Natasha N. Croom, Iowa State University, USATyson E.J. Marsh, University of New Mexico, USAJeffrey S. Brooks, Monash University, USADenise E. Armstrong, Brock University, USAIra Bogotch, Florida Atlantic University, USASandra Harris, Lamar University, USAWhitney Sherman, Virginia Commonwealth University, USAGeorge Theoharis, Syracuse University, USA.

• Introduction: Envisioning Critical Race Praxis in Higher Education through Counter-Storytelling; Natasha N. Croom and Tyson Marsh.Chapter 1. The Importance of Racial Literacy and Racial Dialogues in Emerging Race Scholar Identity Development for Graduate Students of Color; Blanca Vega, Dianne Delima, and Kendall Williams.Chapter 2. Tigre del Mar: A Boricua's Testimonio of Surviving a Doctoral Science Education; Lisette Torres.Chapter 3. Being in the Black-White Binary: Admission Letter to an Asian American Graduate Student; Joyce Lui.Chapter 4. Leadership, Accountability, and Diversity in Higher Education: A Critical Race Counter-Story; Eugene Fujimoto and Noemy Medina.Chapter 5. La Comunidad es la Fuerza: Community Cultural Wealth of Latina/o Leaders in Community Colleges; Ignacio Hernández, Jr.Chapter 6. Voices from the Margins: Illuminating Experiences of African American Women Senior Administrators in Higher Education; Brenda Marina, Sabrina Ross, and Kimberly Robinson.Chapter 7. Critical Race Media Literacy and Critical Incidents of Retreating to Teachable Moments; Vonzell Agosto, Zorka Karanxha, and Deirdre Cobb-Roberts.Chapter 8. First-Generation Pre-Tenure Faculty of Color: Navigating the Language of Academia; Anjalé Welton, Montrischa Williams, Herb Caldwell, and Melissa Martinez.Chapter 9. Liberatory Graduate Education: (Re)Building the Ivory Tower through Critical Race Pedagogy; Jessica Harris.

Natasha N. Croom, Iowa State University, USATyson E.J. Marsh, University of New Mexico, USAJeffrey S. Brooks, Monash University, USADenise E. Armstrong, Brock University, USAIra Bogotch, Florida Atlantic University, USASandra Harris, Lamar University, USAWhitney Sherman, Virginia Commonwealth University, USAGeorge Theoharis, Syracuse University, USA.

• Introduction: Envisioning Critical Race Praxis in Higher Education through Counter-Storytelling; Natasha N. Croom and Tyson Marsh.Chapter 1. The Importance of Racial Literacy and Racial Dialogues in Emerging Race Scholar Identity Development for Graduate Students of Color; Blanca Vega, Dianne Delima, and Kendall Williams.Chapter 2. Tigre del Mar: A Boricua's Testimonio of Surviving a Doctoral Science Education; Lisette Torres.Chapter 3. Being in the Black-White Binary: Admission Letter to an Asian American Graduate Student; Joyce Lui.Chapter 4. Leadership, Accountability, and Diversity in Higher Education: A Critical Race Counter-Story; Eugene Fujimoto and Noemy Medina.Chapter 5. La Comunidad es la Fuerza: Community Cultural Wealth of Latina/o Leaders in Community Colleges; Ignacio Hernández, Jr.Chapter 6. Voices from the Margins: Illuminating Experiences of African American Women Senior Administrators in Higher Education; Brenda Marina, Sabrina Ross, and Kimberly Robinson.Chapter 7. Critical Race Media Literacy and Critical Incidents of Retreating to Teachable Moments; Vonzell Agosto, Zorka Karanxha, and Deirdre Cobb-Roberts.Chapter 8. First-Generation Pre-Tenure Faculty of Color: Navigating the Language of Academia; Anjalé Welton, Montrischa Williams, Herb Caldwell, and Melissa Martinez.Chapter 9. Liberatory Graduate Education: (Re)Building the Ivory Tower through Critical Race Pedagogy; Jessica Harris.

Natasha N. Croom, Iowa State University, USATyson E.J. Marsh, University of New Mexico, USAJeffrey S. Brooks, Monash University, USADenise E. Armstrong, Brock University, USAIra Bogotch, Florida Atlantic University, USASandra Harris, Lamar University, USAWhitney Sherman, Virginia Commonwealth University, USAGeorge Theoharis, Syracuse University, USA.

• Introduction: Envisioning Critical Race Praxis in Higher Education through Counter-Storytelling; Natasha N. Croom and Tyson Marsh.Chapter 1. The Importance of Racial Literacy and Racial Dialogues in Emerging Race Scholar Identity Development for Graduate Students of Color; Blanca Vega, Dianne Delima, and Kendall Williams.Chapter 2. Tigre del Mar: A Boricua's Testimonio of Surviving a Doctoral Science Education; Lisette Torres.Chapter 3. Being in the Black-White Binary: Admission Letter to an Asian American Graduate Student; Joyce Lui.Chapter 4. Leadership, Accountability, and Diversity in Higher Education: A Critical Race Counter-Story; Eugene Fujimoto and Noemy Medina.Chapter 5. La Comunidad es la Fuerza: Community Cultural Wealth of Latina/o Leaders in Community Colleges; Ignacio Hernández, Jr.Chapter 6. Voices from the Margins: Illuminating Experiences of African American Women Senior Administrators in Higher Education; Brenda Marina, Sabrina Ross, and Kimberly Robinson.Chapter 7. Critical Race Media Literacy and Critical Incidents of Retreating to Teachable Moments; Vonzell Agosto, Zorka Karanxha, and Deirdre Cobb-Roberts.Chapter 8. First-Generation Pre-Tenure Faculty of Color: Navigating the Language of Academia; Anjalé Welton, Montrischa Williams, Herb Caldwell, and Melissa Martinez.Chapter 9. Liberatory Graduate Education: (Re)Building the Ivory Tower through Critical Race Pedagogy; Jessica Harris.