Teachers of Color and Indigenous Teachers are underrepresented in public schools across America, yet research over decades has indicated their positive impact on students. A first-of-its-kind research handbook, addresses key issues and obstacles to ethnoracial diversity in the teaching ranks such as recruitment and retention, professional development, and the role of minority-serving institutions. The AERA (American Educational Research Association) Handbook of Research on Teachers of Color and Indigenous Teachers — co-edited by University of Houston Associate Professor Conra Gist and University of California, Berkeley Assistant Professor Travis Bristol — is designed to be an important resource for scholars, practitioners, and policymakers and a launching pad for discussion and change.
Teachers of Color and Indigenous Teachers are underrepresented in public schools across America, yet research over decades has indicated their positive impact on students. A first-of-its-kind research handbook, addresses key issues and obstacles to ethnoracial diversity in the teaching ranks such as recruitment and retention, professional development, and the role of minority-serving institutions. The AERA (American Educational Research Association) Handbook of Research on Teachers of Color and Indigenous Teachers — co-edited by University of Houston Associate Professor Conra Gist and University of California, Berkeley Assistant Professor Travis Bristol — is designed to be an important resource for scholars, practitioners, and policymakers and a launching pad for discussion and change.
Overview of Handbook Chapters
Opening Chapters
Charting the Landscape of Research on Teachers of Color and Indigenous Teachers in the United States by Conra Gist and Travis J. Bristol
Conra D. Gist
Email: cdgist@central.uh.edu
Affiliation: University of Houston
University of Houston
Dr. Conra D. Gist is an associate professor of teaching and teacher education in the College of Education at the University of Houston. Her research focuses on understanding the various types of programs, policies and practices that support the development and advancement of Teachers of Color and Indigenous Teachers in education systems.
Dr. Travis J. Bristol
Email: tjbristol@berkeley.edu
Affiliation: University of California, Berkeley’s School of Education
Travis J. Bristol is an associate professor of teacher education and education policy at the University of California, Berkeley’s School of Education. Before joining Berkeley’s faculty, he was a Peter Paul Assistant Professor at Boston University. Dr. Bristol’s research is situated at the intersection of educational policy and teacher education. Using qualitative methods, he explores three related research strands: (1) the role of educational policies in shaping teacher workplace experiences and retention; (2) district and school-based professional learning communities; (3) the role of race and gender in educational settings. Dr. Bristol’s research has appeared in peer-reviewed journals including Urban Education, the American Educational Research Journal, the Journal of Teacher Education, Teachers College Record, and Harvard Educational Review. He is currently co-editing (with Conra Gist) The Handbook of Research on Teachers of Color and Indigenous Teachers, which will be published by the American Educational Research Association (AERA).
The National Academy of Education/Spencer Foundation, Ford Foundation, and AERA awarded Dr. Bristol dissertation fellowships in 2013. In 2016, he received the inaugural teacher diversity research award from the American Association of Colleges for Teacher Education. In 2019, Dr. Bristol received a Ford Foundation Postdoctoral Fellowship and an emerging scholar award from the Comparative and International Education Society, African Diaspora SIG. In 2020, he received a National Academy of Education/Spencer Postdoctoral Fellowship. In 2021, Dr. Bristol received the Early Career Award from AERA (Division-K). More recently, in 2022 he received an AERA Outstanding Reviewer (Educational Researcher) Award.
Dr. Bristol is on the editorial boards of Urban Education and the American Educational Research Journal. He is also the chair of the National Board for Professional Teaching Standards Board of Directors and chairs the California Department of Education Teacher Diversity Advisory Group. Dr. Bristol is on the Board of Directors of Teach Plus; the National Center for Teacher Residencies; and the Albert Shanker Institute.
He is a former student and teacher in New York City public schools and teacher educator with the Boston Teacher Residency program. Dr. Bristol received his A.B. from Amherst College; an M.A. from Stanford University; and a Ph.D. from Teachers College, Columbia University.
https://vcresearch.berkeley.edu/faculty/travis-j-bristol
Executive Summary: A Research Agenda for Strengthening Educator Ethnoracial Diversity in the United States
by Conra Gist
History of Teachers of Color and Indigenous Teachers
by Elizabeth Todd Breland
Dr. Elizabeth Todd-Breland
Email: etoddbre@uic.edu
Affiliation: University of Illinois at Chicago
https://hist.uic.edu/profiles/todd-breland-elizabeth/
The Struggles and Triumphs of Indigenous Teacher Education in Canada and the United States
by Jo-ann Archibald querimony Q’um Xiiem and Jeremy Garcia Tuukwa
Dr. Jo-ann Archibald Q’um Q’um Xiiem
Affiliation: University of British Colombia
https://educ.ubc.ca/person/jo-ann-archibald/
Dr. Jeremy Garcia
Email: garciaj3@arizona.edu
Affiliation: University of Arizona
https://coe.arizona.edu/person/jeremy-garcia
Ethnoracially Diverse Teachers in Europe: A Research Brief
by Travis J. Bristol and Makaela E. Jones
Makaela E. Jones
Affiliation: University of California at Berkeley
Recruitment
What We Know and Need to Know
by Margarita Bianco and Ramon Goings
Dr. Margarita Bianco
Email: margarita.bianco@ucdenver.edu
Affiliation: University of Colorado Denver
Dr. Margarita Bianco is an associate professor in the School of Education and Human Development at the University of Colorado Denver and Founder of Pathways2Teaching. Her research interests include strategies to recruit and retain teachers of color and developing Grow Your Own (GYO) teacher programs for high school students of color in urban and rural communities. Dr. Bianco’s work has been widely published in leading educational journals and books. She is also the recipient of multiple awards including the CU Denver’s Rosa Parks Diversity Award, University of Colorado President’s Diversity Award, CU’s 2012 Teaching Excellence Award, and was named the University’s Timmerhaus Teaching Ambassador (2017-2019). Professor Bianco was also recognized by Diverse: Issues in Higher Education as one of the nation’s top 35 women in higher education and most recently she was the recipient of the 2020 DTW / AACTE Research on Teacher Diversity Award.
Dr. Ramon Goings
Email: rgoings@umbc.edu
Affiliation: University of Maryland, Baltimore County
A native of Stamford, Connecticut Dr. Ramon Goings is an Associate Professor in the Language, Literacy, and Culture interdisciplinary doctoral program at the University of Maryland, Baltimore County and founder of Done Dissertation® a dissertation consulting organization that helps doctoral students, doctoral programs, and graduate student organizations break down the dissertation process into manageable pieces so that doctoral students can finish their dissertations in one year (or less). Author of over 60 scholarly publications, Dr. Goings is an expert on gifted/high-achieving Black male student success in PK-20 settings and diversifying the teacher and school leader workforce. In addition to his scholarship, Dr. Goings has expertise in cultivating the academic writing of doctoral students and early career researchers. For more information about Dr. Goings’ research, you can visit www.ramongoings.com and for more information about Done Dissertation® you can visit www.thedonedissertation.com www.ramongoings.com
A Teacher Action Research Study on Critical Hope in a Teacher Pipeline Program for Minoritized Youth
by Van T. Lac
Dr. Van T. Lac
Email: van.lac@utsa.edu
Affiliation: University of Texas-San Antonio
https://education.utsa.edu/departments/educational-leadership-and-policy-studies/faculty.html
Critical Pedagogy in a GYO Program: Identity, Sociopolitical Development, and Transformational Resistance in Latinx Students’ Aspirations to Teach
by Brian A. Lightfoot and Terrenda C. White
Brian A. Lightfoot
Email: brian.lightfoot@colorado.edu
Affiliation: University of Colorado Boulder
https://www.linkedin.com/in/brian-a-lightfoot-8b876153/
Dr. Terrenda C. White
Email: Terrenda.White@colorado.edu
Affiliation: University of Colorado
https://www.colorado.edu/education/terrenda-c-white
“A Place Where People Care” Revisited: A Retrospective and Vision on Recruiting and Retaining Teachers of Color
by Jennifer J. Robinson and Carolina E. Gonzalez
Dr. Jennifer Robinson
Email: robinsonj@montclair.edu
Affiliation: Montclair State University
https://www.montclair.edu/newscenter/experts/jennifer-robinson/
Carolina E. Gonzalez
Email: gonzalezca@montclair.edu
Affiliation: Montclair State University
https://www.montclair.edu/profilepages/view_profile.php?username=gonzalezca
Transnational Feminist Understandings of the Neoliberal Recruitment of International Women Teachers of Color
by Kimberly Williams Brown, Makini Beck, and Christine Nganga
Dr. Kimberly Williams Brown
Email: kwilliamsbrown@vassar.edu
Affiliation: Vassar College
www.intergroupdialoguecollective.org
www.kimberlywilliamsbrown.com
Dr. Makini Beck
Email: Mzbind@rit.edu
Affiliation: Rochester Institute of Technology
https://www.rit.edu/directory/mzbind-makini-beck
Dr. Christine Nganga
Email: ngangac@gwu.edu
Affiliation: The George Washington University
https://gsehd.gwu.edu/directory/nganga-christine
STEM Siren Songs: A Conceptual Framework of the Differential Racialization of Preservice STEM Teachers of Color and Indigenous Teachers
by Vincent Basile and Ricki Ginsberg
Dr. Vincent Basile
Email: vincent.basile@colostate.edu
Affiliation: Colorado State University
https://www.chhs.colostate.edu/bio-page/vincent-basile-2255/
Dr. Ricki Ginsberg
Email: ricki.ginsberg@colostate.edu
Affiliation: Colorado State University
https://english.colostate.edu/faculty-staff/ricki/
Recruiting Teachers of Color in STEM for High-Need Schools: Lessons Learned From the Robert Noyce Teacher Scholarship Program
by Jamaal Young, Alana Tholen, Nickolaus A. Ortiz, Willie C. Harmon Jr., and Marlon C. James
Dr. Jamaal, Young
Email: Jamaal.young@tamu.edu
Affiliation: Texas A&M University
https://tlac.tamu.edu/?team=jamaal-young
Dr. Alana Tholen
Affiliation: University of Iowa
https://www.linkedin.com/in/alanarisatti
Dr. Nickolaus A. Ortiz
Email: nortiz1@gsu.edu
Affiliation: Georgia State University
https://education.gsu.edu/profile/nickolaus-ortiz/
Dr. Willie C. Harmon Jr
Email: wcharmonjr@tamu.edu
Affiliation: Texas A&M University
https://tamu.academia.edu/WillieHarmonJr
Dr. Marlon C. James
Email: mjames1@tamu.edu
Affiliation: Texas A&M University
https://scholars.library.tamu.edu/vivo/display/n78dccb4e/Persons/View%20All
Program design
Section Introduction: Programmatic Views in Educating Teachers of Color and Indigenous Teachers
by Thomas Philip and Felicia Moore Mensah
Dr. Thomas Philip
Email: tmp@berkeley.edu
Affiliation: University of California at Berkeley
https://bse.berkeley.edu/thomas-m-philip
Dr. Felicia Mensah
Email: fm2140@tc.columbia.edu
Affiliation: Teachers College, Columbia University
Felicia Moore Mensah, PhD (@docmensah | she, her) is the Department Chair of Mathematics, Science, and Technology; Professor of Science Education; and Program Director of the science education program at Teachers College, Columbia University (New York City). Her work addresses issues of diversity, equity, and identity in science teacher education. Her most recent research utilizes critical race theory, racial literacy, and intersectionality to transform teacher education research and practice. Her focus on preparing future teacher educators and teacher educators of color for racial literacy combines years of teaching, mentoring, and outreach in PreK12 schools and postsecondary education. Dr. Mensah was the recipient of the 2017 Outstanding Science Teacher Educator of the Year (ASTE); the 2012 Early Career Award, Division K Teaching and Teacher Education (AERA); and an Equity and Ethics Scholar in 2005 (NARST). She is the author of “Like Words Falling onto the Page: Demystifying the Academic Writing and Publishing Process.”
The Experiences and Preparation of Teacher Candidates of Color: A Literature Review by Laura C. Chavez-Moreno, Ana Maria Villegas, and Marilyn Cochran-Smith
Professor Laura C. Chávez-Moreno
Email: ChavezMoreno@ucla.edu
Affiliation: University of California Los Angeles
https://scholar.google.com/citations?user=GOX78z4AAAAJ&hl=e
Dr. Ana Maria Villegas
Email: villegasa@mail.montclair.edu
Affiliation: Montclair State University
https://www.montclair.edu/profilepages/media/439/user/A.M._Villegas_CV–12-14-12.pdf
Professor Marilyn Cochran-Smith
Email: cochrans@bc.edu
Affiliation: Lynch School of Education and Human Development
marilyncochransmith.com
Educating Future Teacher Educators of Color to Talk About Race in Teacher Education by Felicia Moore Mensah
Students of Color as Architects of Future Designs for Teacher Education and Research
by Marcelle Haddix and Kimberly Williams Brown
Dr. Marcelle Haddix
Email: mhaddix@syr.edu
Affiliation: Syracuse University
https://soe.syr.edu/about/directory/marcelle-haddix/
Ethnic Studies in Teacher Education: A Transformative Programmatic Approach to Centering the Experiences of Teacher Candidates of Color
by Darlene Lee and Josephine H. Pham
Darlene Lee
Email: dalee@gseis.ucla.edu
Affiliation: University of California, Los Angeles
https://seis.ucla.edu/faculty-and-research/faculty-directory/darlene-lee
Dr. Josephine H. Pham
Email: jpham44@ucsc.edu
Affiliation: University of California, Santa Cruz
https://education.ucsc.edu/people/faculty.php?uid=jpham44
Professional Development
Section Introduction: Professional Development for and by Teachers of Color and Indigenous Teachers
by Rita Kohli
Dr. Rita Kohli
Email: rita.kohli@ucr.edu
Affiliation: University of California, Riverside
https://profiles.ucr.edu/app/home/profile/ritakoh
A Critical Race Inquiry Approach to the Professional Development of Elementary School Teachers of Color
by Wanda Watson and Natalee Kēhaulani Bauer
Dr. Wanda Watson
Email: wanda.watson@sjsu.edu
Affiliation: San Jose State University
https://www.linkedin.com/in/wanda-watson-ed-d-43a9788
Dr. Natalee Kehaulani Bauer
Email: N.bauer@northeastern.edu
Affiliation: Mills College
www.nataleekehaulanibauer.com
How Black Teachers Use Professional Development to Resist Oppression and Move Toward Liberation by Belinda Bellinger and Micia Mosely
Dr. Belinda Bellinger
Email: belindabellinger@gmail.com
Affiliation: Black Teacher Project | Bay Area Parent Leadership Action Network
linkedin.com/in/belinda-bellinger-0931b311b
Dr. Micia Mosely
Affiliation: National Equity Project
https://www.nationalequityproject.org/team/micia-mosely
Beyond the Technical: Critical Professional Development Supporting the Holistic Needs of Teachers of Color
by Rita Kohli, Rebeca Burciaga, and Marcos Pizarro
Dr. Rebeca Burciaga
Email: rebeca.burciaga@sjsu.edu
Affiliation: San José State University
https://www.sjsu.edu/education/faculty/rebeca-burciaga.php
Dr. Marcos Pizarro
Email: marcos.pizarro@sjsu.edu
Affiliation: San Jose State University
https://www.sjsu.edu/people/marcos.pizarro/
Centering Indigenous Land Education in Teacher Professional Development
by Anna Lees, Cynthia Wilson, Renee Swan-Waite, and Dolores Calderon
Dr. Anna Lees
Email: anna.lees@wwu.edu
Affiliation: Western Washington University
https://wce.wwu.edu/user/leesa
Dr. Cynthia Wilson
Email: clwilson@fau.edu
Affiliation: Florida Atlantic University
https://www.fau.edu/education/academicdepartments/ese/foci/wilson/
Renee Swan-Waite
Affiliation: Lummi Indian Business Council
https://www.linkedin.com/in/renee-swan-waite
Dr. Dolores Calderon
Email: dolores.calderon@wwu.edu
Affiliation: Fairhaven College
https://fairhaven.wwu.edu/calderm2
Retention
Diversifying the Teaching Profession: Issues in Recruiting and Retaining Teachers of Color
by Desiree Carver-Thomas, Maria E. Hyler, and Linda Darling-Hammond
Desiree Carver-Thomas
Affiliation: Learning Policy Institute
https://learningpolicyinstitute.org/person/desiree-carver-thomas
Maria E. Hyler
Affiliation: Learning Policy Institute
https://learningpolicyinstitute.org/person/maria-e-hyler#:~:text=Hyler%20serves%20as%20the%20Director,Street%20Graduate%20School%20of%20Education
Dr. Linda Darling-Hammond
Email: lindadh@suse.stanford.edu
Affiliation: Stanford Graduate School of Education/Learning Policy Institute
https://learningpolicyinstitute.org/person/linda-darling-hammond
Trends in the Recruitment, Employment, and Retention of Teachers From Underrepresented Racial-Ethnic Groups
by Richard Ingersoll, Henry May, Gregory Collins, and Tina Fletcher
Professor Richard Ingersoll
Email: rmi@upenn.edu
Affiliation: University of Pennsylvania
www.richardingersoll.com
Henry May
Email: hmay@udel.edu
Affiliation: University of Delaware
https://www.cehd.udel.edu/faculty-bio/henry-may/
Dr. Gregory Collins
Email: gcollins@gse.upenn.edu
Affiliation: Consortium for Policy Research in Education
https://www.cpre.org/edit-expert-bio-gregory-j-collins
Dr. Tina Fletcher
Email: tfletch@upenn.edu
Affiliation: University of Pennsylvania
https://www.linkedin.com/in/tinalfletcher
Money Matters: A Review of Incentive Policies for Recruiting and Retaining Teachers of Color
by Andrene J. Castro
Dr. Andrene Castro
Email: castroa2@vcu.edu
Affiliation: Virginia Commonwealth University
https://soe.vcu.edu/directory/full-directory/first–last-name-357532-en.html
The Trajectory of the Invisible Teacher: Latinx Teachers in Search of Professional Belonging
by Socorro G. Herrera, Kevin G. Murry, and Melissa A. Holme
Dr. Kevin G. Murry
Email: xmas@k-state.edu
Affiliation: Kansas State University
Dr. Melissa Holmes
Email: melissa@ksu.edu
Affiliation: Kansas State University, Center for Intercultural & Multilingual Advocacy (CIMA)
https://coe.k-state.edu/cima/
Sustaining the Circle: Native Teacher Preparation and Retention
by Maria T. Tenorio, Micki M. Caskey, and Anna Figueira
Dr. Maria Tenorio
Email: tenorio@pdx.edu
Affiliation: Portland State University
https://www.pdx.edu/education/fnakk
Dr. Micki M. Caskey
Email: caskeym@pdx.edu
Affiliation: Portland State University
https://www.pdx.edu/education/fnakk
Dr. Anna Figueira
Email: Anna.m.figueira@gmail.com
Affiliation: Portland State University
https://www.pdx.edu/education/aitp
Perspectives of Black Teachers’ Experiences in the Field and the Connection to Retention
by Ashley R. Griffin, R. Davis Dixon, and Hilary N. Tackie
Dr. Ashley R. Griffin
Affiliation: Bowie State University
https://www.linkedin.com/in/drashleygriffin
Dr. R. Davis Dixon
Affiliation: Howard University
https://www.linkedin.com/in/davis-dixon-a444b020
Dr. Hilary Naa-Afi Tackie
Email: hilary.tackie@gmail.com
Affiliation: Rutgers Graduate School of Education
Hilaryntackie.com
Dr. Toya Frank
She/her/hers
tfrank4@gmu.edu
George Mason University
Handbook Chapter Contributor
https://cehd.gmu.edu/people/faculty/tfrank4/
Washington, DC
Dr. Jenice L. View
Jview@gmu.edu
George Mason University
www.3pvconsulting.com
Washington DC
A Subject-Specific Approach to Understanding Black Mathematics Teacher Retention
by Toya J. Frank, Jenice L. View, Marvin Powell, Christina Lee, Asia Williams, and Jay Bradley
Dr. Marvin Powell
Email: mpowel11@gmu.edu
Affiliation: George Mason University
https://cehd.gmu.edu/people/faculty/mpowel11
Dr. Christina Lee
Email: leecs@bu.edu
Affiliation: Boston University
https://www.bu.edu/ssw/profile/christina-lee/
Asia Williams
Affiliation: George Mason University
https://www.brookings.edu/author/asia-williams/
Jay A. Bradley
Affiliation: George Mason University
https://www.brookings.edu/author/jay-a-bradley/
Pedagogical & Leadership Practices
The Pedagogical and Leadership Practices of Teachers of Color and Indigenous Teachers
by Dorinda J. Carter Andrews
Dr. Dorinda J. Carter Andrews
Email: dcarter@msu.edu
Affiliation: Michigan State University, Department of Teacher Education
Dorinda Carter Andrews is a professor and chairperson of the Department of Teacher Education at Michigan State University. Her research is broadly focused on Black education and racial equity and justice in P-20 learning environments. She utilizes critical racial and Black feminist/womanist frameworks and methodologies to examine issues of race, culture, and power in schools. Dr. Carter Andrews is a sought-after consultant to school districts, universities, non-profit and for-profit entities for how to develop and maintain culturally responsive, inclusive, and equitable learning and work environments. She is a former industrial engineer, high school math teacher, and kindergarten. In addition to numerous honors, Dr. Carter Andrews has given two TEDx talks on education. Her insights on racial equity in education have appeared in outlets such as the New York Times, Education Week, and on WKAR, NPR, CNN. Dr. Carter Andrews’s scholarship has also been published in several top-tier academic journals.
https://education.msu.edu/people/andrews-dorinda-carter/
A Mighty Love: Culture, Community, and Liberatory Practices Among Educators of Color
by Lasana D. Kazembe
Dr. Lasana D. Kazembe
Email: lkazembe@iu.edu
Affiliation: Indiana University
https://education.iupui.edu/faculty-research/faculty-directory/kazembe-lasana.html
When the Messenger Is the Message: Asian American Educators Explore Hybridity, Identity, and History in Elementary Classrooms
by Noreen Naseem Rodriguez
Dr. Noreen Naseem Rodríguez
Email: noreen.rodriguez@colorado.edu
Affiliation: University of Colorado Boulder
naseemrdz.com
Pushing Against the Curriculum: Exercising Instructional Power as a Teacher of Color to Enact Decolonizing Pedagogy and Equitable Curriculum
by Tanji Reed Marshall
Dr. Tanji Reed Marshall
Email: treedmarshall@edtrust.org
Affiliation: Ed Trust
https://edtrust.org/team/tanji-reed-marshall/#:~:text=202.293.1217%20×304-,Tanji%20Reed%20Marshall%2C%20Ph.,in%20Motion%20assignment%20analysis%20work
Migration Counterstories: Pedagogies of Possibilities
by Rosa M. Jimenez
Dr. Rosa Jimenez
Email: rmjimenez@usfca.edu
Affiliation: University of San Francisco
https://www.usfca.edu/faculty/rosa-jimenez
Disrupting Deficit Narratives of Chicagoland Barrios: Uplifting Latinx Teacher Testimonios
by Ramona Alcala, Joanna V. Maravilla, Yanelet Delgado, and P. Zitlali Morales
Dr. Ramona Alcalá
Email: ralcal3@uic.edu
Affiliation: University of Illinois at Chicago
https://www.linkedin.com/in/ramona-alcal%C3%A1-73339124a
Dr. Joanna V. Maravilla
Email: jmaravillacano@lewisu.edu
Affiliation: Department of Education – Lewis University
https://www.linkedin.com/in/dra-joanna-v-maravilla-6296691a7
Dr. Yanelet Delgado
Email: ydelga3@uic.edu
Affiliation: University of Illinois Chicago
https://oir.uic.edu/profiles/delgado-yanelet/
Dr. P. Zitlali Morales
Email: zitlali@uic.edu
Affiliation: University of Illinois Chicago
https://education.uic.edu/profiles/p-zitlali-morales/
“You Have to Know Their World”: Somali Teacher Epistemologies in Framing Culturally Responsive School Leadership
by Nimo M. Abdi, Stefanie Marshall, and Muhammad Khalifa
Dr. Nimo Abdi
Email: abdi.4@osu.edu
Affiliation: The Ohio State University
Dr. Stefanie, Marshall
Email: slmarsh@umn.edu
Affiliation: University of Minnesota
https://www.cehd.umn.edu/people/slmarsh/
Dr. Muhammad Khalifa
Email: khalifa.20@osu.edu
Affiliation: The Ohio State University
https://ehe.osu.edu/directory?id=khalifa.20#:~:text=Muhammad%20Khalifa%20is%20a%20professor,and%20anti%2Doppressive%20schooling%20practices
Mentorship
Critical Mentorship: Centering Teachers of Color and Indigenous Teachers’ Experiences and Deconstructing Power Relationships by Belinda Bustos Flores, Socorro G. Herrera, and Lorena Claeys
Dr. Belinda Bustos Flores
Email: belinda.flores@utsa.edu
Affiliation: University of Texas at San Antonio
Belinda Bustos Flores is an Associate Dean of Strategic Partnerships, Preparation, & Growth and Professor, Department of Bicultural-Bilingual Studies, College of Education and Human Development at the University of Texas at San Antonio. Dr. Flores is the founder of the nationally recognized, award-winning Academy for Teacher Excellence Research Center at UTSA. She has secured nearly 30 million dollars in external funding. In addition, she has published numerous articles and books in the area of teacher education. Dr. Flores’ research focuses on teacher personal and professional identity and beliefs. Dr. Flores has been recognized for her work by various organizations: San Antonio Women’s Hall of Fame, Texas Association for Bilingual Education, 2015 AERA Hispanic Research Issues SIG Elementary, Secondary, and Postsecondary Award, and 2019 AERA Bilingual Research SIG Lifetime Achievement Award.”
https://education.utsa.edu/research-service-centers/academy-for-teacher-excellence/
Professor Socorro Herrera
Email: sococo@ksu.edu
Affiliation: Kansas State University
Dr. Socorro Herrera is professor in the Department of Curriculum and Instruction, College of Education at Kansas State University and Executive Director of the Center for Intercultural and Multilingual Advocacy (CIMA). Her research focuses the role that personal histories of the learner, family, and teacher play in literacy development and culturally responsive, sustaining pedagogy; reading strategies; and TOCs navigating educational spaces. She has authored 10 textbooks and numerous articles in journals such as the Journal of Hispanic Higher Education and Journal of Latinos and Education.”
https://coe.k-state.edu/cima/
Dr. Lorena Claeys
Email: lorena.claeys@utsa.edu
Affiliation: The University of Texas at San Antonio
https://www.linkedin.com/in/lorena-claeys-45610735
What Exists and “What I Need ”: In Search of Critical, Empowering, and Race-Conscious Approaches to Mentoring From the Perspective of Latina/o/x Teachers
by Amanda R. Morales, Pedro Silva Espinoza, and Kristin Bunker Duke
Dr. Amanda R. Morales
Email: amanda.morales@unl.edu
Affiliation: University of Nebraska-Lincoln
https://cehs.unl.edu/tlte/faculty/amanda-morales/
Dr. Pedro Silva Espinoza
Email: rfranzen@ksu.edu
Affiliation: Kansas State University
https://www.linkedin.com/in/pedro-espinoza-3370a514
Kristin Bunker Duke
Email:
Affiliation:
Equity Matterz: Leveraging Critical Professional Development and Critical Mentorship to Retain and Sustain Teachers of Color
by Tonya Walls
Dr. Tonya Walls
Email: tonya.walls@unlv.edu
Affiliation: University of Nevada
https://www.tonyawalls.com
Transformative Vision and Practices: Preparing Culturally Efficacious Induction Mentors
by Belinda Bustos Flores and Lorena Claeys
Human Resource Development and Induction
Human Resource Development and Induction. Human Resources and Induction for Teachers of Color: An Essential Role
by Francisco A. Rios and Desiree W. Cueto
Dr. Francisco Ríos
Email: riosf@wwu.edu
Affiliation: Western Washington University
Francisco A. Rios is an Emeritus Professor and Former Dean of the Woodring College of Education at Western Washington University. He received his Ph.D. from the University of Wisconsin and worked at California State University San Marcos and the University of Wyoming before arriving in Washington. Francisco’s research interests include teachers of color, Latinos in education, and preservice teacher education with a multicultural focus. Francisco served as the Senior Associate Editor of Multicultural Perspectives, the Journal of the National Association for Multicultural Education. Francisco served as President of the National Association for Multicultural Education from 2014-2016. His most recent publication is titled “”Creating a Home in Schools: Sustaining Identities for Black, Indigenous, and Teachers of Color”” (Teachers College Press, 2021), co-authored with A Longoria.”
https://wce.wwu.edu/user/riosf
Dr. Desiree W. Cueto
Email: dwcueto@arizona.edu
Affiliation: University of Arizona
Desirée W. Cueto is an African American associate professor in Teaching, Learning and Sociocultural Studies at the University of Arizona. Her research consists of three major strands of scholarship related to a) Black perspectives and epistemologies as a frame for critical analysis of children’s and young adult literature; b) collaborative inquiries that support preservice and in-service teachers in using diverse books to help children think in new ways about their lives and world; and c) the responses and interpretations of youth from historically resilient communities to critical literacy engagements. As a former teacher and district administrator, she is deeply committed to supporting and increasing the number of BIPOC and Indigenous teachers in public school classrooms. She is co-author of Essentials of Children’s Literature 10th Edition, and has published in the Journal of Literacy Research, Research in the Teaching of English and the Journal of Children’s Literature among others.
https://coe.arizona.edu/person/desiree-w-cueto
A District’s Dual Needs: Bilingual Teachers Who “Look Like Our Students”
by Pauline Williams and Elizabeth A. Skinner
Dr. Pauline Williams
Email: pwilli5@ilstu.edu
Affiliation: Illinois State University
www.linkedin.com/in/pauline-williams-ph-d-a109b0200
Dr. Elizabeth Skinner
Email: eskinne@ilstu.edu
Affiliation: Illinois State University
https://education.illinoisstate.edu/faculty_staff/profile.php?ulid=eskinne
Is Racial Congruence Between Teachers and Students Enough? Skewed Workplace Compositions and Early Career African American Teachers’ Perceptions of Institutional Culture
by Erikca Brown
Dr. Erikca Brown
Email: drerikcabrown@gmail.com
Affiliation: Equity Continuum
https://equitycontinuum.podia.com
https://www.drerikcabrown.com
Voice and Visibility: Implications of Induction Programming for Teachers of Color in a Rural Mississippi District
by LaRenda Janee’ Harrison
Dr. LaRenda Janee’ Harrison
Affiliation: Belhaven University
https://www.linkedin.com/in/larendaharrison
Latinx Teachers: Pl.ticas and Possibilities
by Maria E. Franquiz and Cinthia S. Salinas
Dr. Maria E. Franquiz
Email: maria.franquiz@austin.utexas.edu
Affiliation: University of Texas at Austin
https://education.utexas.edu/faculty/maria_franquiz
Dr. Cinthia S. Salinas
Email: cssalinas@austin.utexas.edu
Affiliation: University of Texas at Austin
https://education.utexas.edu/faculty/cynthia_salinas
Intersectionality
Intersectional Cartographies: Tracing the Contours of the Margins
by Boni Wozolek, Jason G. Irizarry, and Ed Brockenbrough
Dr. Boni Wozolek
Email: bfw5188@psu.edu
Affiliation: Pennsylvania State University, Abington College
Dr. Wozolek is an Assistant Professor at Penn State Abington. Her work examines race, sexual orientations, and gender identities through qualitative research methods and teaching practices across educational contexts. Dr. Wozolek’s recent publications include her monograph, Assemblages of Violence in Education: Everyday Trajectories of Oppression (Routledge, 2021) and an edited volume, Black Lives Matter in US Schools: Race, Education, and Resistance (SUNY, 2022). Dr. Wozolek is most recently the recipient of the 2020 “Best Paper Award” from Educational Studies: A Journal of the American Educational Studies Association, the 2021 Early Career Award from the Critical Issues in Curriculum and Cultural Studies special interest group of the American Educational Research Association.
https://abington-psu.academia.edu/BoniWozolek
Dr. Jason G. Irizarry
Email: jason.irizarry@uconn.edu
Affiliation: University of Connecticut
Dr. Jason G. Irizarry is the Dean of the Neag School of Education and Professor in the Department of Curriculum and Instruction at the University of Connecticut. A central focus of his work involves promoting the academic achievement of youth in urban schools by addressing issues associated with educator preparation. His research focuses on urban teacher recruitment, preparation, and retention with an emphasis on increasing the number of teachers of color, culturally responsive pedagogy, youth participatory action research, and Latinx students in U.S. schools. He is the author of the award-winning book, The Latinization of U.S. Schools: Successful Teaching and Learning in Shifting Cultural Contexts.
https://education.uconn.edu/person/jason-irizarry/
Dr. Ed Brockenbrough
Email: edbrocke@upenn.edu
Affiliation: University of Pennsylvania
Ed Brockenbrough is an associate professor and the inaugural Calvin Bland Fellow at the University of Pennsylvania’s Graduate School of Education in Philadelphia, PA, where he teaches courses on diversity and social justice issues in education. His research focuses on identity, pedagogy, and power in urban educational spaces, particularly through the lenses of Black masculinity studies and queer of color critique. Dr. Brockenbrough is currently preparing his second sole-authored book titled Learning While Black and Queer, featuring previously unpublished works on Black queer educational tensions and pedagogical disruptions. His first book, Black Men Teaching in Urban Schools: Reassessing Masculinity, was published by Routledge in 2018 and is available for free download at https://bit.ly/BrockBMT2018.
https://www.gse.upenn.edu/academics/faculty-directory/brockenbrough
“I Basically Just Walked Out”: Race Talk and the Experiences of Black Women Educators in U.S. Educational Settings
by Tanja Burkhard, Valerie Kinloch, DaVonna Graham, and Kaye-Ann Yarborough
Dr. Tanja Burkhard
Email: tanja.bukhard@wsu.edu
Affiliation: Washington State University
https://www.linkedin.com/in/tanja-burkhard-ph-d-23a777a8
Dr. Valerie Kinloch
Email: vkinloch@pitt.edu
Affiliation: University of Pittsburgh
https://www.education.pitt.edu/about/meet-our-dean
Dr. DaVonna Graham
Email: dlg76@pitt.edu
Affiliation: University of Pittsburgh
https://www.cue.pitt.edu/person/davonna-graham-0
Dr. Kaye-Ann Yarborough
Affiliation: Walden University
https://www.linkedin.com/in/dr-kaye-ann-yarborough-62442485
Intersectionally Developing Community and Solidarity Through a Queer Studies in EducationClass at an Urban Hispanic-Serving Institution by Alison Matthews, Jose Corado, and Andrew Gutierrez III
Dr. Allison Mattheis
Email: amatthe5@calstatela.edu
Affiliation: California State University
https://www.calstatela.edu/faculty/allison-mattheis-associate-professor
Dr. Jose Corado
Affiliation: California State University
https://portfolium.com/jcorado7
Andrew Gutierrez III
Email: andrewg@safeplaceforyouth.org
Affiliation: Safe Place for Youth
https://www.safeplaceforyouth.org/andrew_gutierrez#:~:text=Andrew%20Gutierrez%20III&text=Born%20and%20raised%20in%20Stockton,and%2For%20people%20of%20color.
Dismantling the “Wall of Whiteness”: How Teacher Education Simultaneously Pursues Diversity and Reinscribes Whiteness
by Grace D. Player and Jason G. Irizarry
Dr. Grace D. Player
Email: grace.player@uconn.edu
Affiliation: University of Connecticut, Neag School of Education
https://education.uconn.edu/person/grace-player/
Engaging Intersectional Praxes: A Catalyst for Critical Collective Vulnerability and Liberatory
by Farima Pour-Khorshid, Oscar Navarro, Tiffany M. Nyachae, and Josephine H. Pham
Dr. Farima Pour-Khorshid
Email: ms.farima@gmail.com
Affiliation: University of San Francisco
https://www.usfca.edu/faculty/farima-pour-khorshid
Dr. Oscar Navarro
Email: oscar.navarro@csulb.edu
Affiliation: California State University, Long Beach
https://www.csulb.edu/college-of-education/teacher-education/page/oscar-navarro
Tiffany M. Nyachae
Email: tmn5327@psu.edu
Affiliation: Penn State College of Education
https://ed.psu.edu/directory/dr-tiffany-nyachae
Marginalized by Intersectionality: Teachers and Scholars of Color Participating in Assemblages of Violence
by Boni Wozolek
Educational Impact
The Value of Teachers of Color
by Donald by Easton-Brooks, James Martinez, and Jemimah L. Young
Dr. Donald Easton-Brooks
Email: deastonbrooks@unr.edu
Affiliation: University of Nevada
https://www.unr.edu/education/faculty-and-staff/equity-diversity-and-language-education/donald-easton-brooks
Dr. James Martinez
Email: jammartinez@valdosta.edu
Affiliation: Valdosta State University
Dr. James Martínez is a professor and program coordinator in the department of Teacher Education at Valdosta State University. James was a teacher and sports coach for over a decade in rural, inner-city, and urban profile public schools. Dr. Martínez is a supervisor of student teachers and teaches undergraduate classes related to classroom management and differentiated multicultural education instruction, and graduate courses addressing critical pedagogy, racial/ethnic inequality, equity literacy, educational law, and research methodology. Dr. Martínez is an Associate Editor for The Urban Review and has published articles and reviews focused upon critical race studies and Latinx education, schooling in urban and rural education, with a particular emphasis on middle grades education, youth gang risk factors, education innovation, and immigration reform. James enjoys to travel with his family, play basketball, and attend professional sports events.
https://www.linkedin.com/in/james-martinez-ph-d-8590628/
Dr. Jemimah L. Young
Email: dr.jmyoung@gmail.com
Affiliation: Texas A&M University
https://directory.education.tamu.edu/view/jemimah.young
The Impact of Teachers of Color on School Belonging: A Conceptual Framework
by Jemimah L. Young and Donald Easton-Brooks
Seeing Color: Re-storying Contexts and Components of Impactful Teachers of Color
by Derrick Robinson
Dr. Derrick Robinson
Email: drbnsn28@memphis.edu
Affiliation: University of Memphis
https://thecollaborative.charlotte.edu/directory/derrick-e-robinson
Defying the Odds: A Critical Duoethnography of Two Female Science Educators of Color
by Regina L. Suriel and Tonjua B. Freeman
Dr. Regina L. Suriel
Email: rlsuriel@valdosta.edu
Affiliation: Valdosta State University
https://www.linkedin.com/in/regina-l-suriel-659943101/
Dr. Tonjua B. Freeman
Email: tbf1908@gmail.com
Affiliation: Personality Matters, Inc.
Step Into My World: A Pedagogy of Black Male Caring
by Chrystal S. Johnson and Jennifer Sdunzik
Dr. Chrystal S. Johnson
Email: johnsocs@purdue.edu
Affiliation: Purdue University
https://www.education.purdue.edu/faculty-profiles/name/chrystal-johnson/
Dr. Jennifer Sdunzik
Email: jsdunzik@purdue.edu
Affiliation: Purdue University
Teachers of Color as Our Nation’s Greatest Solvency: Maximizing Our Students’ Potential With Our Influence, Relationality, and a Lens of Care
by Natalie L. Parker-Holliman and Florentia Spires
Dr. Natalie Parker-Holliman
Email: NatalieHollimanPhD@gmail.com
Affiliation: Texas Tech University
https://www.linkedin.com/in/natalie-holliman/
Dr. Florentia Spires
Email: florentia.spires@gmail.com
Affiliation: Texas Tech University
https://www.linkedin.com/in/fspires/
Policy
Section Introduction: Policy. Education Policy and Teachers of Color: History, Critiques, and Future Possibilities
by Anthony L. Brown and Keffrelyn D. Brown
Dr. Anthony L. Brown
Email: alb@austin.utexas.edu
Affiliation: The University of Texas at Austin College of Education
https://education.utexas.edu/faculty/anthony_brown
Dr. Keffrelyn D. Brown
Email: keffrelyn@austin.utexas.edu
Affiliation: The University of Texas at Austin College of Education
https://education.utexas.edu/faculty/keffrelyn_brown
In Search of Black Teachers: The Irony of Recruitment and Hiring Policies Post-Brown
by Diana D’Amico Pawlewicz, Sonya Douglass, and Andrea Guiden Pittman
Dr. Diana D’Amico Pawlewicz
Email: Diana.Pawlewicz@UND.edu
Affiliation: University of North Dakota
https://und.edu/directory/diana.pawlewicz
Dr. Sonya Douglass
Email: sdh2150@tc.columbia.edu
Affiliation: Columbia University
https://www.tc.columbia.edu/faculty/sdh2150/
Dr. Andrea Guiden Pittman
Email: Aguiden2@gmu.edu
Affiliation: American University
https://www.american.edu/soe/faculty/guidenpi.cfm
The Absence and Probability of Effective Public Policies for Teacher Diversity
by Mary E. Dilworth
Dr. Mary E. Dilworth
Email: westsecond@gmail.com
Affiliation: Westsecond LLC
https://www.linkedin.com/in/mary-e-dilworth-73a63755/
Policy Risks and Opportunities in Attracting Millennials of Color Into the Teaching Profession
by Michael Hansen and Diana Quintero
Dr. Michael Hansen
Affiliation: Brookings Institution
https://www.brookings.edu/experts/michael-hansen/
Dr. Diana Quintero
Email: diana.c.quintero.castellanos@vanderbilt.edu
Affiliation: Vanderbilt University
https://peabody.vanderbilt.edu/bio/diana-quinterocastellanos
“That Test Is Stopping Me From Becoming a Teacher!” Emotions, Teacher Licensure Testing, and Latina/o Teacher Candidates by Yukari Takimoto Amos
Dr. Yukari Takimoto Amos
Email: yukari.amos@cwu.edu
Affiliation: Central Washington University
Plugging the Leaks: Washington’s Policy Approach to Strengthening the Latinx Teacher Pipeline
by Amaya Garcia, Jenny Muñiz and Roxanne Garza
Amaya Garcia
Email: garciaa@newamerica.org
Affiliation: New America, Education Policy Program
https://www.newamerica.org/our-people/amaya-garcia/
Jenny Muyiz
Affiliation: New America, Education Policy Program
https://www.newamerica.org/our-people/jenny-mu%C3%B1iz/
Roxanne Garza
Affiliation: Unidos US
https://www.unidosus.org/about/team/roxanne-garza/
Planting Toxic Seeds in Fertile Soil: The Knowledge Acquisition, Achievement, and Behavioral Beliefs Inculcated Into Teach For America Corps Members of Color
by Amber Kim, T. Jameson Brewer, and Julian Vasquez Heilig
Dr. Amber Kim
Email: amberkkim@gmail.com
Affiliation: Amber Kim Consulting
https://www.amberkkim.com/
Dr. T. Jameson Brewer
Email: Jameson.Brewer@ung.edu
Affiliation: University of North Georgia
www.tjamesonbrewer.com
Dr. Julian Vasquez Heilig
Email: jvh@alumni.Stanford.edu
Affiliation: University of Kentucky
CloakingInequity.com
Minority-Serving Institutions
Minority-Serving Institutions. The Role of Historically Black Colleges and Universities, Hispanic-Serving Institutions, Tribal Colleges and Universities, and Asian American and Native American Pacific Islander–Serving Institutions in the Production of Teachers of Color
by Leslie T. Fenwick and Chike Akua
Dr. Leslie T. Fenwick
Email: lfenwick@Howard.edu
Affiliation: Howard University
https://profiles.howard.edu/leslie-fenwick
Dr. Chike Akua
Email: cakua@cau.edu
Affiliation: Clark Atlanta University
Chike Akua, PhD, is an assistant professor of Educational Leadership at Clark Atlanta University. Dr. Akua’s research interests include Afrocentric Education, Afrocentric Educational Leadership and issues of culture, achievement, curriculum, equity and accountability. His books, Education for Transformation: The Keys to Releasing the Genius of African American Students (2012) and Honoring Our Ancestral Obligations: 7 Steps to Black Student Success (2015) are used in a number of colleges, universities and urban school districts for professional development.”
What’s Under the Hood? Networks, Hierarchy, and Rhythms That Support Preservice Teachers of Color at Minority-Serving Institutions
by Emery Marc Petchauer and Lynnette Mawhinney
Professor Emery Petchauer
Email: petchau1@msu.edu
Affiliation: Michigan State University
http://empetch.com/
Dr. Lynnette Mawhinney
Email: lynnette.mawhinney@rutgers.edu
Affiliation: Rutgers University-Newark
www.lynnettemawhinney.com
Pathways Into the Teaching Profession for African American Science and Mathematics Graduates From Historically Black Colleges and Universities
by Kimberley Edelin Freeman, Cynthia Winston-Proctor, and Oral B. Grant
Dr. Kimberley Freeman
Email: kefreeman@howard.edu
Affiliation: Howard University
https://profiles.howard.edu/kimberley-freeman
Dr. Cynthia Winston-Proctor
Email: cewinston@Howard.edu
Affiliation: Howard University
https://profiles.howard.edu/cynthia-winston
Dr. Oral B. Grant
Affiliation: Prince George’s Community College
https://www.linkedin.com/in/oral-grant-ph-d-00876a79
Toward Recognizing and Leveraging Latinx Teacher Candidates’ Community Cultural Wealth
by Diane Mendoza Nevarez
Dr. Diane Mendoza Nevárez
Email: dnevarez2@csustan.edu
Affiliation: Stanislaus State University
https://www.faculty.uci.edu/profile.cfm?faculty_id=6702
You Belong Here
by Govinda Budrow
Dr. Govinda Budrow
Email: govinda.budrow@fdltcc.edu
Affiliation: Fond du Lac Tribal and Community College
www.linkedin.com/in/govinda-budrow-880716247
https://fdltcc.edu/degrees-certificates/certificates-diplomas/child-development/
The Role of HSIs in Cultivating a Critical Mass of Latinx Teachers and Teachers of Color: The Case of California
by Maria Oropeza Fujimoto, Frances Contreras, and Agustin Cervantes
Dr. Maria Oropeza Fujimoto
Email: moropez6@calstatela.edu
Affiliation: California State University, Los Angeles
https://www.linkedin.com/in/maria-oropeza-58b7339/
Dr. Frances Contreras
Email: frances.contreras@uci.edu
Affiliation: University of California, Irvine School of Education
https://education.uci.edu/meet_dean_frances_contreras.html
Dr. Agustin Cervantes
Email: Acerva47@calstatela.edu
Affiliation: California State University
https://www.linkedin.com/in/acg114
Growing and Nurturing Future Latinx Teachers in Two of California’s Hispanic-Serving Institutions
by Luz Yadira Herrera, Ana K. Soltero Lopez, Patricia D. Lopez, Laura Alamillo, Jana Noel, Jose Cintron, Margarita Berta Avila, Karina Figueroa-Ramirez, and Dale Allender
Dr. Luz Yadira Herrera
Email: luz.herrera@csuci.edu
Affiliation: California State University Channel Islands
encomunidadcollective.com
Dr. Ana K. Soltero López
Email: asolterolopez@mail.fresnostate.edu
Affiliation: California State University, Fresno
Dr. Patricia D. López
Email: pdlopez@csufresno.edu
Affiliation: California State University, Fresno
Dr. Patricia D. López is a first-generation college student, artivist and educator-scholar born and raised in CA’s Central Valley. Her research examines sociocultural and sociopolitical aspects of policy and practice. Dr. López has undergraduate degrees in Social Psychology and Latinx/Latin American Studies from UC Santa Cruz and master’s and doctoral degrees in Education Policy & Planning and Mexican Amer/Latinx Studies from UT Austin. Dr. López is Associate Professor and Director of Enseñamos en el Valle Central at Fresno State, organizing pathway collaborations for ethno racial communities.
Dr. Laura Alamillo
Email: alamillol@sonoma.edu
Affiliation: Sonoma State University
https://education.sonoma.edu/about/deans-welcome
Dr. Jana Noel
Email: noelj@csus.edu
Affiliation: Sacramento State University
https://www.csus.edu/faculty/n/noelj/
Dr. Jose Cintron
Email: cintron@csus.edu
Affiliation: California State University, Santa Barbara
Dr. Margarita Berta-Avila
Email: bamargie@csus.edu
Affiliation: Sacramento State University
https://sacpoderosas.org/margarita-berta-avila/
Dr. Karina Figueroa-Ramirez
Email: figueroaramirez@csus.edu
Affiliation: Sacramento State University
https://www.csus.edu/college/education/student-support/equity-office.html
Dr. Dale Allender
Email: dale.allender@csus.edu
Affiliation: Sacramento State University
https://www.csus.edu/college/education/doctorate-educational-leadership/faculty-meet-us/
The Shortage of Asian American Teachers in K–12 Schools: Trends, Patterns, Causes, and Recommendations
by Xue Lan Rong, Wenyang Sun, and Huanyu Cong
Professor Xue, Rong
Email: xrong@email.unc.edu
Affiliation: University of North Carolina at Chapel Hill
https://ed.unc.edu/people/xue-lan-rong/
Dr. Wenyang Sun
Email: u6031405@utah.edu
Affiliation: The University of Utah
https://faculty.utah.edu/u6031405-WENYANG_SUN/teaching/index.hml
Dr. Huanyu Cong
Email: huanyuc@live.unc.edu
Affiliation: University of North Carolina, Chapel Hill
https://www.linkedin.com/in/dellacong
E-Communities: How an HBCU Research-Practice Partnerships Community Cultural Wealth Galvanized Minoritized Students’ Access to STEM Spaces
by Deena Khalil, Angel Miles Nash, Adrian Wayne Bruce, Joanna Sanchez, and Meredith Kier
Dr. Deena Khalil
Email: deena.khalil@howard.edu
Affiliation: Howard University
https://members.ucea.org/organizations/10353/memberships/48180
Dr. Angel Miles Nash
Email: angelm.nash@gmail.com
Affiliation: Chapman University
https://www.linkedin.com/in/angel-miles-nash/
Dr. Adrian Wayne Bruce
Email: Abruce@american.edu
Affiliation: American University
https://www.american.edu/soe/faculty/abruce.cfm
Dr. Joanna Sanchez
Affiliation: University of Texas at Austin
https://www.idra.org/staff/dr-joanna-d-sanchez/
Dr. Meredith Kier
Email: mwkier@wm.edu
Affiliation: William & Mary University
https://education.wm.edu/ourfacultystaff/faculty/kier_m.php
Closing Chapters
Handbook Research Agenda. Building the Evidence Base for Educational Equity: A Research Agenda for Strengthening Educator Ethnoracial Diversity in the United States
by Conra D. Gist
Handbook Policy Synthesis. Policies That Teachers of Color and Indigenous Teachers Need to Thrive in the Teaching Profession
by Jessica Cardichon, Desiree Carver-Thomas, Maria E. Hyler, and Linda. Darling-Hammond
Jessica Cardichon
Affiliation: U.S Department of Education in the Office of Planning, Evaluation, and Policy Department
https://ccc.nlc.org/speaker/jessica-cardichon/
Dr. Maria E. Hyler
Affiliation: Learning Policy Institute
https://learningpolicyinstitute.org/person/maria-e-hyler#:~:text=Hyler%20serves%20as%20the%20Director,Street%20Graduate%20School%20of%20Education