This book offers a range of perspectives from culturally, racially, linguistically, ability, and gender-diverse contributors who demonstrate that effective leadership springs from those who engage, link theory to practice, and promote access, equity, and educational improvement for underserved students.
Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm.
This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States.
This publication is drawn from the work of the James Irvine Foundation Campus
Diversity Initiative (CDI), established to assist twenty-eight independent colleges and universities in California with
strategically improving campus diversity.
This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning; and offers an empirically-based framework and model, together with practical strategies, to assist faculty in transforming college teaching for all their students through an understanding of and teaching to their strengths.
This book presents thoughtful reflections and in-depth, critical analyses of the new challenges and opportunities instructors face in teaching race during what has been called the "post-racial era".
This book offers a range of perspectives from culturally, racially, linguistically, ability, and gender-diverse contributors who demonstrate that effective leadership springs from those who engage, link theory to practice, and promote access, equity, and educational improvement for underserved students.
This is the first book to address the role of the department chair in diversity by providing a research-based, systematic approach to diversity leadership in the academic department based upon survey findings and in-person interviews.
Provides perspectives on the dynamics of power and privilege in education. This book offers recommendations and policy considerations that are aimed at increasing social justice in education and improving student performance and student outcomes.