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Examines how white women teacher dispositions intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of colour.

The primary aim of this text is to provide educators with specific strategies for engaging in equity and inclusion work on college campuses. We include the perspectives of faculty and staff with a range of experiences and expertise to address current topics evolving at various levels and functional areas in the academy. Rather than replicate findings and recommendations established in extant literature, we provide faculty, staff, and graduate students with the insight and tools they will require to transform established recommendations into actionable solutions and promising practices. This book offers theoretical and practical approaches to evolving diversity, equity, and inclusion concerns in higher education. The core themes of this volume center on diversity, equity, inclusion, and belonging in higher education. While some educators use these terms interchangeably, we define diversity as a concept that envelopes several modes of social identity, including race, ethnicity, gender, ability, sexual orientation, faith/non-faith affiliation, size, veteran's status, etc. The practice of fortifying representation amongst minoritized populations without making considerations for structure and support has been the primary model for diversifying the academy for the past 40 years. Within the context of higher education and diversity, our conversation shifts beyond ensuring marginalized communities are represented. Within each chapter, the contributing authors address a wide range of diversity, equity, inclusion, and belonging topics that are unique to their positionality as educators in the postsecondary sector. As editors, we intentionally identify authors with diverse professional backgrounds who offer a range in their approaches to addressing emergent trends in their respective areas in higher education. In addition to submitting manuscripts that engage critical examinations of diversity, equity, and inclusion in the postsecondary sector, authors were encouraged to design supplemental material for their chapters, such as training modules, study guides, case studies, guides for utilizing critical research approaches and design, and interactive activities that can be replicated in various settings on campus (e.g., the classroom, residence halls, student organization trainings, etc.).

Examines how white women teacher dispositions intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of colour.

Discusses issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences. The chapters were written by 24 authors including a school superintendent, university administrator and professors, classroom teacher, mother and a 10th grade African American student.

Discusses issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences. The chapters were written by 24 authors including a school superintendent, university administrator and professors, classroom teacher, mother and a 10th grade African American student.

Explores hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students' in preK-12 and post-secondary landscapes.

This book attempts to accomplish two goals: highlight the plight of black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends; and to encourage school counsellors to give more thought to black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular.

This book attempts to accomplish two goals: highlight the plight of black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends; and to encourage school counsellors to give more thought to black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular.

The purpose of this volume is to stimulate thought and discussion among diverse audiences who are concerned about the performance of black students in US schools, and to provide evidence-based strategies to expand the pool of black teachers. The book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

The purpose of this volume is to stimulate thought and discussion among diverse audiences who are concerned about the performance of black students in US schools, and to provide evidence-based strategies to expand the pool of black teachers. The book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

Shares perspectives of diverse women doctoral students and how their cultural identities assist them with navigating the academic landscape. The book also provides insight for current female doctoral students about strategic positioning as a student within the doctoral program and personal necessary transformation in academia.

Explores many topics related to the community college role in K-12 teacher education, including the community college mission, the policy landscape, partnerships, the transfer function, the community college baccalaureate, and others. Throughout, the authors explore implications of access, equity, and geography and conclude with recommendations.

Explores many topics related to the community college role in K-12 teacher education, including the community college mission, the policy landscape, partnerships, the transfer function, the community college baccalaureate, and others. Throughout, the authors explore implications of access, equity, and geography and conclude with recommendations.

Highlights how student affairs has grown as a field of practice in response to the growth of student diversity on college campuses, and honours the remarkable career of Melvin C. Terrell. Researchers, practitioners, and key decision makers will equally be empowered to employ the lessons and approaches informed by the evolution of student affairs over the past 30 years.

Established in 2006, the American Association of Blacks in Higher Education (AABHE), formerly constituted as the Black Caucus (American Association of Higher Education), has been the consistent voice of Black issues in academe. This book explores important issues across multiple fields-fields represented by the scholars/members of AABHE.

Established in 2006, the American Association of Blacks in Higher Education (AABHE), formerly constituted as the Black Caucus (American Association of Higher Education), has been the consistent voice of Black issues in academe. This book explores important issues across multiple fields-fields represented by the scholars/members of AABHE.

Explores hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students' in preK-12 and post-secondary landscapes.