{"title":"Contemporary Perspectives On Access Equity And Achievement","description":null,"products":[{"product_id":"equity-based-career-development-and-postsecondary-transitions-book-erik-m-hines-9781648028656","title":"Equity-Based Career Development and Postsecondary Transitions","description":"Former First Lady, Michelle Obama believes that every individual should have some type of postsecondary education or training beyond high school to achieve economic and personal success (Reach Higher Initiative, Better Make Room, 2019). Educational attainment (e.g., a high school diploma, college degree, or postsecondary training) provides career opportunities for advancement into leadership positions and benefits such as health insurance and retirement (Heckman, 2000). Additionally, an individual with a college degree can make over one million dollars more over a lifetime in salary than someone with a high school diploma (Carnevale, Cheah, \u0026amp; Hanson, 2015). Acquiring a college degree can lead to employment opportunities and is considered an asset in the U.S. economy (Washington, 2010). However, certain populations encounter barriers to attaining an education, particularly a postsecondary education, leading to a disparity in receiving the aforementioned benefits. Some of these populations include African American students, LGBTQ students, and students with disabilities. There is a dearth of information and research on providing guidance on implementation, research, and best practices in equity-based career development, college readiness, and successful postsecondary transitions for minoritized, at risk, or vulnerable populations.  The editors of this volume invited authors with research and practice expertise around various student populations in preparing them for college and career readiness as well as postsecondary transitions. This book is the first of its kind to discuss career development and postsecondary transitions from an access and equity perspective. 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In addition, according to Ellis (2016), Mr. McCloud was a highly impactful educator because he went beyond the call of duty as a teacher—a practice that is not so common in schools, particularly urban ones. Not only did McCloud teach in the classroom setting, but he also built strong relationships with families, community members, and external stakeholders including local businesses, colleges, and universities. Mr. McCloud used these networks to leverage opportunities for his students academically, personally, and professionally. Like many of his high school classmates, Ellis (2016) contends that he would not have graduated from high school if it were not for the care and mentorship he received from Mr. McCloud. In this proposed edited volume, it is the editors’ goal to honor teachers like Mr. McCloud who have made a difference in the lives of their students by learning from their impactful practices.  Employing a 'critical storytelling' methodology (see Hartlep \u0026amp; Hensley, 2015; Hartlep, Hensley, Braniger, \u0026amp; Jennings, 2017), each chapter contributor will use his or her own narrative to show the power of influential teachers in classrooms. While this framework centers race, lived and learned experiences, the storyteller is the most important unit of narrative; hence, The Impact of Classroom Practices: Reflections on Culturally Relevant Teachers will include African-American storytellers who reflect on the impact of classroom practices of teachers from diverse backgrounds who they deemed culturally relevant and responsive to both their academic and social needs. 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The authors will examine these issues from multiple perspectives in three sections that highlight research, policies and practices impacting the experiences of African American males, including Pre-Collegiate Preparation, African American Male Student Athletes, and Undergraduate and Graduate Considerations for African American Male Initiatives.","brand":"WoB","offers":[{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50398297555217,"sku":"CIN164113271XVG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52589108035857,"sku":"NLS9781641132718","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/164113271X.jpg?v=1751409212"},{"product_id":"responding-to-the-call-for-educational-justice-book-l-mickey-fenzel-9781641134293","title":"Responding to the Call for Educational Justice","description":null,"brand":"WoB","offers":[{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50398317936913,"sku":"CIN1641134291VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52616085995793,"sku":"NLS9781641134293","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1641134291.jpg?v=1751311090"},{"product_id":"purposeful-teaching-and-learning-in-diverse-contexts-book-darrell-c-hucks-9781648027505","title":"Purposeful Teaching and Learning in Diverse Contexts","description":"Teachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. 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Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant. \u003c\/p\u003e\u003cp\u003eTeachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond \u0026amp; Youngs, 2002; Ravitch, 2010). 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As public health and socioeconomic inequity gaps continue to widen between the African American community and other racial groups, the HBCUs embody a shared support system. Since the 1800s, this body of prestigious higher education institutions have represented trusted pathways for the advancement of our community. With these historical accomplishments in mind, it is crucial for HBCUs and their leadership to create a vision for generations to come. Visionary leadership is a must for our storied institutions to advance beyond just surviving into fully thriving. As such, our book project, Imagining the Future: Historically Black Colleges and Universities - A Matter of Survival,  offers cutting edge ideas, suggestions and advice from HBCU alumni, proponents, faculty leaders, and researchers for HBCU leadership to cultivate success today and into the foreseeable future.  \u003cp\u003eImagining the Future: Historically Black Colleges and Universities - A Matter of Survival promises timely, relevant and emergent scholarship as well as perspectives for HBCU leadership, HBCU scholars and HBCU supporters. \u003c\/p\u003e\u003cp\u003eThe Nation's Historically Black Colleges and Universities (HBCUs) are more culturally revered today than ever. As public health and socioeconomic inequity gaps continue to widen between the African American community and other racial groups, the HBCUs embody a shared support system. 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As such, our book project, Imagining the Future: Historically Black Colleges and Universities - A Matter of Survival,  offers cutting edge ideas, suggestions and advice from HBCU alumni, proponents, faculty leaders, and researchers for HBCU leadership to cultivate success today and into the foreseeable future.  \u003cp\u003eImagining the Future: Historically Black Colleges and Universities - A Matter of Survival promises timely, relevant and emergent scholarship as well as perspectives for HBCU leadership, HBCU scholars and HBCU supporters. \u003c\/p\u003e","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51044529504529,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51044532158737,"sku":"NIN9781648028502","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52452757340433,"sku":"NLS9781648028502","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1648028500.jpg?v=1750831476"},{"product_id":"multiculturalism-in-higher-education-book-c-spencer-platt-9781648020070","title":"Multiculturalism in Higher Education","description":null,"brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":51331057123601,"sku":"CIN1648020070G","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52606068457745,"sku":"NLS9781648020070","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":52819989725457,"sku":"CIN1648020070VG","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1648020070.jpg?v=1750800127"},{"product_id":"engaging-african-american-males-in-community-college-book-ted-n-ingram-9781641132275","title":"Engaging African American Males in Community College","description":"This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":52101853806865,"sku":"NGR9781641132275","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52485490311441,"sku":"NLS9781641132275","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781641132275.jpg?v=1757094800"},{"product_id":"global-perspectives-on-issues-and-solutions-in-urban-education-book-petra-a-robinson-9781641135382","title":"Global Perspectives on Issues and Solutions in Urban Education","description":"Offers a response to the growing need to highlight the multifaceted aspects of urban education particularly focusing on common issues and solutions in urban environments. 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We argue that while the attention is deservingly placed on principals and superintendents in schools leading through the pandemic crisis, there has been less dialogue about the impact of COVID-19 on aspiring leaders who will take the helm amid the lingering crisis. Focusing on this population is explicitly significant as COVID-19 has disrupted and traumatized aspiring leaders who will begin to leave the principalship or superintendency en masse.  The novelty and longevity of COVID-19 have also upended schools across the country. Thus, we are left at the moment when although many students are preparing to be school leaders, those preparing them are not expected to stay. 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Chapter authors also provide poignant feedback on how leadership preparation programs can assist their development as leaders and infuse equity-oriented approaches that mirror their own identity and the educational landscape they will lead in.","brand":"WoB","offers":[{"title":"GB \/ LIKE_NEW \/ INTERNAL","offer_id":52109778583825,"sku":"GOR013890442","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":53635136749841,"sku":"NLS9798887303055","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9798887303055.jpg?v=1757131063"},{"product_id":"improving-urban-schools-book-mary-margaret-capraro-9781623962319","title":"Improving Urban Schools","description":"Although STEM (Science, Technology, Engineering, and Mathematics) has been diversely defined by various researchers (e.g. Buck Institute, 2003; Capraro \u0026amp; Slough, 2009; Scott, 2009; Wolf, 2008), during the last decade, STEM education has gained an increasing presence on the national agenda through initiatives from the National Science Foundation (NSF) and the Institute for Educational Sciences (IES). The rate of technological innovation and change has been tremendous over the past ten years, and this rapid increase will only continue.   STEM literacy is the power to 'identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them' (Washington State STEM, 2011, Internet).   In order for U.S. students to be on the forefront of this revolution, ALL of our schools need to be part of the STEM vision and guide students in acquiring STEM literacy. Understanding and addressing the challenge of achieving STEM literacy for ALL students begins with an understanding of its element and the connections between them.   In order to remain competitive, the Committee on Prospering in the Global Economy has recommended that the US optimize 'its knowledge-based resources, particularly in science and technology' (National Academies, 2007, p. 4). Optimizing knowledge-based resources needs to be the goal but is also a challenge for ALL educators (Scheurich \u0026amp; Huggins, 2009). Regardless, there is little disagreement that contemporary society is increasingly dependent on science, technology, engineering, and mathematics and thus comprehensive understandings are essential for those pursuing STEM careers. It is also generally agreed that PK-12 students do not do well in STEM areas, both in terms of national standards and in terms of international comparisons (Kuenzi, Matthews, \u0026amp; Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, \u0026amp; Kim, 2011).   The question then becomes what might PK-12 schools do to improve teachers’ and students’ STEM knowledge and skills? 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In her book The Dreamkeepers she describes effective teachers who are able to draw from the cultural wealth, knowledges, and heritage of Black communities. The Dreamkeepers ensured that their Black students were academically successful, retained, and grew both in terms of their cultural competence and their sociopolitical awareness. In other words, according to research by Ladson-Billings (2009), effective teachers possessed both pedagogical and relational dispositions, which leave lifelong impacts on the academic and social lives of the students they teach. While being a foundational text, what remains missing from the research on culturally-relevant and even culturally-sustaining teachers are 'narratives' (read: stories, testimonios, etc.) related to how the race of particular E–12 teachers positively impact the lives of their students.  For instance, Dr. Antonio Ellis (the first editor of the proposed book) describes his high school music teacher Mr. Linard McCloud) as 'a highly effective African American music educator who changed the course of his life' (p. 170). Ellis (2016) describes McCloud as being loving, caring, creative, culturally sensitive, attuned, hopeful, flexible, organized, and thoughtful. Because Mr. McCloud possessed the aforementioned characteristics and dispositions, Ellis contends that he was motivated to achieve academically and socially in his urban high school. In addition, according to Ellis (2016), Mr. McCloud was a highly impactful educator because he went beyond the call of duty as a teacher—a practice that is not so common in schools, particularly urban ones. Not only did McCloud teach in the classroom setting, but he also built strong relationships with families, community members, and external stakeholders including local businesses, colleges, and universities. Mr. McCloud used these networks to leverage opportunities for his students academically, personally, and professionally. Like many of his high school classmates, Ellis (2016) contends that he would not have graduated from high school if it were not for the care and mentorship he received from Mr. McCloud. In this proposed edited volume, it is the editors’ goal to honor teachers like Mr. McCloud who have made a difference in the lives of their students by learning from their impactful practices.  Employing a 'critical storytelling' methodology (see Hartlep \u0026amp; Hensley, 2015; Hartlep, Hensley, Braniger, \u0026amp; Jennings, 2017), each chapter contributor will use his or her own narrative to show the power of influential teachers in classrooms. 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As it pertains to educating African Americans, there was an ongoing role of servitude in the political economy of the South (Anderson, 1988). This was subsequently disrupted through political, economic, and legal measures during Reconstruction. Racist ideologies and economic advantages were seen through Jim Crow Laws (Roback, 1984) that were again disrupted through political, economic, and legal methods. Education has also been cited as what perpetuates our democracy. It is institutions that afford its citizens the skills and knowledge necessary for political participation (Rury, 2002). Even when legal cases are unsuccessful, such as Puitt v. Commissioners of Gaston County or Plessy v. Ferguson, they can forge the way to successful litigation dismantling racist ideologies that oppress African Americans. Although the Puitt decision did not remove the processes of discrimination against Black schools, it left intact the legal basis on segregated and unequal education (Douglas, 1995). 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It is our intent to offer innovative, yet grounded solutions that can purposefully move the conversation about solutions to critical issues in education to political, economic, and legal actions.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52405967421713,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52405968077073,"sku":"NLS9781648029387","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781648029387.jpg?v=1758768294"},{"product_id":"conquering-academia-book-sonyia-c-richardson-9781641137447","title":"Conquering Academia","description":"Across the country, women are pursuing doctoral degrees at a rate higher than males. While the data indicates that women are now more likely to pursue this advance degree, limited research addresses the real experiences of diverse women who are pursuing a doctoral degree. 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The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52484029546769,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52484031054097,"sku":"NLS9781641132282","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781641132282.jpg?v=1759855655"},{"product_id":"comprehensive-multicultural-education-in-the-21st-century-book-brandi-hinnant-crawford-9781641136303","title":"Comprehensive Multicultural Education in the 21st Century","description":"Multicultural education has become its own discipline, developed on the shoulders of the work of giants who argued its merit during the attacks of opponents who believed assimilation was the purpose of state sponsored education. In an age of rising populism and nationalism throughout the Western world, again questioned is the merit of multicultural education. In the shadows of Brexit and an America First agenda, where migration patterns across the world have led to demographic shifts, it is evident even in the richest countries in the world that gaps in opportunity (and subsequently achievement) still exist. Disparities in achievement lead some to question whether multicultural education works and others to revert to old notions that ethnically and linguistically marginalized students are in fact deficient. The scholars here believe in the untapped potential of all children and illuminate how educational structures have muffled the cultivation of that potential. Contributors argue the goals of multicultural education have not been achieved in part due to the piecemeal application of its tenants.  The scholarship in this volume illustrates the state of multicultural education and articulates what educators committed to equity, inclusion, and a more just society must do to ensure the goals of multicultural education survive in the current age. The authors of these chapters bridge foundational knowledge with contemporary understandings; making the work both accessible for novices and beneficial for the authorities on multicultural education. With the diverse cast of contributors and topics ranging from mathematics instruction to discipline practices, this volume provides thoughtful discourse on issues of access: access to curricular content, access to opportunities to learn, as well as impediments to access. Containing chapters that speak to discipline specific pedagogical practices, the structures of schooling, teacher education, and research methodologies, the collected work encourages scholars and practitioners to not be discouraged in the age of retrenchment.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52535888576785,"sku":"NLS9781641136303","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781641136303.jpg?v=1760672404"},{"product_id":"school-counseling-for-black-male-student-success-in-21st-century-urban-schools-book-malik-s-henfield-9781681231952","title":"School Counseling for Black Male Student Success in 21st Century Urban Schools","description":"A volume in Contemporary Perspectives on Access, Equity and Achievement Series Editors: Chance W. Lewis, University of North Carolina at Charlotte Discussions and research related to the salience of Black male student needs and development in relation to their general success and well being is well documented in many fields. Indeed, many studies have found that healthy masculine identity development is associated with a number of positive outcomes for males in general, including Black males. In school counseling literature, however, this discussion has been relatively absent-particularly regarding those students living in urban contexts. Indeed, research devoted to the study of Black males in the school counseling literature focuses almost exclusively on race and issues associated with its social construction with only cursory, if any, attention given to their masculine identity development as a function of living in urban communities and attending urban schools. Based on this lack of information, it is probably a safe assumption that intentional, systematic, culturally relevant efforts to assist Black males in developing healthy achievement and masculine identities based on their unique personal, social, academic experiences and future career goals are not being applied by school counselors concerned with meeting students' needs. School counselors are in a unique position, nonetheless, to lend their considerable expertise-insights, training and skills-to improving life outcomes among Black males-a population who are consistently in positions of risk according to a number of quality of life indicators. Without knowledge and awareness of Black males' masculine identity development in urban areas, coupled with the requisite skills to influence the myriad factors that enhance and impede healthy development in such environments, they are missing out on tremendous opportunities which other professions appear to understand and, quite frankly, seem to take more seriously. As such, this book proposes to accomplish two specific goals: 1. Highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends. 2. Encourage school counselors to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender. The first rationale for this book, then, is to highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends (e.g., standards based accountability practices) in urban environments. However, I recognize the role of school counselors has never been fully integrated into educational reform programs. As such, their positions are often unregulated and determined by people in positions of power who do not understand their training, job specific standards and, thus, potential impact on the lives of Black male students. As a result, their vast potential to develop strong interventions designed to address the myriad racial and masculine factors that serve to enhance and impede Black males' academic achievement is often unrealized. Therefore, the second reason for this special issue is to include the scholarship of professional school counselors and counselor educators with policy change in mind. 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This is designed to encourage school counselors and counselor educators to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52589173899537,"sku":"NLS9781681231952","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781681231952.jpg?v=1761059529"},{"product_id":"reaching-the-mountaintop-of-the-academy-book-gail-l-thompson-9781681233208","title":"Reaching the Mountaintop of the Academy","description":"Since the U.S. Civil Rights era, the racial composition of higher education has changed dramatically, resulting in an increase in the number of African American students and African American faculty in predominantly white institutions (PWI). 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