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Help gender-expansive students feel safe, included, and affirmed at school.Gender-expansive youth need school policies and practices that focus on their happiness, health, safety, and privacy. Schools and teachers need concrete, accessible strategies and tools for supporting them. This book empowers every educator with those tools and strategies. Whether educators are brand new to or already familiar with gender diversity topics, they'll find opportunities to learn and practice in a judgment-free, low-stakes way.This must-have resource:Helps educators understand, advocate for, and implement research-based best practices for gender-expansive youth.Includes discussion prompts and reflection activities at the end of each chapter.Shares strategies for affirming students through social transitions at school.Supports educators by offering model language to address challenging questions related to gender in school communities.Provides concrete actions educators can take to adopt gender-inclusive language and create learning environments that welcome students of all genders.Offers perspectives from gender-expansive youth in their own words.Written by educator and advocate Dave Edwards, founder of the Gender Inclusive Schools organization, this book grew from the resources and education-specific trainings he has developed working with school districts, independent schools, and educators throughout the United States and in Canada, the United Kingdom, and Australia. Digital content includes reproducible forms from the book.

This edited volume encourages and informs the transformational steps needed for a better, more equitable future for all. These efforts, being led by higher education institutions, complement existing diversity, equity, and inclusion initiatives and are part of the W. K. Kellogg Foundation's national Truth, Racial Healing, and Transformation™ effort.The American Association of Colleges and Universities is partnering with higher education institutions to develop TRHT Campus Centers dedicated to erasing barriers to equal treatment and opportunity on campuses, in communities, and throughout the nation at large. The narratives in this book include case study essay contributions from current TRHT Campus Centers that offer practical examples for translating the TRHT Framework into replicable strategies to inform constructive change. Contributions are drawn from a breadth of institution types including community colleges, liberal arts colleges, HBCUs, minority-serving institutions, faith-based institutions, regional comprehensives, and large research universities.Timely, powerful, and well-supplied with practical strategies, this book is an ideal guide for any college educator interested in diversity, equity, inclusion, and belonging; student leadership development; and models for institutional, structural, and systemic change.

This book offers a novel and up-to-date exploration of the common belief that increasing conventional school resources will increase academic achievement and help close gaps between various advantaged and disadvantaged students. Taking the scholarship around this question, such as James S. Coleman's 1965 report on the Equality of Educational Opportunity, as a starting point, it brings in an extensive range of contemporary data sources and statistical analysis to offer an updated, robust, and considered review of the issue. Moving beyond these empirical questions, it also explores how these empirical findings have been utilized in “education adequacy” litigation, discussing the evolving law of adequacy cases, while explaining the challenges of introducing complex data and analyses within a litigation framework. Judges typically have little experience with the complexity of modern education data and the analyses required to draw sound inferences. It will thus be of interest to scholars, researchers, and faculty and jurists with expertise or interest in education policy, the economics and sociology of education, and public policy.

Envisioned as a story, a guide, a resource, and an aesthetic experience, this book features the work of a multigenerational collective of K–12 educators, students, and teaching artists seeking educational justice. This multivocal approach illustrates how bringing together arts-infused writing pedagogies, with the visionary and intellectual force of freedom dreaming, can create more luminous and socially transformative educational spaces. Through vivid vignettes, compelling first-person narratives, mixed media artwork, and detailed lesson plans, readers will experience schools as places of joy, belonging, and justice. As an act of radical hope during the turmoil and trauma of post-pandemic times, this book invites readers to draw on the principles of freedom dreaming and abolitionist teaching to imagine and enact arts-infused writing pedagogies across a multitude of settings. Authors offer guidance for teachers, teacher educators, and professional development leaders wishing to take up this work in their own contexts.Book Features:Provides detailed guidelines and principles for enacting arts-infused writing pedagogies, adaptable to a range of contexts.Showcases original artwork by K–12 students and educators, many in full color. Includes insights on teaching writing and engaging in inquiry-based professional learning from a local site of the National Writing Project.Highlights the role of teaching artists in enhancing teacher and student learning.Illuminates the potential of a/r/tography, affect, and wonder in qualitative inquiry.Contains visually arresting and narratively powerful contributions from students as young as 6 years old to teachers nearing retirement, as well as professional artists and novelists.Contributors: Marcus Kwame Anderson, Mandy Berghela, Dana Corcoran, Cheryl L. Dozier, Tammy Ellis-Robinson, Brittany Gonzalez-Barone, Emily Hass, Rana Hughes, H. D. Hunter, Patricia Poole Jeffress, Rae Johnson, Maria Latorre, Kyle McHugh, Gina M. Mooney, Christina Pepe, Matt Pinchinat, Brandon Porter, Camille Ramos, Amy Salamone, Fatima Shah, Alisa Sikelianos-Carter, Christina Taylor, Hanum Tyagita, Alicia Wein, Leah Werther, Vanessia Wilkins, Kelly K. Wissman, Jacquelyn Woods, Shania Yearwood

Valencia presents the most comprehensive, theory-based analysis to date on how society and schools are structurally organized and maintained to impede the optimal academic achievement of low-SES, marginalized K–12 Black and Latino/Latina students—compared to their privileged White counterparts. The book interrogates how society contributes to educational inequality as seen in racialized patterns in income, wealth, housing, and health, and how public schools create significant obstacles for students of color as observed in reduced access to opportunities (e.g., little access to high-status curricula knowledge). Valencia offers suggestions for achieving equal education (e.g., implementing fairness of school funding, improving teacher quality, and providing students of color access to multicultural education) by disrupting structural racism. Considering the rapid aging of the White population and the sharp decline of White youth—coupled with the explosive growth in people of color—this book argues that the “American Imperative” must be to assiduously mount an effort to provide an excellent education for students of color, who the nation will depend on for a sizable proportion of its work force.Book Features:Examines how society and schools are failing Black and Latino/Latina students, principally Mexican Americans who are by far the largest Latino/Latina group.Uses theoretical frameworks that draw from analysis of structural inequality, critical race theory, anti-deficit thinking narratives, class-by-race covariation, and an asset-based perspective of students of color. Discusses the “American Imperative” and the personal and economic consequences of not investing in students of color.

A revealing account of the entrenched inequities that harm our most vulnerable students and what colleges can do to help them excelElite colleges are boasting unprecedented numbers with respect to diversity, with some schools admitting their first majority-minority classes. But when the twin pandemics of COVID-19 and racial unrest gripped the world, schools scrambled to figure out what to do with the diversity they so fervently recruited. And disadvantaged students suffered. Class Dismissed exposes how woefully unprepared colleges were to support these students and shares their stories of how they were left to weather the storm alone and unprotected.Drawing on the firsthand experiences of students from all walks of life at elite colleges, Anthony Abraham Jack reveals the hidden and unequal worlds students navigated before and during the pandemic closures and upon their return to campus. He shows how COVID-19 exacerbated the very inequalities that universities ignored or failed to address long before campus closures. Jack examines how students dealt with the disruptions caused by the pandemic, how they navigated social unrest, and how they grappled with problems of race both on campus and off.A provocative and much-needed book, Class Dismissed paints an intimate and unflinchingly candid portrait of the challenges of undergraduate life for disadvantaged students even in elite schools that invest millions to diversify their student body. Moreover, Jack offers guidance on how to make students'path to graduation less treacherous—guidance colleges would be wise to follow.

Debunking the Grit Narrative in Higher Education examines pressing structural issues currently impacting African American, Asian American, Pacific Islander, Latinx, and Native American students accessing college and succeeding in U.S. postsecondary environments. Drawing from asset-based work of critical race education scholars such as Yosso, Ladson-Billings, and contributing author Solórzano, the authors interrogate how systems and structures shape definitions of academic merit and grit, how these systems constrain opportunities to attain access and equitable educational outcomes, and challenge widely held beliefs that Students of Color need grit to succeed in college. Dominant narratives of educational success and failure tend to focus mostly on individual student effort. Contributing authors explore the myriad ways that institutional structures can support Students of Color utilizing their strengths through critical perspectives, asset-based, anti-deficit perspectives to access postsecondary environments and experience success. Scholars, scholar-practitioners, students affairs professionals, and educational leaders will benefit from this timely edited book as they work to transform postsecondary institutions into entities that meet the needs of Students and Communities of Color.

Disrupt the deficit beliefs that steal belonging, purpose, pride, and joy from Black students School reform efforts have long dominated the educational landscape, but the fixes that characterize many school improvement initiatives swing on the hinges of deficit beliefs about Black students. This book calls for a disruption in these models and urges educators to take seriously the significance of beliefs and cultures within schools. Focused on racial equity from an ecological perspective and designed to propel readers to examine individual and systemic beliefs operating in their ecosystems, this book provides Details on emancipatory educational ecosystems governed by beliefs that affirm Black children and immerse them in learning where their identities matter A set of beliefs that work together to create collective mindsets needed to power change A counternarrative of how interrelationships and interdependence govern healthy systems by challenging the meritocracy, competition, and individualism. Grounded in extensive research and personal experience showcasing large-scale change efforts in major urban areas, Wells'approach toward emancipatory educational ecosystems enables affirming beliefs to guide the work.

If not now, when? Anchored in the tenets of justice, repair, and belonging, Equity Now is a comprehensive guide for educators that emphasizes the urgent need for immediate action to dismantle systemic barriers in education. Aimed at K-12 professionals at all levels of the education system, the book urges us to move beyond individual efforts by applying an equity lens to our policies and practices. Through honest, sustained, and critical dialogues in'brave spaces,'educators can address disparities and create equity-centered school communities. Equity Now proposes a solutions-oriented approach to fostering welcoming, affirming, responsive, and rigorous learning environments. Author Tyrone C. Howard, one of the leading authorities on issues related to racial inequality in our schools, provides An equity framework grounded in justice, repair, and belonging A clear vision of equity-focused leadership Essential practices, strategies, and resources for classroom teachers Suggestion for engaging parents, families and caregivers in schools Recommendations for engaging data in an equity based way Reflection questions and additional resources at the close of each chapter This book is a must-read for educators, administrators, and policymakers who are committed to creating conditions in which our children can reach their highest potential.

A call to action championing equity and social justice in K–12 science curriculum

A shrewd examination and critique of an industry that exerts a far-reaching influence on college admissions in the United States.

An evidence-based plan of action to achieve educational justice for K–12 public school students from families whose income is 50% or more below the US poverty threshold

A rallying cry for equitable education informed by a revolutionary re-reading of Brown v. Board of Education, on the 70th anniversary of the ruling

Improving Equity in Data Science offers a comprehensive look at the ways in which data science can be conceptualized and engaged more equitably within the K-16 classroom setting, moving beyond merely broadening participation in educational opportunities. This book makes the case for field wide definitions, literacies and practices for data science teaching and learning that can be commonly discussed and used, and provides examples from research of these practices and literacies in action. Authors share stories and examples of research wherein data science advances equity and empowerment through the critical examination of social, educational, and political topics. In the first half of the book, readers will learn how data science can deliberately be embedded within K-12 spaces to empower students to use it to identify and address inequity. The latter half will focus on equity of access to data science learning opportunities in higher education, with a final synthesis of lessons learned and presentation of a 360-degree framework that links access, curriculum, and pedagogy as multiple facets collectively essential to comprehensive data science equity work.Practitioners and teacher educators will be able to answer the question, “how can data science serve to move equity efforts in computing beyond basic inclusion to empowerment?” whether the goal is to simply improve definitions and approaches to research on data science or support teachers of data science in creating more equitable and inclusive environments within their classrooms.

This teaching guidebook will help educators navigate emerging best practices to center historically marginalized voices and perspectives in middle, high school, and postsecondary learning spaces. The author provides an accessible blueprint for utilizing histories, culturally responsive teaching, and community responsive pedagogy to build collaborative and equitable classrooms. Inspired by research steeped in oral histories, Bunch brings forth lessons from educators, merged with voices of students, to share impactful classroom practices. The un/HUSH framework asks us to unlearn the “hush” often associated with marginalized histories and stories. The framework considers the following guiding principles: (H) using histories not told to inform teaching practices, (U) unlearning behaviors and practices that do not empower marginalized voices, (S) creating classrooms and spaces that allow for stories to be shared, and (H) encouraging healing to occur from connection, collaboration, and relationships. Part narrative, part guidebook, this resource harnesses the collective power of us to improve outcomes for students. “Bunch's un/HUSH framework can help all educators be guided by the voices of past educators.”—From the Foreword by Joyce Ladner, civil rights activist, educator, and author “I am confident that my experiences in Dr. Bunch's classroom have shaped me into the curious and knowledgeable woman I strive to be. I believe this book will help create similar experiences for students across the world.”—Xyanne Purnell, former student

A stirring testament to the realities of Black teaching and learning in the United States and to Black educators'visions for the future

Enhancing Inclusive Instruction centers the voices of students of diverse backgrounds to explore how instructors can approach equitable, inclusive teaching.Grounded in student perspectives, this book is a powerful call to action for instructors to listen to the voices of their learners, take steps to measure the impact of their approaches, and meaningfully reflect on their efforts. The authors provide practical tools that instructors can use to obtain ongoing feedback on their inclusive teaching efforts, and supply guidance on difficult and emerging topics such as how instructors from diverse backgrounds can navigate inclusive teaching in academe, as well as the implications of generative artificial intelligence on equity and inclusion. Modeling the importance of continuous growth, Enhancing Inclusive Instruction provides the knowledge and skills to further any college instructor's inclusive teaching journey.

In a context of increased politicization led by state and federal policymakers, corporate reformers, and for-profit educational organizations, The Politics of Education Policy in an Era of Inequality explores a new vision for leading schools grounded in culturally relevant advocacy and social justice theories.This timely volume tackles the origins and implications of growing accountability for educational leaders and reconsiders the role that educational leaders should and can play in education policy and political processes. This book provides a critical perspective and analysis of today's education policy landscape and leadership practice; explores the challenges and opportunities associated with teaching in and leading schools; and examines the structural, political, and cultural interactions among school principals, district leaders, state and federal policy actors, and increasingly powerful non-state actors. This fully revised second edition includes questions for discussion at the end of each chapter, as well as expanded discussion on critical race theory, the effects on educational systems following the global pandemic, the holistic needs of children including physical, mental, economic, nutritional, and emotional; the impact of technology and AI; book banning and the assault on school curricula in some states: as well as teacher strikes and the politics of school boards.An important resource for practicing and aspiring leaders, The Politics of Education Policy in an Era of Inequality shares a theoretical framework and strategies for building bridges between education researchers, practitioners, and policymakers.

An invigorating take on how community and technical colleges can center equity in fostering institutional transformation

How can we close opportunity gaps for young children affected by poverty and systemic racism—and build hope and resilience for children and their families? Research points the way forward, and in this timely volume, 40+ leading researchers identify new approaches, insights, and technologies that can promote educational equity and improve outcomes for children and families living in poverty. Building on the seminal work of researcher John Fantuzzo, this book focuses on identifying and expanding on child, family, and community strengths to address the urgent needs of the whole child and the whole family. The expert contributors examine the importance of 1) child-level strengths and social connections, 2) strengths-based intervention as an antidote to deficit framing, and 3) collaboration and data sharing across systems serving vulnerable children and families. Chapters cover research and recommendations for: implementing interventions that foster children's social-emotional learning skills developing culturally and linguistically valid tools for measuring social-emotional development creating more culturally inclusive preschool classrooms and practices enhancing young children's communication and language competence in home visiting programs using partnership-based approaches to strengthen understanding between home and school settings integrating data across programs and agencies to inform early childhood policy and better address complex social issues In addition to reporting on current research projects, the contributors outline future priorities and explore how research can inform policy and practice to achieve positive, sustainable change. A foundational volume for current and future early childhood researchers, administrators, and policy makers, this forward-thinking book will light the path toward greater educational equity, reduced disparities, and better outcomes for children and families.

This authored text critically examines the theory and practice of college internship programs grounded in equity, diversity, inclusion, and access (EDIA) to examine issues such as infrastructure, inclusion, and privilege through'provocative praxis,'a form of provocative inquiry that drives the ethics of pedagogy to envision student success both equitably and sustainably. Chapters use real-life, scenario-based examples through a social-justice framework to engage readers and spark multi-directional discussion aimed at removing obstacles to equitable participation in internships for all students. Ultimately, this book offers a holistic understanding of internships that factors in the social, economic, and cultural challenges faced by college students today, and calls for wholescale reform to college campus internship programs.

Raise standards and improve learning for all students through equitable grading Grading–one of the most important responsibilities of teachers with major implications for students'academic and life trajectories–is ironically also among the most enigmatic and frequently avoided topics in education. Although most teachers sense that common grading practices are often ineffective, there is limited understanding of how those practices can undermine effective teaching and harm students, particularly those historically underserved. It is long past due to implement grading practices that are more accurate, bias-resistant, and motivational, and which improve student learning, empower teachers, and transform classrooms as a result. In this newly updated edition of the best-selling Grading for Equity, Joe Feldman provides a valuable resource for anyone invested in grading and its impact on students'education, mental health, and future opportunities. Offering a research-based alternative to the status quo, this practitioner-friendly guide provides Extensive revisions that reflect how the pandemic and the Black Lives Matter movement shifted traditional grading systems New data from both academic research and classrooms that demonstrate the benefits of equitable grading for all students Clear approaches to implement equitable grading practices Updated information on several equitable grading practices, including proficiency scales A new concluding chapter that explores implementing equitable grading system-wide With a down-to-earth style driven by the author's own curiosity as a teacher, principal, district administrator, and university instructor, this book will invite and challenge you to think about how more equitable grading, when implemented effectively, creates a more rigorous, humane, and positive school experience for all.

School equity demands a comprehensive understanding of the intricate relationship between school leadership and the complex social, economic, and political contexts that shape the education system. Maintain your motivation and focus to do this important work.This essential leadership guide offers research-based strategies, action steps, and reflection questions to help leaders become the driving force for schoolwide equitable practices. This book will help K–12 school principals: Understand the impact leadership has on equity in schools Integrate effective school leadership research into everyday practice Build trust and respect with students, staff, and community through effective communication Lead with strength and integrity Collaborate effectively with teachers to establish an inclusive and equitable environment Explore discussion questions, surveys, and action steps to internalize the content and encourage follow-through Discover various leadership styles and how to select the one appropriate for them and their schools Contents: Chapter 1: Building Self-Confidence as the Key Chapter 2: Embracing the Principal as the Engine Chapter 3: Creating the Vision to Desired Destinations Chapter 4: Adjusting the School Climate Chapter 5: Growing Equity From Integrity Chapter 6: Revising School Policies and Procedures Chapter 7: Managing Effective Communication Chapter 8: Implementing Culturally Responsive Practices Chapter 9: Charging Your Battery Through Self-Care Chapter 10: Maximizing Equity With Leadership Styles

An eloquent and passionate call for educational reparations, from the New York Times bestselling author When Jonathan Kozol's Death at an Early Age appeared in 1967, it rocked the education world. Based on the Rhodes Scholar's first year of teaching in Boston's Black community, the book described the abuse and neglect of children for no reason but the color of their skin. Since that National Book Award–winning volume, Kozol has spent more than fifty years visiting with children and working with their teachers in other deeply troubled and unequal public schools.Now, in the culminating work of his career, Kozol goes back into the urban schools, where racial isolation is at the highest level since he became a teacher and is now compounded by a new regime of punitive instruction and coercive uniformity that is deemed to be appropriate for children who are said to be incapable of learning in more democratic ways, like children in more privileged communities.Kozol believes it's well past time to batter down the walls between two separate worlds of education and to make good, at long last, on the “promissory note” that Dr. Martin Luther King Jr. described on the steps of the Lincoln Memorial in 1963. Sure to resonate with current-day arguments for reparations in a broad array of areas, this is a book that points us to a future in which children learn together, across the lines of class and race, in schools where every child is accorded a full and equal share of the riches in this wealthiest of nations.

An essential guide to transforming the college experience for student success.In The Learning-Centered University, renowned historian Steven Mintz unveils a comprehensive blueprint for addressing the critical issues of stagnating incomes and productivity, persistent wealth inequalities, and political polarization plaguing colleges and universities today. With practical strategies and a deep understanding of the history and future of higher education, Mintz outlines how we can transform higher education to promote access, affordability, degree attainment, and equity. Mintz provides a thought-provoking analysis of the challenges facing higher education, from the growing disparities in resources and facilities to the need for a more holistic approach to students'development. He offers actionable solutions to create a more interactive, engaging, and skills-focused learning environment. From seamless community college transfers to embedding career preparation throughout the undergraduate experience, Mintz steers institutions toward a future that embraces innovation and student success. This essential guide also explores the transformative potential of technology in education, the importance of equity and student support services, and the future of the humanities. Drawing on his vast teaching experience and expertise in student success, Mintz provides practical insights and strategies for driving academic innovation and overcoming resistance to change. The Learning-Centered University is an invaluable resource for educators, administrators, and policy makers who are dedicated to offering a more equitable, accessible, and impactful learning experience for all students.

Intersectionality is a term coined by Kimberlé Crenshaw in 1989. Crenshaw, a scholar of law, critical race theory, and Black feminist legal theory, uses intersectionality to explain the experiences of Black women who—because of the intersection of their race, gender, and class—are exposed to exponential and interlocking forms of marginalization and oppression, often rendering them invisible. The third edition of Intersectionality & Higher Education: Theory, Research, & Praxis further documents and expands upon Crenshaw's articulation of intersectionality within the context of higher education. The text includes (a) theoretical and conceptual chapters on intersectionality; (b) empirical research and research-based chapters using intersectionality as a framework; and (c) chapters focusing on intersectional practices, all within higher education settings. The volume may prove beneficial for graduate programs in ethnic studies, higher education, sociology, student affairs, women and gender studies, and programs alike. This is a vibrant and rigorous collection of essays that think about intersectionality in practice and as a practice. The essays think about intersectionality in the context of higher education, and imagine what it might mean to take seriously intersectionality's call to enact practices of inclusion and equity. —Jennifer Nash, Jean Fox O'Barr Professor of Gender, Sexuality, and Feminist Studies, Duke University In times like these when the freedom to learn about truth and justice is under assault, this collection of essays is more important than ever. It illuminates the essential building blocks of intersectionality with care and insight, extends intersectionality into new and urgent territory given the changing landscape of higher education in the United States, and provides successful examples of how to put intersectionality into practice throughout the university. —Leslie McCall, Presidential Professor of Sociology and Political Science, The Graduate Center, City University of New York

All the tools that educators need to improve student outcomes and close achievement gaps.Although it's easy to connect out-of-school factors such as poverty or the pandemic to achievement gaps in schools today, education leaders need to focus on what's within their school or district's control to ensure equitable learning outcomes for their students.In this practical guide for K–12 instructional leaders, superintendent Teresa D. Hill outlines five keys to effectively close achievement gaps: meaningful assessment, language and literacy, experience and exposure, consolidation of knowledge, and perfect practice. She walks readers through a step-by-step process so that they can• Develop a deep understanding of the achievement gaps in their school or district, including the sources and perpetuators of those gaps.• Prepare their team for the capacity-building work ahead.• Closely examine the five most meaningful and effective strategies for improving outcomes that fall within their school's sphere of influence.• Develop and implement a real-world action plan, including short-, moderate-, and long-term steps for closing gaps.Written by a colleague who knows firsthand what it takes to increase student achievement, the targeted advice and tools in The Instructional Leader's Guide to Closing Achievement Gaps will help educators confront the gaps in their school or district and make progress right away.

This is the updated edition of the bestselling seminal book on school leadership, equity, and social justice. Drawing on the experiences and words of successful public-school principals, Theoharis shows why social justice leadership is needed and how it can be effective in creating more equitable schools. Although they faced tremendous barriers, the principals featured in this book made important strides toward closing the outcome and opportunity gaps in their schools by using inclusive, equitable practices. Featuring a mix of theory and practical strategies, this edition has been updated with new examples and frameworks relevant to today's leaders. Responding to the current context of national resistance to issues of diversity, equity, and inclusion, this timely book portrays how real school leaders seek, create, and sustain equitable schools, especially for marginalized students. The School Leaders Our Children Deserve identifies seven keys that are crucial for social justice leadership: Key 1: Acquire Broad, Reconceptualized Consciousness/Knowledge/Skill BaseKey 2: Possess Core Leadership TraitsKey 3: Advance Inclusion, Access, and Opportunity for AllKey 4: Improve the Core Learning Context—Both the Teaching and the CurriculumKey 5: Create a Climate of Belonging Key 6: Increase Student LearningKey 7: Sustain Oneself Professionally and Personally. PRAISE FOR THE FIRST EDITION— “Theoharis does a beautiful job at marrying research with practical application that can be utilized by school administrators.” —Journal of Educational Administration “Presents a hopeful, humanistic, and democratic approach to school reform that many will no doubt wish to replicate.” —American School Board Journal “An important book that deserves a wide readership.” —Michael W. Apple

Promoting equity and improvement science has seen increased attention over the last several years as educators seek to expand the experiences, opportunities, and outcomes for marginalized students. This book shows school and district leaders how to create the conditions needed to use improvement science—with its robust collection of tools, resources, and processes—to achieve equity. Readers will find information about equity, continuous improvement, and the psychology of change that can be used to productively and respectfully engage all stakeholders. Chapters include the rationale for employing improvement science to pursue equity; advice for developing the dispositions of an equity-focused leader who thinks differently about power, possibility, and measurement; and guidance for facilitating conversations in the service of equitable improvement. Equitable School Improvement is important reading for teachers, coaches, principals, central office leaders, and any educator who wants to be part of creating a more socially just educational system for our children. Book Features: Elaborates on the habits and practices that need to be developed if educators are to overcome the significant barriers to talk about transformation in the service of equity. Focuses on the human side of change, including honoring people and their stories and dismantling power structures that interfere with change. Provides guidance to leaders at all levels for creating the conditions for equity-focused improvement work. Moves beyond deficit perspectives and outmoded tropes, such as goals have agency, teachers are resistant, and race causes low achievement. Makes the tools contained in improvement science more accessible to today's equity leaders.

The current interest in diversity, equity, inclusion, and belonging (DEIB) in higher education emerges from a reality that higher education now serves an increasing diversity of college students. An increasingly diverse student body brings to campuses various backgrounds, linguistic variations, political and religious affiliations, and sexual orientations; therefore, colleges and universities have been prompted to select content, assessment measures, and instructional strategies to not only welcome and support diversity, but to also position students'diverse backgrounds as assets in the classrooms. This edited volume seeks to put theory into practice by inviting contributions by scholars who aim to transform the higher education classroom through equitable classroom practices premised on culturally sustaining pedagogy. Contributors to the edited volume are faculty in higher education who depict change in instruction that fosters a more inclusive and equitable learning environment. Seeking to create an understanding of how we can more fully humanize our students within historically dehumanizing institutions, we invite readers to consider equitable teaching practices through a variety of lenses. Under the canopy of access, connectedness, and belonging, this volume features initiatives that will hopefully inspire change in higher education.

What does it mean to teach for social justice? Drawing on his own classroom experiences, leading author and educator Kevin K. Kumashiro examines various aspects of anti-oppressive teaching and learning and their implications for six different subject areas and various grade levels. Celebrating 20 years as a go-to resource for K-12 teachers and teacher educators, this 4th edition of the bestselling Against Common Sense: Teaching and Learning Toward Social Justice features:• An expanded introduction that examines teaching in today's context of censorship and attacks on diversity, democracy, and teaching truth;• New sections on teacher preparation, social studies, reading and writing, and the arts;• Updated lists of resources in every chapter;• Graphics, teacher responses, and discussion questions to enhance comprehension and help translate theory into practice across the disciplines.Compelling and accessible, the 4th edition of Against Common Sense continues to offer readers the tools they need to begin teaching against their commonsensical assumptions and toward democracy and justice.

A spiritually grounded source of inspiration and answers for education leaders in troubling times Public confidence in schools is waning, and there remains an unprecedented teacher shortage in the United States. Leading with Heart and Soul: 30 Inspiring Lessons of Faith, Learning, and Leadership for Educators shows leaders how to use spiritual principles to care for teachers, students, and other stakeholders despite these obstacles. Principals, superintendents, and others will gain motivation from the stories and strategies inside. Drawing on spiritual principles and Dr. Irvin Scott's experience as a classroom, school, district, and non-profit leader, this book will reinvigorate you and your team as you try to answer your most pressing questions about the future of education, including: How do we empower innovative, servant-hearted educational leaders to meet the needs of students? How do we inspire whole communities to support the learning journeys of their youth? How do we engage the entire educational ecosystem—including nonprofits and other organizations—to uplift equitable opportunities to learning and ensure that every student has the resources needed to thrive? This is not a time for leaders to turn away from our children, their caregivers, and the educators who teach and nurture them. Instead, it is a time to lift them up and celebrate the work they do while navigating our own administrative mandates and challenges. Leading with Heart and Soul speaks directly to the individuals in a position to achieve that goal. It is perfect for book clubs; personal study; and within public, Christian private, and faith-based charter schools.

As Dr. Martin Luther King, Jr. intimated in his speech in the National Cathedral (March 31, 1968), there is sense of moving towards—of journeying—rather than arriving in the context of justice (and, I would add, equity, diversity, and inclusion). We who embark on this journey are incomplete—not fully formed, despite our amazing competence in so many ways. We are travelers in the fashion of the figure in Catalano's KHADINE sculpture, gazing unfazed on a world of superlative human achievements, clasping our bag firmly in one hand even though there is something missing in our core. In fact, as in KHADINE, our bag holds us together individually but, in relationship to our fellow travelers, our baggage holds us apart.

Unpacking Critical Race Theory (CRT) and exploring why it has become a focus in politics across the US and the UK, White Lies uses CRT to expose the systemic racism that shapes education. It charts the coordinated campaigns – involving think tanks, mainstream media and politicians – that have tried to silence antiracism in the wake of George Floyd's murder and'Black Lives Matter'.Each chapter is devoted to exposing a key ‘white lie'by examining the evidence that shows how the interests of white people continue to occupy centre stage and block movement towards a more equitable education for all. Gillborn establishes how the public debates, shaped by misinformation and'white lies', sustain race inequity and portray antiracism as a threat to freedom and justice. Key controversies are dissected and debunked, including: the extensive and coordinated anti-CRT campaigns in the US and the UK; the use of racial gaslighting to undermine claims to social justice; how multiple forms of intimidation are used to silence antiracist teaching and protest; the inaccurate portrayal of the white working class as race victims; and how cruelty, in policy, aims to unify whites and demonize minorities. By avoiding unnecessary jargon to make complex debates accessible to a wide audience, this book is ideal reading for anyone studying CRT or interested in the topic of contemporary educational equality.

Picture a school that's welcoming, respectful, engaging, and safe for each and every learner. This book presents a bold new plan for bringing that vision to life in any learning environment, from kindergarten through postsecondary education. Going far beyond the fundamentals of Universal Design for Learning, this planning guide shows educators the secret to truly inclusive schools: braiding UDL concepts together with culturally responsive pedagogy and collaborative teamwork. Inclusion and UDL expert Patti Kelly Ralabate lays out not just the why behind this equity-focused approach but also the what and how teachers need to put it into action. Through research-based guidance and classroom-ready strategies, educators will build a sense of belonging and promote true inclusion by “designing to the edges”—intentionally planning instruction that meets the needs of every learner in today's diverse classrooms. Ideal for collaborative teams, professional learning communities, and preservice courses, this innovative guide will help educators create unbiased, culturally responsive, and truly inclusive environments where all students learn and belong. READERS WILL: • Examine their values and beliefs and develop a new understanding of diversity • Debunk the myths that limit how they view their students'potential • Learn and apply evidence-based, equity-focused teaching practices aligned with the UDL framework • Collaborate with other professionals and families to foster an authentically inclusive learning climate • Support school leaders in building a system that values shared leadership • Engage diverse families and community leaders, ensuring that inclusion goes beyond the classroom door PRACTICAL MATERIALS: Extend your knowledge with examples of teaching strategies in action, authentic vignettes, resource tables, and reflection questions. Plus, get downloadable self-assessments and exercises, including a Values and Beliefs Self-Reflection Survey, Core Values and Shared Vision Protocol, Assessment of Current Cultural Aspects and Practices, and Checklist of UDL-informed Inclusive Community Strategies.

This volume examines teacher preparation programs that have successfully used a co-teaching model to improve the clinical experience for teacher candidates and to instill a disposition for equitable practice. Co-teaching in K–12 classrooms is a well-established practice, especially in inclusive settings, but it is far less common in teacher education programs. Blending research and practitioner voices, this book presents co-teaching as a viable and valuable framework that provides support for teacher candidates, allowing them to grow and learn through reciprocal relationships. Offering their experiences and perspectives, chapter authors share promising practices for centering equity in co-teaching situations. Co-Teaching in Teacher Education challenges teacher preparation programs to prepare educators to work together to support all students in today's diverse classrooms.Book Features:Utilizes an equity lens to examine how co-teaching can benefit both teacher education and practicing teachers.Describes how co-teaching is being used to elevate instruction in K–12 and higher education. Explores a wide variety of contexts in which co-teaching is being used to train teacher candidates and improve student learning, including traditional, alternative, and online programs and rural and urban settings. Provides an Equity Checklist to help educators examine equity considerations that arise throughout the co-teaching cycle (co-planning, co-instruction, co-assessment, and co-reflection).

This resource offers culturally responsive processes and concrete tools to address disproportionality and create more equitable schools. The authors draw on their work with school districts to demonstrate how using a theory of change can address disproportionate outcomes of special education placement and exclusionary discipline for students of color. Educational institutions can use this application guide to build educators'capacities so that they respond better to the needs of racially, culturally, and linguistically marginalized students, families, and communities. The book includes chapters dedicated to the process of an equity audit to identify and tackle the root causes of disproportionalities; approaches for partnering with young people toward creating an environment every student deserves; and the critical self-reflective work that is foundational to shift the experiences and outcomes of Black, Latinx, Indigenous, multilingual learners, and students with an IEP, as well as students with intersecting identities. Use Dismantling Disproportionality in Practice to guide your work with district and school leaders and staff, teachers, families, and youth. Book Features: This companion to Dismantling Disproportionality: A Culturally Responsive Sustaining Systems Approach (2023) offers lessons learned from a former state-funded technical assistance center. Applicable tools and processes to help school districts confront beliefs, policies, procedures, and practices that result in disproportionate outcomes and experiences. A holistic look at what equitable and culturally responsive schools look like and actionable steps for creating these spaces. Tangible exercises and examples from two decades of experience centering equity within school systems. Guidance for partnering with youth to create equitable, systemic change alongside school leadership.

This book shares the experiences of refugees settled in the Washington, DC, Maryland, and Virginia area (DMV) over the last ten years and their journeys back into education. What motivated their paths to access and success in education? What were their dreams and aspirations? What obstacles stood in their way and how did they overcome them? Who helped them along the way? What advice do they have for others experiencing displacement? Finally, what can institutions and policymakers do to integrate them more successfully? This book was conceived, researched, and written by the students and faculty of The George Washington University Refugee Educational Advancement Laboratory (REAL). Over a year of research, members of the REAL conducted in-depth interviews with students of refugee background and the family members who support them, spoke with practitioners at local, national, and international relief organizations who serve them, and consulted with experts of displacement and reintegration who study them. The findings offer a testament to the persistence of displaced individuals, who are determined to overcome steep odds and achieve their educational dreams. They also offer a clear set of guidelines for institutions, administrators, and policy makers who have it in their power to make a difference.

Practical ways and tools for school leaders to operationalize diversity, equity, and inclusion What Goes Unspoken is a must-have guide for any school or educational systems leader looking to comprehend and put into play an effective, equity-centered plan that champions students, teachers, and staff. Moving beyond the abundant resources that focus on DEI theories, author Krystal Hardy Allen shows leaders and administrators how to concretely center DEI within both practices and policies, as well as how to do the interpersonal work of becoming a self-aware and equity-focused leader. With these resources, you'll learn how to ensure that DEI is embedded in your strategic planning to create schools and education organizations that are transformative, inclusive, and equitable for both children and adults. Focusing on ten specific domains of school leadership and district operations—including school board governance, finance, community engagement, instruction, school culture, and more—this book shows you exactly how to shift from theory to action. Instead of investing thousands of dollars in trainings and initiatives that are often piecemeal, abstract, or at times ineffective, it's essential that that leaders learn practical steps to advance diversity, equity, and inclusion at the district, school, and classroom levels. Drawing on her own school leadership and international educational consultant experience, Allen teaches you to: Better understand your role as a leader within your school or district's DEI work and how the intrapersonal work you do influences your decisions Prioritize an equity-informed view, policies, and practices within different areas of teacher development, school operations and finance, parent engagement, student culture, school board governance, marketing and branding, and more Clarify the relationship between DEI and your schools'or district's mission, vision, values, and goals Build an effective strategic plan at the school or district level that provides both guidance and accountability to your school or district's DEI journey In the current cultural and sociopolitical climate, What Goes Unspoken is a must-read for leaders and administrators of public and private schools, as well as district personnel and educational leadership training programs.

Expert advice and effective strategies for community college leaders who endeavor to embed equity and social justice in institutional policies, practices, and structures

Essentials of Education Policy improves students'and educational leaders'understanding of the complex education policy system in the U.S.Through an applied pedagogical approach that connects analytical concepts from public policy and education research to professional practice, the book offers academic content and applications for elementary, secondary, and postsecondary education leaders. Grounded in pillars of policy studies – educational foundations, governance structures and policy subsystems, the policy process, and specific policy issues – the book provides educational leaders with the knowledge and skills necessary to solve fundamental inequities in American education and empowers them to become change agents.This engaging textbook will be essential reading for students and scholars in Education Policy, Leadership, and Educational Foundations, as well as for educational leaders.

Creating Equity and Access for Gifted Learners provides an overview of how and why to implement the ExCEL Problem-based Learning Instruction Model as a change initiative in classrooms, and the impact that this model has had on gifted programs.The product of evidence from two federally-funded Jacob K. Javits grants, The ExCEL Model is a systemic, design-based, continuous improvement curriculum and professional learning program that closes equity gaps for culturally, linguistically, and economically diverse students by increasing effective problem-based learning (PBL) instruction. This book will provide readers with the background, evidence, and tools necessary to implement the program model as a change initiative in their schools. Learn how to implement effective, research-grounded professional learning, demonstrate best practices, and navigate red tape and roadblocks.Full of immediately implementable strategies and lesson examples, this book is a must have resource for district leaders, instructional leaders, and teachers ready to make their dream of implementing an equitable and effective professional learning program a reality.

In a contemporary sense, the United States education system has become a cultural and political battleground. The US has witnessed a surge in racially motivated violence, restrictions on women's reproductive rights, and xenophobic policies. The most alarming development is the institutionalization of white supremacist ideologies that suppress the teaching of accurate histories of our racially stratified society. The US continues to grapple with social domination based on various sociocultural identities such as race, ethnicity, gender, class, sexual orientation, identity, ability, and other lived experiences.This book aims to equip educators with a framework for providing instructional leadership that ensures culturally responsive instruction. Changing what is taught, how it is taught, and who it is intended for is one of the most effective ways of contributing to a more progressive, equitable, and inclusive society. This requires instructional leaders to become equity leaders who mitigate harmful educational practices from prepackaged curricula and teacher evaluation systems. Through an intentionally diverse team of educators, schools can observe, measure, and support teachers to become culturally responsive instructors through formative feedback structures. It is through the practice of culturally responsive instructional supervision that schools can transform from systems of oppression into systems of opportunity.

Create space for equity conversations that empower Equity work is not a destination, but a journey. Equity work is nuanced and often difficult to discuss. In The Equity Expression, Hubbard creates space for equity conversations and empowers practitioners to be equity change agents. Built around the framework of six entry points—systems, mindsets, relationships, products, spaces, and processes—this guide serves as a tool for deliberate and productive planning for equitable change. Reaching into the deepest layers of self to identify personal beliefs, practitioners can use this book to tackle hard truths and challenge themselves to do better. This book provides a fresh take on dissecting equity with a lens to positively impact all students, including Concrete sequential steps to work towards solutions A set of tools to identify problems of practice and establish implementation plans through the six entry points for equity Reflection questions to help educators turn findings into actionable plans For those committed to helping students succeed, the steps outlined in this book provide meaningful solutions to embed equity into every learning culture.

Foster an environment of love and healing within schools In this groundbreaking book, educator, poet, and activist Dr. Crystal Belle challenges traditional educational practices and offers a new approach to teaching rooted in radical love and social justice. Combining research with personal experiences and interviews, Dr. Belle explores the roots and practical application of a social justice education framework grounded in Critical Race Theory (CRT), heart healing, educator beliefs, and a deep understanding of the structural inequities in education. Features of the book include: Personal narratives and portraiture that highlight the complex human aspects of education Sample social justice lesson planning templates and a social justice oriented curricular map Pedagogical activities that encourage critical thinking and more inclusive classrooms Radical love notes, objectives, reflection prompts, and discussion questions Critical discussion of special education, the school-to-prison pipeline, and the impact educators can have on their students through self-examination Teaching with radical love means looking beyond traditional metrics of a student′s success and utilizing their brilliance, cultural wealth, and intellectual potential to create transformative learning experiences, especially for minoritized children. This innovative approach to social justice education supports educators to teach with care, understanding, and intentional support for the diverse backgrounds, experiences, and identities of students.

A step-by-step guide to developing equitable literacy instruction by adapting curriculum to support diverse learners. In Teaching with Literacy Programs, Patricia A. Edwards, Kristen L. White, Laura J. Hopkins, and Ann M. Castle present a model that allows educators to address educational inequity through the critical and adaptive use of existing literacy curriculum materials. In this accessible work, they advise educators on ways to combine common classroom materials, such as basal readers and core reading programs, with instructional practices that provide high-quality, responsive instruction to all students. Edwards, White, Hopkins, and Castle credit literacy instruction as a core part of overall educational equity, and they recognize the crucial role that educators play in translating materials into instruction that benefits all learners. Here they offer teacher education in support of this essential role, deftly guiding educators through a four-part development process, CARE, an acronym for cultivating critical consciousness, analyzing materials, reconstructing curricula, and evaluating instruction reflectively to advance equity. Built upon culturally relevant, sustaining, and antiracist pedagogy, CARE enables teachers to provide literacy instruction that meets the range of needs and performance levels in classrooms, supporting students in attaining academic achievement, cultural competence, and critical consciousness. The approach outlined in this work, which can be put into immediate practice, helps educators to provide literacy instruction that builds on students'multiple literacies and reduces educational inequity.

Academe has made little progress in hiring and advancing faculty of color.Through the narratives of full professors of color, this book aims to make visible their journeys -- beset with lack of criteria transparency, marginalization, discouragement, and discrimination on the way to success -- to provide insights for junior and mid-level scholars as they negotiate their pathways to full professorship.This book offers readers a unique, micro-and macroscopic window into the lived experiences of individuals who represent a multitude of social, ethnic and cultural identities, disciplinary domains, academic and professional credentials, and socialization experiences. They share their doubts and fears as they began their applications, the contradictory advice they received, who they consulted for guidance, some of the indelible costs of the experience and, when they encountered it, how they dealt with initial rejection.In describing their persistence and success, the contributors reflect on the rewards of the position and the opportunities it offers to play influential decision-making roles and become agents of change, shifting institutional culture, values, and practices.Beyond filling a gap in the literature and research on, and promotion to, this position, this book uniquely addresses the experiences of women and men faculty of color, raising broad implications for how higher education recruits, evaluates, and rewards faculty work, as well as the broader context of racial and social institutional goals and outcomes.This book is intended for several audiences. First, for faculty of color who aspire to the rank of full professor. Second, for faculty in general, including allies who work tirelessly for social justice, to dismantle white supremacy, racism, sexism, and the range of discriminatory practices Third, for administrators in senior leadership positions to make them aware of the inequitable path to full professorship and the gross underrepresentation of faculty of color at that rank whose experiences and expertise are now more than ever needed as student demographics are changing.

The framework to help Hispanic-Serving Institutions transform into spaces of liberation that promote racial equity and social justice.Beyond having over a quarter of their undergraduate students be Hispanic, what makes Hispanic-Serving Institutions (HSIs) uniquely Latinx? And how can university leaders, faculty, and staff transform these institutions into spaces that promote racial equity, social justice, and collective liberation?In Transforming Hispanic-Serving Institutions for Equity and Justice, Gina Ann Garcia argues that in order to serve Latinx students and other students of color, these institutions must acknowledge how whiteness operates across the organization, from the ways that it is governed and how decisions are made to how education and knowledge are delivered. Diversity alone is insufficient for achieving a dynamic learning environment within higher education institutions. Garcia's framework for transforming HSIs into truly Latinx institutions is grounded in critical theories, yet it advances new ways of thinking about how to organize colleges and universities that are actively serving students of color, low-income students, and students from other minoritized backgrounds. This framework connects multiple important dimensions, including mission, identity, strategic purpose, membership, curriculum, student services, physical infrastructure, governance, leadership, external partnerships, and external influences. Drawing on over 25 years of HSI research, Garcia offers unique solutions for colleges and universities that want to better serve their students. With over 550 colleges and universities already eligible for the HSI designation, this book is a must-read for everyone in higher education.

Illuminating issues of diversity at the intersection of rural education and multilingual learners (ML) in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multilingual learners and their families. The six chapters in this book demonstrate that education for teachers, leaders and staff, professional development programs, and government-funded projects aimed to improve rural education need to begin with three interrelated, multifaceted principles. The first principle is the need to center place and rurality as essential factors that affect education for all educators, students, and families who live, work, and attend schools in rural communities. Second, educators must humanize multilingual students, their families, and their cultures in ways that go beyond merely acknowledging their presence – they must deeply see and understand the lives and (hi)stories of the multilingual students and families that they serve in their rural schools. Finally, the third principle involves identifying multilingual resources for ML students and their families. Given the persistent inequities in access to resources and opportunities that rural ML students and families face, this last principle requires careful planning, networking, and advocating in ways that can truly effectuate change. Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O'Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.

Many young children in the United States are thriving and have access to the conditions and resources they need to grow up healthy. However, a substantial number of young children face more challenging conditions such as: poverty; food insecurity; exposure to violence; and inadequate access to health care, well-funded quality schools, and mental health care. In many cases, the historical origins of unequal access to crucial supports for children's physical, emotional, and cognitive development are rooted in policies that intentionally segregated and limited various populations'access to resources and create opportunity gaps that intertwine and compound to affect academic, health, and economic outcomes over an individual's life course and across generations. Closing the Opportunity Gap for Young Children, identifies and describes the causes, costs, and effects of the opportunity gap in young children and explores how disparities in access to quality educational experiences, health care, and positive developmental experiences from birth through age eight intersect with key academic, health, and economic outcomes. The report identifies drivers of these gaps in three key domains—education, mental health, and physical health—and offers recommendations for policy makers for addressing these gaps so that all children in the United States have the opportunity to thrive. In addition, the report offers a detailed set of recommendations for policy makers, practitioners, community organizations, and philanthropic organizations to reduce opportunity gaps in education, health, and social-emotional development.