Alicia Herrera is Assistant Professor of Child and Adolescent Development in the College of Education at California State University, Sacramento, USA. Her research examines ethnic‑racial identity development within educational contexts, focusing on how educators understand their mediating roles in these Bringing Antiracism into Focus: Using Transformative Lenses to Reframe Professional Practice processes. As a qualitative researcher and teacher educator, she explores positionality, racial literacy, and the development of critical consciousness in professional settings. Her work supports antiracist developmental theory in practice.Kevin Ferreira van Leer is Assistant Professor of Human Development and Family Sciences at the University of Connecticut. As an action researcher, he examines the sociocultural and policy contexts that promote positive development and liberation for Latine immigrants and their families. He largely utilizes community‑engaged research, collaborating directly with immigrant communities to develop research projects around their concerns, build their capacity to conduct research themselves, and share findings for positive change.Samantha Blackburn is Director of the Community Engagement Center at California State University, Sacramento. She received her PhD in Nursing Science and Health‑Care Leadership from the University of California, Davis Betty Irene Moore School of Nursing. Her current research interests are school health program administration, interdisciplinary education, and experiential learning.

• Foreword Introduction○ Welcome ○ Who Should Read This Book? ○ How to Navigate This Book ○ Key Features of Chapters ○ Let’s BeginChapter 1: Foundations: Antiracist Developmental Frameworks and Models○ Introduction○ Key Definitions and Frameworks○ Becoming an Antiracist Professional○ Chapter Summaries○ Critical Questions○ ReferencesChapter 2: Examining and Resisting Racism Through Psychology○ Introduction○ Theories to Examine and Resist Racism in Psychology○ Critical Issues and Practices○ Developing an Antiracist Professional Identity within Psychology○ Reflect and Practice Activities○ Chapter Summaries○ Recommended Resources○ ReferencesChapter 3: Antiracist Developmental Teaching in PK-12 Education○ Introduction○ Foundations of Teacher Identity○ Extending Vygotsky’s Zone of Proximal Development○ The White Zones of Proximal Development○ Establishing a Critical Reflective Practice○ Applying Antiracist Developmental Frameworks in PK-12 Contexts○ Practical Example: A Tale of Two Classrooms○ Reflect and Practice Activities○ Chapter Summary○ Recommended Resources○ ReferencesChapter 4: An Antiracist Developmental View of Higher Education○ Introduction○ An Ecological Model for Higher Education○ From Bronfenbrenner to the MMDLE: Bridging Understanding○ Affirming and Sustaining Student Identity in Higher Education○ Intersectionality and Critical Consciousness in Student Development○ Antiracism and Development○ Centering Relationships and Emotional Support○ Engaging in Advocacy○ Developmentally-Informed Mentorship and Support Systems○ Critical Issues and Considerations○ Antiracist Professional Identity Development○ Reflect and Practice Activities○ Chapter Summary○ Recommended Resources○ ReferencesChapter 5: Antiracist Approaches for Allied Health Professionals○ Introduction○ Applying Key Concepts and Theoretical Frameworks to Health○ Critical Issues and Practices○ Strategies for Addressing Racism○ Developing an Antiracist Health Professional Identity○ Reflect and Practice Activities○ Chapter Summary○ Recommended Resources○ ReferencesIndex

Alicia Herrera is Assistant Professor of Child and Adolescent Development in the College of Education at California State University, Sacramento, USA. Her research examines ethnic‑racial identity development within educational contexts, focusing on how educators understand their mediating roles in these Bringing Antiracism into Focus: Using Transformative Lenses to Reframe Professional Practice processes. As a qualitative researcher and teacher educator, she explores positionality, racial literacy, and the development of critical consciousness in professional settings. Her work supports antiracist developmental theory in practice.Kevin Ferreira van Leer is Assistant Professor of Human Development and Family Sciences at the University of Connecticut. As an action researcher, he examines the sociocultural and policy contexts that promote positive development and liberation for Latine immigrants and their families. He largely utilizes community‑engaged research, collaborating directly with immigrant communities to develop research projects around their concerns, build their capacity to conduct research themselves, and share findings for positive change.Samantha Blackburn is Director of the Community Engagement Center at California State University, Sacramento. She received her PhD in Nursing Science and Health‑Care Leadership from the University of California, Davis Betty Irene Moore School of Nursing. Her current research interests are school health program administration, interdisciplinary education, and experiential learning.

• Foreword Introduction○ Welcome ○ Who Should Read This Book? ○ How to Navigate This Book ○ Key Features of Chapters ○ Let’s BeginChapter 1: Foundations: Antiracist Developmental Frameworks and Models○ Introduction○ Key Definitions and Frameworks○ Becoming an Antiracist Professional○ Chapter Summaries○ Critical Questions○ ReferencesChapter 2: Examining and Resisting Racism Through Psychology○ Introduction○ Theories to Examine and Resist Racism in Psychology○ Critical Issues and Practices○ Developing an Antiracist Professional Identity within Psychology○ Reflect and Practice Activities○ Chapter Summaries○ Recommended Resources○ ReferencesChapter 3: Antiracist Developmental Teaching in PK-12 Education○ Introduction○ Foundations of Teacher Identity○ Extending Vygotsky’s Zone of Proximal Development○ The White Zones of Proximal Development○ Establishing a Critical Reflective Practice○ Applying Antiracist Developmental Frameworks in PK-12 Contexts○ Practical Example: A Tale of Two Classrooms○ Reflect and Practice Activities○ Chapter Summary○ Recommended Resources○ ReferencesChapter 4: An Antiracist Developmental View of Higher Education○ Introduction○ An Ecological Model for Higher Education○ From Bronfenbrenner to the MMDLE: Bridging Understanding○ Affirming and Sustaining Student Identity in Higher Education○ Intersectionality and Critical Consciousness in Student Development○ Antiracism and Development○ Centering Relationships and Emotional Support○ Engaging in Advocacy○ Developmentally-Informed Mentorship and Support Systems○ Critical Issues and Considerations○ Antiracist Professional Identity Development○ Reflect and Practice Activities○ Chapter Summary○ Recommended Resources○ ReferencesChapter 5: Antiracist Approaches for Allied Health Professionals○ Introduction○ Applying Key Concepts and Theoretical Frameworks to Health○ Critical Issues and Practices○ Strategies for Addressing Racism○ Developing an Antiracist Health Professional Identity○ Reflect and Practice Activities○ Chapter Summary○ Recommended Resources○ ReferencesIndex

Alicia Herrera is Assistant Professor of Child and Adolescent Development in the College of Education at California State University, Sacramento, USA. Her research examines ethnic‑racial identity development within educational contexts, focusing on how educators understand their mediating roles in these Bringing Antiracism into Focus: Using Transformative Lenses to Reframe Professional Practice processes. As a qualitative researcher and teacher educator, she explores positionality, racial literacy, and the development of critical consciousness in professional settings. Her work supports antiracist developmental theory in practice.Kevin Ferreira van Leer is Assistant Professor of Human Development and Family Sciences at the University of Connecticut. As an action researcher, he examines the sociocultural and policy contexts that promote positive development and liberation for Latine immigrants and their families. He largely utilizes community‑engaged research, collaborating directly with immigrant communities to develop research projects around their concerns, build their capacity to conduct research themselves, and share findings for positive change.Samantha Blackburn is Director of the Community Engagement Center at California State University, Sacramento. She received her PhD in Nursing Science and Health‑Care Leadership from the University of California, Davis Betty Irene Moore School of Nursing. Her current research interests are school health program administration, interdisciplinary education, and experiential learning.

• Foreword Introduction○ Welcome ○ Who Should Read This Book? ○ How to Navigate This Book ○ Key Features of Chapters ○ Let’s BeginChapter 1: Foundations: Antiracist Developmental Frameworks and Models○ Introduction○ Key Definitions and Frameworks○ Becoming an Antiracist Professional○ Chapter Summaries○ Critical Questions○ ReferencesChapter 2: Examining and Resisting Racism Through Psychology○ Introduction○ Theories to Examine and Resist Racism in Psychology○ Critical Issues and Practices○ Developing an Antiracist Professional Identity within Psychology○ Reflect and Practice Activities○ Chapter Summaries○ Recommended Resources○ ReferencesChapter 3: Antiracist Developmental Teaching in PK-12 Education○ Introduction○ Foundations of Teacher Identity○ Extending Vygotsky’s Zone of Proximal Development○ The White Zones of Proximal Development○ Establishing a Critical Reflective Practice○ Applying Antiracist Developmental Frameworks in PK-12 Contexts○ Practical Example: A Tale of Two Classrooms○ Reflect and Practice Activities○ Chapter Summary○ Recommended Resources○ ReferencesChapter 4: An Antiracist Developmental View of Higher Education○ Introduction○ An Ecological Model for Higher Education○ From Bronfenbrenner to the MMDLE: Bridging Understanding○ Affirming and Sustaining Student Identity in Higher Education○ Intersectionality and Critical Consciousness in Student Development○ Antiracism and Development○ Centering Relationships and Emotional Support○ Engaging in Advocacy○ Developmentally-Informed Mentorship and Support Systems○ Critical Issues and Considerations○ Antiracist Professional Identity Development○ Reflect and Practice Activities○ Chapter Summary○ Recommended Resources○ ReferencesChapter 5: Antiracist Approaches for Allied Health Professionals○ Introduction○ Applying Key Concepts and Theoretical Frameworks to Health○ Critical Issues and Practices○ Strategies for Addressing Racism○ Developing an Antiracist Health Professional Identity○ Reflect and Practice Activities○ Chapter Summary○ Recommended Resources○ ReferencesIndex