Research Studies on Educating for Diversity and Social Justice

Ashraf Esmail serves as the Proposal Review Lead and serves on the Publication Committee for the National Association for Multicultural Education. He is the senior editor for the Journal of Education and Social Justice and the International Journal of Leadership, Education, and Business Studies.Abul Pitre is professor of educational leadership at Fayetteville State University, where he teaches courses in multicultural education and leadership. He was appointed Edinboro University’s first named professor for his outstanding work in African-American education and held the distinguished title of the Carter G. Woodson Professor of Education.Darren E. Lund, is a Professor in the Werklund School of Education at the University of Calgary, Canada, where his research examines social justice activism in schools, communities, and professional education programs. Darren was a high school teacher for 16 years, and formed the award-winning Students and Teachers Opposing Prejudice (STOP) program.Prentice Baptiste, is a Regents and Distinguished Achievement Professor at New Mexico State University. He is President of the National Association for Multicultural Education (NAME). Baptiste has authored or edited seven books, as well as over 125 articles, papers, and chapters on multicultural and science education.Gwendolyn Duhon is an Assistant Professor at McNeese State University in Lake Charles, LA where she teaches courses in multicultural education and counseling. She has edited 10 books on various topics in education. She has presented her research in education both nationally and internationally for the past twenty years.

• IntroductionAbul Pitre and Ashraf EsmailChapter 1: Preparing Prospective Teachers for Teacher Leadership in a Pluralistic SocietyHuong Tran Nguyen, Ph.D.Chapter 2: In Our Family Educationiosur Culture: A Jamaican Mom’s Efforts to Connect Home and SchoolSumi Hagiwara and Danné E. DavisChapter 3: Racial Disproportionality in Special Education: Moving Away from Legal Compliance toward Culturally Responsive, Systemic, and Transformational LeadershipCatherine Kramarczuk Voulgarides, Patrick Jean-Pierre, Natalie ZwergerChapter 4: A Door to the Birdcage: How Being a Transformative Leader Disrupts the School-to-Prison PipelineSandra Lourdes Candel, Rosnidar Binte Arshad, and Tami K. TogoChapter 5: Passion and Process: A Model for Equity-Focused Professional Development and Institutionalized Anti-RacismRuchi Agarwal-Rangnath and Angela CunninghamChapter 6: Welcoming All Voices: Building Inclusive School-Based Parent GroupsPhillipa MyersChapter 7: Equity Pedagogy: Expanding Our Notions of Gender and SexualityTheresa M. Bouley, Ph.D.Chapter 8: A Dual Language Program Community Response to Deficit Orientation ChallengesLeslie GaunaChapter 9: Respectful and Responsive Family Engagement: Building Relationships through Shared Understanding with Families and SchoolsMiguel Fernández and Juana ReyesChapter 10: The Multicultural School Ecology: Inclusion Beyond the ClassroomKathy-Anne Jordan and Zoila MorellChapter 11: Flying below the Radar: Tapping into the Cultural Assets of High School Parents of ColorConstance P. Hargrave, Anita Rollins, and David RomeroChapter 12: Layers of Inequity: Testimonies of Black Students Unmasking a Majoritarian Narrative of Diversity within a Higher Education InstitutionCheryl Ingram and Dr. Rudolfo Chávez ChávezChapter 13: Marginalized while Recruited: Tensions of a Young Latina at the Crossroads of Personal and Professional IdentityJohn Lockhart and Nancy MeltzoffAbout the EditorsAbout the Contributors

In this ambitious work, the editors of Research Studies on Educating for Diversity and Social Justice have compiled thought provoking research studies that provide a foundation for developing transformative educational leaders for 21st century schools. This insightful volume begins with a potent critique of those masquerading under the banner of social justice. Throughout the book extraordinary research studies are used to highlight how theory and practice can be used to improve educational outcomes for diverse student populations.