Chapter Resources

CHAPTER 3: Inclusive Leadership and Poverty

BOOKS

Dudley-Marling, C., & Michaels, S. (Eds.) (2013). High-expectation curricula: Helping all students succeed with powerful learning (pp. 99–110). New York: Teachers College Press. http://store.tcpress.com/0807753661.shtml

Haroutunian-Gordon, S. (2009). On evidence-based discussion practice known as “interpretive discussion.” Learning to teach through discussion: The art of turning the soul. New Haven, CT: Yale University Press. http://yalepress.yale.edu/book.asp?isbn=9780300120004

WEBSITES

On equity, diversity, multiculturalism and social justice:

Edchange: http://www.edchange.org/who.html. A source of information on the discussion practice called Shared Inquiry

Junior Great Books: www.greatbooks.org

Teaching Tolerance: A project of the Southern Poverty Law Center: http://www.tolerance.org/

A compilation of references on tracking and detracking put together by the American Educational Research Association [AERA]: http://www.aera.net/SIG163/TrackingandDetrackingResearch/tabid/15043/Default.aspx

Wisconsin Rtl Center (resources on culturally responsive teaching): http://www.wisconsinrticenter.org/administrators/understanding-rti/culturally-responsive-practices.html

CHAPTER 4: Inclusive Leadership and Race

WEBSITES

Children’s Defense Fund (CDF) Freedom Schools http://www.childrensdefense.org/

Critical Multicultural Pavilion http://www.edchange.org/multicultural/

EdChange http://www.edchange.org/index.html

Highlander Research and Education Center (formerly Highlander Folk School) http://highlandercenter.org

National Association for Multicultural Education (NAME) http://nameorg.org

National Coalition for Dialogue and Deliberation (NCDD) http://ncdd.org

National Conference on Race and Ethnicity (NCORE) https://www.ncore.ou.edu/en/about/

Pedagogy and Theater of the Oppressed, Inc. http://ptoweb.org

People’s Institute for Survival and Beyond http://www.pisab.org

Rethinking Schools http://www.rethinkingschools.org/index.shtml

Social Justice Training Institute (SJTI) http://www.sjti.org

Southern Poverty Law Center http://www.splcenter.org/who-we-are

Teaching for Change http://www.teachingforchange.org

Teaching Tolerance http://www.splcenter.org/what-we-do/teaching-tolerance?gclid=CJ6JgZyGrL8CFUZbfgod6jAA5w

White Privilege Conference (WPC) http://www.whiteprivilegeconference.com/wpc.html

ORGANIZATIONS

AAEE: Asian American Educators Association http://www.mcpsaaea.org

AISES: American Indian Science and Engineering Society http://www.aises.org

ASPIRA Association, the only national Hispanic organization dedicated exclusively to developing the educational and leadership capacity of Hispanic youth http://www.aspira.org

CAHSEE: Center for the Advancement of Hispanics in Science and Engineering Education http://www.cahsee.org

MALDEF: Mexican American Legal Defense and Education Fund http://www.maldef.org

NAACP: National Association for the Advancement of Colored People http://www.naacp.org

NAAPAE: National Association for Asian and Pacific American Education http://www.naapae.net

NABE: National Association for Bilingual Education http://www.nabe.org

NADOHE: National Association of Diversity Officers in Higher Education http://www.nadohe.org

NAEYC: National Association for the Education of Young Children http://www.naeyc.org

NAES: National Association of Ethnic Studies http://ethnicstudies.org

NAME: National Association for Multicultural Education http://nameorg.org

NASBE: National Alliance of Black School Educators http://www.nabse.org

NASDME: National Association of State Directors of Migrant Education http://www.nasdme.org

NCLA: National Council of La Raza http://www.nclr.org

NCORE: National Conference on Race and Ethnicity https://www.ncore.ou.edu/en/about/

NHEC: National Hispanic Education Coalition http://www.maldef.org/education/public_policy/hec/index.html

NIEA: National Indian Education Association http://www.niea.org

NMSHA: National Migrant and Seasonal Headstart Association http://www.nmshsaonline.org

NWSA: National Women’s Studies Association http://www.nwsa.org

TESOL: Teachers of English to Speakers of Other Languages International Association http://www.tesol.org

MULTICULTURAL CURRICULUM TRANSFORMATION RESOURCES

Historical Seminal Works

Banks, J. (2008). Teaching strategies for ethnic studies (8th ed.). Boston, MA: Allyn & Bacon.

Council on Interracial Books for Children (CIBC). (1980). Guidelines for selecting bias-free textbooks and storybooks. New York, NY: Author.

Hilliard, A. G. (1982–Present). Multicultural/multiethnic education baseline essay project. Portland Public Schools. Retrieved from: http://www.pps.k12.or.us/departments/curriculum/5024.htm

Comprehensive Approach

Lee, E., Menkart, D., & Okazawa-Rey, M. (2002). Beyond heroes and holidays: A practical guide toK-12 anti-racist, multicultural education and staff development (2nd ed.). Washington, DC: Teaching for Change.

Mack, T., & Picower, B. (Eds). (2012). Planning to change the world: A plan book for social justice teachers. New York, NY: New York Collective of Radical Educators (NYCoRE) and the Education for Liberation Network.

General Multicultural Education

Banks, J. (1993). Approaches to multicultural curriculum reform. In J. Banks & C. M. Banks (Eds.), Multicultural education: Issues and perspectives. Boston, MA: Allyn & Bacon.

Nieto, S., & Bode, P. (2011). Affirming diversity: The sociopolitical context of multicultural education (sixth ed.). Boston, MA: Allyn & Bacon.

Nieto, S. (2010). The light in their eyes: Creating multicultural learning communities (10th ed.). New York, NY: Teachers College Press.

Standards-Focused

Karno, D. (2008, April 3). NCLB, standardized curriculum, & privatization: Where does democratic education fit in? (Unpublished paper). Annual Meeting of the Midwest Political Science Association (MPSA), Palmer House Hotel, Chicago, IL.

Sleeter, C. (2005). Un-standardizing curriculum: Multicultural teaching in the standards-based classroom. New York, NY: Teachers College Press.

SUBJECT OR CONTENT-AREA SPECIFIC

Science, Technology, Engineering, and Mathematics

Clark, C., & Gorski, P. (2002). Multicultural education and the digital divide: Focus on class. Multicultural Perspectives, 4(3), 25–36.

Clark C., & Gorski, P. (2002). Multicultural education and the digital divide: Focus on gender. Multicultural Perspectives, 4(1), 30–40.

Clark, C. (Fall/Winter 2002). Effective multicultural curriculum transformation in ‘advanced’ mathematics and ‘hard’ sciences. Diversity Digest, 6(12), 18–19.

Clark, C., & Gorski, P. (2001). Multicultural education and the digital divide: Focus on race, language, socioeconomic class, gender, and disability. Multicultural Perspectives, 3(3), 39–44.

Clark, C., & Robinson, T. (1999). Multiculturalism as a concept in nursing. Journal of the National Black Nurses’ Association, 11(2), 39–43.

Gorski, P., & Clark, C. (2003). Turning the tide of the digital divide: Multicultural education and the politics of surfing. Multicultural Perspectives, 5(1), 29–32.

Gorski, P., & Clark, C. (2002). Multicultural education and the digital divide: Focus on disability. Multicultural Perspectives, 4(4), 28–36.

Gorski, P., & Clark, C. (2002). Multicultural education and the digital divide: Focus on language. Multicultural Perspectives, 4(2), 30–34.

Gorski, P., & Clark, C. (2001). Multicultural education and the digital divide: Focus on race. Multicultural Perspectives, 3(4), 15–25.

Gutstein, E., & Peterson, B. (2005). Rethinking mathematics: Teaching social justice by the numbers. Milwaukee, WI: Rethinking Schools.

Moses, R. (2002). Radical equations: Civil Rights from Mississippi to the Algebra Project. Boston, MA: Beacon Press.

Settlage, J., & Southerland, S. (2012). Teaching science to every child: Using culture as a starting point (2nd ed.). New York, NY: Routledge.

Language Arts

Colarusso, D. M. (2010). Teaching English in a multicultural society: Three models of reform. Canadian Journal of Education, 33(2), 432–58.

Dutro, E. (2009). Children writing “hard times”: Lived experiences of poverty and the class-privileged assumptions of a mandated curriculum. Language Arts, 87(2), 89–98.

Egan-Robertson, A. (1998). Learning about culture, language, and power: Understanding relationships among personhood, literacy practices, and intertextuality. Journal of Literacy Research, 30(4), 449–87.

Ladson-Billings, G. (2005). Reading, writing, and race: Literacy practices of teachers in diverse classrooms. In T. L. McCarty (Ed.), Language, literacy, and power in schooling (pp. 133–150). Mahwah, NJ: Lawrence Erlbaum Associates (LEA).

Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165.

Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory Into Practice, 31(4), 312–320.

McCarthey, S. J. (1998). Constructing multiple subjectivities in classroom literacy contexts. Research in the Teaching of English, 32(2), 126–160.

Radencich, M. C. (1998). Multicultural education for literacy in the year 2000: Traversing comfort zones and transforming knowledge and action. Peabody Journal of Education, 73(3), 178–201.

Rogers, R., & Mosley, M. (2006). Racial literacy in a second-grade classroom: Critical race theory, whiteness studies, and literacy research. Reading Research Quarterly, 41(4), 462–485.

Schieble, M. (2012). Critical conversations on whiteness with young adult literature. Journal of Adolescent and Adult Literacy, 56(3), 212–221.

Vásquez, V. (2004). Negotiating critical literacies with young children. Mahwah, NJ: Lawrence Erlbaum Associates (LEA).

Social Studies, History, and Geography

Bigelow, B. (2008). A people’s history for the classroom. Milwaukee, WI: Rethinking Schools.

Bigelow, B. (2006). The line between us: Teaching about the border and Mexican immigration. Milwaukee, WI: Rethinking Schools.

Bigelow, B., & Peterson, B. (Eds.). (1998). Rethinking Columbus: The next 500 years (2nd ed.). Milwaukee, WI: Rethinking Schools.

Ladson-Billings, G. (Ed.) (2003). Critical race theory perspectives on the social studies: The profession, policies, and curriculum. Greenwich, CT: Information Age Publishers.

Loewen, J. (2007). Lies my teacher told me: Everything your American history textbook got wrong (second ed.). New York, NY: Touchstone.

Takaki, R. (2008) A different mirror: A history of multicultural America (rev. ed.). New York, NY: Back Bay Books.

View, J., Menkart, D., & Murray, A. (Eds.). (2004). Putting the movement back into Civil Rights teaching: A resource guide for classrooms and communities. Washington, DC: Teaching for Change.

Zinn, H. (2010). A people’s history of the United States. New York, NY: Harper Collins.

Fine Arts

Bode, P., Fenner, D., & El Halwagy, B. (2011). Incarcerated youth and arts education: Unlocking the light through youth arts and teacher development. In M. Hanley, T. Barone, & G. Noblit (Eds.), A way out of no way: The arts as social justice in education. Cresskill, NJ: Hampton Press.

Bode, P. (2009). The circulatory system of oil contamination, visual culture, and Amazon Indigenous life. In E. Delacrúz, A. Arnold, A. Kuo, & M. Parsons (Eds.), Globalization, Art, and Education (pp. 269–277). Reston, VA: NAEA.

Bode, P. (2008). Radicalizing the reading of the world through art. In S. Nieto (Ed.), Dear Paulo: Letters from the those who dare to teach (pp. 74–77). Boulder, CO: Paradigm.

Bode, P. (2008). Puerto Rican arts in social context. In S. Nieto (Ed.), What keeps teachers going? (pp. 82–85). New York, NY: Teachers College Press.

Bode, P. (2002, Fall). The Puerto Rican vejigante: The importance of teaching art in its social context. Rethinking Schools, 17(1), 8–9.

Physical Education, Health, Human Growth and Development, and Human Sexuality

Adelman, L. (2008). Unnatural causes: Is inequality making us sick? San Francisco, CA: California Newsreel.

Barnard, I. (1994, Winter). Anti-homophobic pedagogy: Some suggestions for teachers. Radical Teacher, 45, 26–28.

Sexuality Information and Education Council of the United States (SIECUS) (2004). Guidelines for comprehensive sexuality education (3rd ed.). New York, NY: Author.

Centers for Disease Control and Prevention (CDC). (n.d.) Adolescent and school health. Retrieved from: http://www.cdc.gov/healthyyouth/

Centers for Disease Control and Prevention (CDC) (n.d.). National Health Education Curriculum Analysis Tool (HECAT). Retrieved from: http://www.cdc.gov/healthyyouth/hecat/index.htm

Centers for Disease Control and Prevention (CDC) (n.d.). National Health Education Curriculum Analysis Tool (HECAT) for Sexual Health Education (SHECAT). Retrieved from: http://www.cdc.gov/healthyyouth/hecat/pdf/HECAT_Module_SH.pdf

Drolet, J. C., & Cline, K. (1994). The sexuality education challenge: Promoting healthy sexuality in young people. Santa Cruz, CA: ETR Associates.

Future of Sex Education Initiative. (2012). National sexuality education standards: Core content and skills, K-12. Retrieved from: http://www.futureofsexeducation.org/documents/josh-fose-standards-web.pdf

Hedgepeth, E., & Helmich, J. (1996). Teaching about sexuality and HIV: Principles and methods for effective education. New York, NY: New York University Press.

Irvine, J. M. (1995). Sexuality education across cultures: Working with differences. San Francisco, CA: Jossey Bass.

Johnson, W. R. (1975). Sex education and counseling of special groups. Springfield, IL: Charles Thomas Publishing.

Kempton, W. (1988). Sex education for persons with disabilities that hinder learning. Santa Barbara, CA: James Stanfield Company.

Douglas, K., Laris, B. A., & Rolleri, L. (2006). Sex and HIV education programs for youth: Their impact and important characteristics. Scotts Valley, CA: Family Health International.

Krueger, M. M. (1993). Everyone is an exception: Assumptions to avoid in the sex education classroom. Phi Delta Kappa, 74(7), 569–72.

Ooms, T. (1981). Teenage pregnancy in a family context: implications for policy. Philadelphia, PA: Temple University Press.

Sears, J. T. (1992). Sexuality and the curriculum: The politics and practices of sexuality education. New York, NY: Teachers College Press.

Stigler, J. W., & Hiebert, J. (1998). Teaching is a cultural activity. American Educator, 22(4), 4–11.

Temple, M. (2009). Creating awareness of the relationship between racial and ethnic stereotypes and health. Journal of School Health, 71(1), 42–43.

Thorne, B. (1994). Gender play: Girls and boys in school. Piscataway Township, NJ: Rutgers University Press.

Ward, J. V., & McLean Taylor, J. (1991). Sexuality education in a multicultural society. Educational Leadership, 49(1), 62–64.

GRADE-LEVEL SPECIFIC

Cowhey, M. (2006). Black ants and Buddhists: Thinking critically and teaching differently in the primary grades. Portland, ME: Stenhouse Publishers.

Derman-Sparks, L., & Ramsey, P. (2011). What if all the kids are White? Anti-bias multicultural education with young children and families (2nd ed.). New York, NY: Teachers College Press.

Derman-Sparks, L., & Edwards, J. O. (2009). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children (NAEYC).

York, S. (2005). Roots and wings: Affirming culture in early childhood education programs (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Teacher Education Context

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.

Gay, G. (1990). Achieving educational equality through curriculum desegregation. Phi Delta Kappan, 72(1), 56–62.

Gay, G. (1988). Designing relevant curriculum for diverse learners. Education & Urban Society, 20(4), 327–340.

Howard, G. (2006). We can’t teach what we don’t know: White teachers, multiracial schools (2nd ed.). New York, NY: Teachers College Press.

Milner, R. (2010). Start where you are, but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Boston, MA: Harvard University Press.

Thompson, A., & Cuseo, J. (2012). Infusing diversity and cultural competence into teacher education. Dubuque, IA: Kendall Hunt.

Vavrus, M., & Ozcan, M. (1995). Multicultural content infusion by student teachers: Perceptions and beliefs of cooperating teachers. Unpublished paper. Eric Document Number ED 384 609. Retrieved from: http://www.eric.ed.gov/PDFS/ED384609.pdf

Higher Education Context

Duster, T. (1993b). The diversity of California at Berkeley: An emerging reformulation of “competence” in an increasingly multicultural world. In R. Thompson & S. Tyagi (Eds.), Beyond a dream deferred: Multicultural education and the politics of excellence (pp. 231–256). Minneapolis, MN: University of Minnesota Press.

Hedges, E. (1997). Getting started: Planning curriculum transformation. Towson, MD: National Center for Curriculum Transformation Resources on Women (NCCTRW).

Monk, J., & Rosenfelt, D. (2000). Internationalizing the study of women and gender. Towson, MD: National Center for Curriculum Transformation Resources on Women (NCCTRW).

Reviere, R. (2003). Race, gender and science. Towson, MD: National Center for Curriculum Transformation Resources on Women (NCCTRW).

Schmitz, B. (1992) Core curriculum and cultural pluralism: A guide for campus planners. Washington, DC: Association of American Colleges and Universities.

CHAPTER 5: Inclusive Leadership and English Learners

ADMINISTRATION WEBSITES

http://www.ascd.org/research-a-topic/english-language-learners-resources.aspx

http://educationnorthwest.org/sites/default/files/ell.pdf

http://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/REL_2008049main.pdf

http://www.wida.us/assessment/access/#prep

http://caslonpublishing.com/media/publication_samples/ELLs_at_Sch_Look_inside.pdf

http://www.dcsig.org/resources.htm

http://ell.nwresd.org

DUAL LANGUAGE WEBSITES

http://www.massmabe.org/Dual-Language-Programs.html

http://www.dlenm.org/index.php?option=com_content&view=article&id=433:what-is-dual-language-education&Itemid=53

http://www.mc3edsupport.org/community/knowledgebases/Project-9.html

http://www.scoop.it/t/dual-language-education

http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.pdf

http://www.scoop.it/t/dual-language-education

http://www.boerne-isd.net/uploaded/faculty/vossm/Microsoft_Word_-_Dual_Language_QA.pdf

ENGLISH LANGUAGE LEARNERS

http://www.brainpopesl.com

http://www.everythingesl.net/inservices/elementary_sites_ells_71638.php

http://www.uen.org/k12educator/ell/

http://a4esl.org

http://www.edutopia.org/blog/strategies-and-resources-supporting-ell-todd-finley

http://www.uft.org/teaching/english-language-learners

CHAPTER 6: Inclusive Leadership and Lesbian, Gay, Bisexual, Transgendered, and Questioning Students

ORGANIZATIONS

GLSEN provides a multitude of resources for communities and schools. GLSEN’s focus is to ensure that LGBT students are safe and are able to learn in schools free from bullying and harassment. GLSEN also conducts research on LGBT topics, partners with numerous national organizations, and works at empowering students to effect change. http://www.glsen.org

The Centers for Disease Control and Prevention (CDC) hosts a resource page with a wide array of materials at http://www.cdc.gov/lgbthealth/youth-resources.htm. The CDC is committed to protecting health and improving the quality of life through prevention education and control of disease. Specifically, the CDC has recognized that LGBTQ students are at risk for serious health problems, such as depression, and as a result, the CDC works with national, state, and local schools to address health, education, and safety needs of LGBTQ youth. Additionally, the CDC provides funding to local education agencies to conduct the Youth Risk Behavior Survey, which monitors the health-risk behavior among US students.

The Anti-Defamation League (ADL) fights anti-Semitism and all other forms of bigotry in the US through education, legislation, and advocacy. The ADL has also worked with partners to create “Unheard Voices,” an oral history and curriculum project that helps educators integrate LGBT history, people, and teaching. http://adl.org/education/curriculum_connections/unheard-voices/

Stopbullying.Gov is a website managed by the US Department of Health and Human Services intended to provide information about bullying and harassment directed at specific groups including LGBTQ, special needs, and religious minorities. This website also highlights national efforts and organizations combating victimization.

Groundspark- It’s Elementary: Talking About Gay Issues in School is a guide designed to go along with a video which was released in 1996. The video chronicles LGBTQ discussions in elementary classrooms, and the guide covers professional development, community and student activities, and administrator training. http://groundspark.org/download/IE_Guide_08_Final.pdf

Teaching Tolerance: Tolerance.Org provides free education materials dedicated to reducing prejudice and supporting equitable school experiences.

Responding to Hate and Bias at School: Literature and workshop materials for addressing bigotry and hate at school. http://www.tolerance.org/publication/responding-hate-and-bias-school

Examining your school’s climate: Resources to assess the school environment and social divisions in order to plan out improvements and remove boundaries. http://www.tolerance.org/map-it-out

Children of Lesbians and Gays Everywhere (COLAGE): www.colage.org

Gay-Straight Alliance Network: www.gsanetwork.org

NASP Work Group on Gay, Lesbian, and Bisexual Issues: www.nasponline.org/advocacy

Outproud! The National Coalition for GLBT youth: www.outproudandhealthy.org

Parents and Families of Lesbians and Gays (PFLAG): www.pflag.org

Project 10: On-Site Educational Support Services for GLBTQ Youth: www.project10.org

Stopping Anti-Gay Abuse of Students in Public Schools: A Legal Perspective: www.lambdalegal.org/cgi-bin/iowa/documents/record?record=124

The Trevor Project: National 24-hour crisis prevention for LGBT youth: www.trevorproject.org

You Can Play Project: An alliance advocating for fair treatment of gay athletes at universities around the country: www.youcanplayproject.org

FURTHER READING

Birkett, M., Espelage, D. L., & Koenig, B. (2009). LGB and questioning students in schools: The moderating effects of homophobic bullying and school climate on negative outcomes. Journal of Youth and Adolescence, 38(7), 989–1000. http://link.springer.com/article/10.1007/s10964-008-9389-1/fulltext.html

Cass, V. C. (1984). Homosexual identity formation: Testing a theoretical model. Journal of Sex Research, 20(2), 143–167. http://www.jstor.org/stable/3812348

Friedrichs, E. (2014). Coming Out Gay in Middle School: Younger and Younger Kids and Teens Are Telling Their Peers They Are GLBT. http://gayteens.about.com/od/experiences/a/Coming-Out-In-Middle-School.htm

Hernandez, F., & Fraynd, D. J. (2014). Leadership's role in inclusive LGBTQ-supportive schools. Theory Into Practice, 53(2), 115–122. http://www.tandfonline.com/doi/full/10.1080/00405841.2014.885811#.VIh7rHuVhzI

Lee, C. (2002). The impact of belonging to a high school gay/straight alliance. High School Journal, 85, 13–26. http://muse.jhu.edu/journals/high_school_journal/v085/85.3lee.html

Marshall, J. M., & Hernandez, F. (2013). “I would not consider myself a homophobe”: learning and teaching about sexual orientation in a principal preparation program. Educational Administration Quarterly, 49(3), 451–488.

Marshall, C., & Oliva, M. (2006). Building the capacities of social justice leaders. Leadership for Social Justice: Making Revolutions in Education, 1–15. http://ccee-pay.unc.edu/news_events/faculty_news/2009/090508_marshall/chapter01.pdf

Nagda, B. R. A., Gurin, P., & Lopez, G. E. (2003). Transformative pedagogy for democracy and social justice. Race, Ethnicity and Education, 6(2), 165–191. http://kimhuett.wiki.westga.edu/file/view/nagda_et_al_2006.pdf

Renn, K. A. (2010). LGBT and queer research in higher education: The state and status of the field. Educational Researcher, 39(2), 132–141. https://msu.edu/~renn/RennLGBTQueerEdResearcher.pdf

Robinson, J. P., & Espelage, D. L. (2011) Inequities in educational and psychological outcomes between LGBTQ and straight students in middle and high school. Educational Researcher, 40, 315–330. http://jpr.education.illinois.edu/uploads/1/3/2/8/13288953/robinson_espelage_inequities_lgbtq_er_2011.pdf

Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43, 221–258. http://www.centerx.gseis.ucla.edu/principal-leadership/documents/Theoharis%20Social%20Justice%20Educ%20Leadership%20Theory.pdf

CHAPTER 7: Inclusive Leadership and Gender

WORKBOOK

Sanders, J., Koch, J., & Urso, J. (1997). Gender equity sources and resources for education Students. Mahwah, NJ: Lawrence Erlbaum Associates.

While this book might not have the latest lists and information, there are useful checklists, audit questions, and information that can help school leaders design and develop a more gender sensitive culture in their communities.

WEBSITES

The Representation Project: http://therepresentationproject.org/

The Representation Project is a movement founded by Jennifer Siebel Newson who premiered the film Miss Representation at the 2011 Sundance Film Festival. Responding to demand for education and social action toward gender equity, The Representation Project uses film and media content to raise awareness of gender stereotypes that shape social discourse and actions. The site features two key films, Miss Representation and The Mask You Live In. There are also some good resources on this site that make excellent discussion starters and awareness builders:

Infographics that visually represent statistical information on gender equity – http://therepresentationproject.org/resources/infographics/

Quick Statistical Facts on gender equity with links to their sources – http://therepresentationproject.org/resources/statistics/

Short Videos that present and critique media representations of gender – http://therepresentationproject.org/resources/videos/

Learning and Awareness Tools that can be used in gender equity activities. Some examples are a gender audit checklist for films, conversation starters for teens and families – http://therepresentationproject.org/resources/tools/

Media Literacy and Gender Curriculum for K-12 and university. This is the only resource that must be purchased – http://therepresentationproject.org/resources/curriculum/

It’s Pronounced Metrosexual: http://itspronouncedmetrosexual.com/

This website focuses on gender identity and equity. It is connected to the comedy show by the same name that is performed by Sam Killermann, who tours colleges. The website has helpful resources and information that help educators and other social justice advocates work with young people to create greater understanding and empathy about gender identities.

OCHA – United Nations Office for the Coordination of Human Affairs – Gender: http://www.unocha.org/what-we-do/policy/overview

This website gives you a global perspective on trends, policies, and actions toward gender equality around the world. There is a good list of Gender Toolkits for topics such as gender and resilience, definitions, gender and preparedness, sexual exploitation, and a gender handbook, as well as an annotated bibliography to supplementary references.

This website’s resources also offer their ADAPT and ACT C Framework to help review projects and interventions with a gender equality lens to ensure that the needs of women, girls, boys, and men are addressed equally. This framework can be adapted to school leaders’ needs for work in their school communities.

Women Mathematicians: http://www.agnesscott.edu/lriddle/women/women.htm

This is an on-going project at Agnes Scott College in Atlanta, Georgia. The project presents the achievements of women in mathematics via biographies, images, and other resources.

VIDEO CLIPS

A Passion for Math: Ely Schofield. TEDx Claremont, 2012: https://www.youtube.com/watch?v=sBPKoTr-XnQ

Ely Schofield is a math major at Harvey Mudd College. In this talk, she shares her passion for math and how she almost gave math up in college as a result of having been taught to equate being good at math with being fast at computing rather than in problem solving.

Verizon Ad. Extend Her Mind: https://www.youtube.com/watch?v=XP3cyRRAfX0

This 1-minute advertisement by Verizon presents a little child who like any other child is fascinated by the world around her and shows how parents’ words shape her away from an interest in science. It ends with 2 data points about the widening gender gap in science and math between elementary school and college.

The Representation Project: http://therepresentationproject.org/resources/videos/

A collection of short videos on various aspects of gender identity.

INFOGRAPHICS

http://itspronouncedmetrosexual.com/category/printable-resources/

A page of printable infographics for educators on gender identity

http://therepresentationproject.org/resources/infographics/

Infographics that visually present statistical information on gender equity – from The Representation Project.

http://feministing.com/2013/09/03/infographics-happy-belated-labor-day/

A page with an infographic on the earnings gap between men and women.

CHAPTER 8: Inclusive Leadership and Religion

Haynes, C. C., & Thomas, O. (2007). Finding common ground: A guide to religious liberty in public schools. Nashville, TN: First Amendment Center. Online at http://www.newseuminstitute.org/wp-content/uploads/2014/08/rfc_publications_findingcommonground.pdf

Lester, E. (2011). Teaching about religions: A democratic approach for public schools. Ann Arbor, MI: University of Michigan Press. http://www.press.umich.edu/2180004/teaching_about_religions

Marshall, J. M. (2008). Whose religious values? Managing changing religious demographics in a school community legally and pro-actively. The School Administrator, 65(5), 28–32. http://www.aasa.org/SchoolAdministratorArticle.aspx?id=5444

National Council for the Social Studies. (1998). Study about religions in the social studies curriculum. http://www.socialstudies.org/positions/religion

National School Boards Association. (n.d.). Legal Clips. http://legalclips.nsba.org/

Nord, W. A., & Haynes, C. C. (1998). Taking religion seriously across the curriculum. Alexandria, VA: Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/198190.aspx

Pew Forum on Religion and Public Life. (2008). U.S. Religious landscape survey. Washington, DC. Pew Research Center. http://religions.pewforum.org/

Pew Research Religion & Public Life Project. U.S. Religious knowledge quiz. http://www.pewforum.org/quiz/u-s-religious-knowledge/

CHAPTER 9: Inclusive Leadership on the Social Frontiers: Family and Community Engagement

FAMILY INVOLVEMENT

Harvard Family Research Project (FINE)

National online newsletter and website which includes recent research on complementary learning, family involvement, out-of-school time, early childhood education, and evaluation. Resources include bibliographies, webinars, curriculum materials, and a blog about cutting edge issues in family engagement. www.hfrp.org/

Henderson, A. T., Mapp, K. L., Johnson, V. R., & Davies, D. (Eds.). (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: The New Press.

Textbook on family involvement with awareness activities for teachers, parents, and aspiring school leaders.

University-School Partnerships

Netter Center for Community Partnership, University of Pennsylvania University center that brokers partnerships in the West Philadelphia neighborhood, including a university-assisted community school, a school-based health center, and community internships. Website includes an Anchor Institutions Toolkit for stakeholder groups to use as a guide to rebuild, revitalize, strengthen, and improve their local communities and short videos of their partnership projects. https://www.nettercenter.upenn.edu/

Coalition for Community Schools

Alliance of national, state, and local organizations in K-16 education, youth development, community planning, and health and human service providers which operates as a clearing house for community school models and sponsors national forums. Website includes a community schools scaling up guide, blog, and evaluation toolkit. www.communityschools.org/

HOME VISITS

The Parent Teacher Home

Visit Project Profiles a Sacramento-based home visit project that has been replicated in 305 school sites across 15 states. Resources available include post home visit debrief form, parent information letter, second visit checklist, and short videos of home visits in action. www.pthvp.org/

COMMUNITY ORGANIZING

A Community Concern

Documentary about community organizers, parents, teachers, and students who are working to create change in three urban districts: Oakland, the Bronx, and Boston. www.acommunityconcern.org/

Boston Parent Organizing Network (BPON)

Boston-based organization that organizes parents around issues of special education advocacy, youth development, school choice, teacher diversity, and the school to prison pipeline. www.bpon.org

Annenberg Institute for School Reform at Brown University

National policy research and reform support organization that works with urban districts to build the capacity of community residents to participate in the educational reform process through research and training. Resource materials include Parent Trigger: No Silver Bullet, Getting Started in Education Organizing: Resources and Strategies, Family Engagement and Education (in the Pittsburgh Schools) and Parent Power: Education Organizing in NYC (video). A special issue of their online journal Voices in Urban Education (2014), “The Education Election,” focuses on the role of community organizing to advance a progressive education agenda. www.annenberginstitute.org/

COMPREHENSIVE APPROACHES TO SCHOOL REFORM

Broader, Bolder Approach to Education

National movement that acknowledges the role of social and economic disadvantage on schools and proposes comprehensive policies to improve education and societal conditions that limit children’s learning. Website includes podcasts and short videos that explore the role of poverty and education and propose effective strategies to narrow opportunity gaps. www.boldapproach.org/

Professional Development

Preparing Leaders to Support Diverse Leaders: LSDL Module Development Project, Family and Community Engagement for Diverse Learners Module, University Council for Educational Administration.

Powerful learning experiences that strengthen leaders’ ability to support diverse students’ academic achievement. The family and community engagement module involves readings and pre and post activities for conducting a neighborhood walk, which can be used in teacher in-service workshops and leadership preparation courses. www.ucealee.squarespace.com/family-and-community-involveme/

Equity Audit Data Collection and Analysis