice.
Tahira DuPree Chase Ed.D., is a distinguished educator with nearly 30 years of experience advancing excellence in public education. She earned a B.S. in Communication Arts from Norfolk State University, an M.A. in English Education from the CUNY Graduate Center, an M.Ed. in School Administration and Supervision from Mercy University, and a Doctorate in Executive Leadership from St. John Fisher University, where her acclaimed dissertation focused on effective instructional leadership.
Dr. Chase has served as a teacher, administrator, and superintendent, strengthening student outcomes, instructional quality, and community engagement. She led the Greenburgh Central School District (2014–2021) and currently serves as Superintendent of the Westbury Union Free School District. There, she has expanded STEM offerings, advanced literacy, strengthened safety and communication systems, increased Seal of Biliteracy attainment, and supported English language learners’ success.
A published author, speaker, and host of Strictly Education with Dr. Tahira, she also serves on statewide boards promoting educational equity.
berthe.devos@soroptimistinternational.org
Berthe De Vos-Neven, LLM., holds a Master of Laws (LLM) from the University of Brussels, Belgium, and brings extensive international professional experience. She has worked as a lawyer, human resources manager, and executive search consultant, specializing in the Healthcare and Consumer Goods industries. Over the past 35 years, she has lived and worked in Belgium, Switzerland, the United States, the Middle East, and Russia, developing strong cross-cultural insight through expatriate life and multilingual abilities. Actively engaged in voluntary initiatives worldwide, she focuses particularly on supporting marginalized women and girls. Berthe joined Soroptimist International in Belgium in 2013, became Project Director in 2016, and was appointed Soroptimists international’s Representative to the United Nations in Geneva in 2019. She currently serves as Vice-President of NGO CSW Geneva, advocating for women’s rights across UN bodies.
Sheila Ebbrecht, is a school social worker and mental health specialist whose work centers on trauma informed practice and social emotional learning. At Westerville South High School, she provides crisis intervention, short term counseling, resource coordination, and schoolwide mental health initiatives designed to strengthen student well-being and resilience. Her professional experience spans elementary and secondary settings, including work in specialized learning classrooms supporting students identified with social and emotional challenges, as well as prior clinical practice as an outpatient and home-based therapist in a community mental health center. Sheila holds an Independent Social Work License and is a certified STARR Trauma and Resilience Trainer. She is currently pursuing her PhD in Education with a specialization in social emotional learning, further advancing her commitment to evidence-based approaches that support students, families, and school communities.
Carson Ebbrecht, attends Miami University of Ohio and is pursuing a Bachelor of Arts in Sociology and Psychology with a co-major in Pre-Medical studies. He plans to attend medical school after he graduates in May of 2027. At Miami, he values student wellbeing shown through his roles in advisory groups, as a peer health educator, and as President of a mental health organization, Active Minds. He also values student success as treasurer of the Dean's Student Advisory Committee for the College of Arts and Science and as a former teacher's assistant for multiple classes. In his free time, Carson loves spending time with friends and conducting his research within the Fisk Lab where he studies soil samples obtained from plots situated within the White Mountain National Forest in New Hampshire.
Simon Ebbrecht, will be graduating in May 2026 from the University of Pittsburgh with a Bachelor of Science in Biological Sciences. Following graduation, he will continue his education by pursuing a Doctorate of Physical Therapy at the University of Toledo. He has a strong passion for health, physical activity, and supporting others in achieving their full physical potential. In his free time, Simon enjoys staying active through strength and fitness training, as well as playing sports and spending time with friends. He is enthusiastic about the opportunities ahead and looks forward to continued personal and professional growth.
Donna Elder, Ed.D., has been a member of the Sanford College of Education since 2007. She is a full professor and has served as faculty, Co-Chair of the Teacher Education Department, Associate Dean, and interim Dean. She is currently a faculty member in the Department of Organizational Leadership and Educational Administration. She brings experience as a public and independent schoolteacher, coordinator, principal, and superintendent of schools for three school districts in California. Additionally, she served as Director of the UCLA Laboratory School Program. She is a past president of the International Laboratory Schools Association. She has served as a leadership coach for a variety of women and men in educational leadership positions. Dr. Elder is co-editor of the textbook, Transforming into an Educational Leader, as well as an array of other publications. Dr. Elder was presented the Leadership Award by the Women in Leadership in 2016. She brings more than thirty-eight years of experience as a public and independent schoolteacher, coordinator, principal, and superintendent of schools for three school districts in California. Dr. Elder received her BS from Washington State University, her MS from Texas A&M University, and her Ed.D. in Leadership Development from the University of La Verne.
Annie Ritter, PhD., is an educator, school administrator, and advocate for wellbeing and mindfulness with extensive experience across K–12 and higher education. Throughout her career, she has held multiple leadership and instructional roles. Her work focuses on literacy improvement, supporting diverse learners, fostering inclusive educational environments, and promoting holistic approaches to learning and leadership.
Dr. Ritter holds a PhD in Education from Universitat Autònoma de Barcelona, a Master of Science in Education Administration from National University, a Master of Science in Special Education from Hunter College, and a Bachelor of Science in Business with a minor in Psychology from Brooklyn College.
In addition to her work in education, Dr. Ritter is a 500-hour Registered Yoga Teacher with Yoga Alliance and holds a 300-hour Yoga Instructor Certificate from MiraCosta College. She teaches yoga and meditation and is passionate about integrating mindfulness and wellbeing practices into education and everyday life. A multilingual professional, she brings a global perspective to her work.