Responding to a need for greater cultural competence in the preparation and development of teachers in diverse public school settings, this book investigates the critical developmental and social processes mediating students' academic identities in those settings posing the greatest challenges to their school achievement and personal development. It provides an accessible, practice-oriented culturally responsive framework for teachers in American schools.

Murrell proposes a "situated-mediated identity theory" that emphasizes examining not just the child, not just the school environment, but also the child in-context as the unit of analysis to understand how both mutually constitute each other in the social and cultural practices of schooling. He then develops this theory into an applied psychology of "identity" and "agency development" among children and youth as well as their teachers, striving together for academic achievement in diverse school settings.
For researchers, professionals, and students in multicultural education, educational and developmental psychology, social and cultural foundations of education, and teacher education, Murrell' s cultural practices approach builds on current thinking about multicultural teacher preparation and provides the practice component underpinning theories about cultural competence.

"Global Migration and Education "makes a notable contribution to understanding the issues faced by immigrant children, their parents, and educators as they interact in school settings, and to identifying the common challenges to, and successes in, educational institutions worldwide as they cope with these issues. It will help educators and others involved in these complex processes to see beyond the notion of "problems" created and experienced by recently arrived young children. Rather, this volume provides many concrete suggestions deriving from the success stories and voices of teachers, parents, and students. It also offers evidence that diversity can be a condition for learning that, when understood, embraced, and supported, leads to rich learning opportunities for all involved that would not exist without diversity. All of the authors offer recommendations about educational policy and practices to address and ultimately improve the education of all children, including immigrant children.
The book is organized around five themes:
*Multiple Global Issues for Immigrant Children and the Schools They Attend;
*They Are Here: Newcomers in the Schools;
*Views and Voices of Immigrant Children;
*Far from Home With Fluctuating Hopes; and
*Searching for New Ways to Belong.
Intended for researchers, students, school professionals, and educational policymakers and analysts around the world in the fields of multicultural education, child psychology, comparative and international education, educational foundations, educational policy, and cross-cultural studies, this book is highly relevant as a text for courses in these areas.

This book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants-their abilities, their needs, and their aspirations. The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies: *provide multiple views of the students' lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families; *explore the students' views of teaching and learning; *describe the potential differences between the students views and those of their teachers; *look at issues related to students' views of their identities as they work, study, and socialize in a new environment; and *examine different reading models designed to facilitate the learning of English as a second language (ESL). Educators and researchers will find the descriptions of students' simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.

Fifteen years ago, Concha Delgado-Gaitan began literacy research in Carpinteria, California. At that time, Mexican immigrants who labored in nurseries, factories, and housekeeping, had almost no voice in how their children were educated. Committed to participative research, Delgado-Gaitan collaborated with the community to connect family, school, and community. Regular community gatherings gave birth to the Comite de Padres Latinos. Refusing the role of the victim, the Comite paticipants organized to reach out to everyone in the community, not just other Latino families. Bound by their language, cultural history, hard work, respect, pain, and hope, they created possibilities that supported the learning of Latino students, who until then had too often dropped out or shown scant interest in school. In a society that accentuates individualism and independence, these men and women look to their community for leadership, support, and resources for children. The Power of Community is a critical work that shows how communities that pull together and offer caring ears, eyes, and hands, can ensure that their children thrive academically, socially, and personally. It offers a fresh approach and workable solution to the problems that face schools today.

By now it's a given: if we're to help our ELLs and SELs access the rigorous demands of today's content standards, we must cultivate the "code" that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma LeMoine to share every teacher's need-to-know strategies on the four essential components of academic language. The subject of this volume is vocabulary. Here, Margarita Calderon reveals how vocabulary is best taught as a tool for completing and constructing more complex messages. With this book as your roadmap, you'll learn how to: Teach high-frequency academic words and discipline-specific vocabulary across content areas Utilize strategies for teaching academic vocabulary, moving students from Tier 1 to Tiers 2 and 3 words and selecting appropriate words to teach Assess vocabulary growth as you go Our vocabulary instruction must come from the texts our ELLs and SELs are about to read, not from a set of activities that teach words in isolation. This guidebook will help you get started as early as tomorrow. Better yet, read all four volumes in the series and put in place an all-in-one instructional plan for closing the achievement gap.

Brad Buhrow and Anne Garcia are primary teachers in a diverse school in Boulder, Colorado. In "Ladybugs, Tornadoes and Swirling Galaxies," you will see how they blend comprehension instruction and ELL best practices to explore inquiry as a literacy pathway for English language learners.

As teachers and students engage in learning science and social studies content they also discover multiple ways to make meaning. The book is full of photographs of student artwork--including a color insert--that reveals the children's inquiry process, and demonstrates the important role of art as a sign system in ELL literacy and language acquisition.

Brad and Anne provide explicit detail on the process they use as they move step-by-step with students from personal narrative through the independent inquiry process. They also discuss use of the Gradual Release Model, authentic assessment, and bilingual identities.

Appendices in Spanish and English help to round out this informative and charming resource.

In this book Adam Banks uses the concept of the Digital Divide as a metonym for America's larger racial divide, in an attempt to figure out what meaningful access for African Americans to technologies and the larger American society can or should mean. He argues that African American rhetorical traditions--the traditions of struggle for justice and equitable participation in American society--exhibit complex and nuanced ways of understanding the difficulties inherent in the attempt to navigate through the seemingly impossible contradictions of gaining meaningful access to technological systems with the good they seem to make possible, and at the same time resisting the exploitative impulses that such systems always seem to present. Banks examines moments in these rhetorical traditions of appeals, warnings, demands, and debates to make explicit the connections between technological issues and African Americans' equal and just participation in American society. He shows that the big questions we must ask of our technologies are exactly the same questions leaders and lay people from Martin Luther King to Malcolm X to slave quilters to Critical Race Theorists to pseudonymous chatters across cyberspace have been asking all along. According to Banks the central ethical questions for the field of rhetoric and composition are technology access and the ability to address questions of race and racism. He uses this book to imagine what writing instruction, technology theory, literacy instruction, and rhetorical education can look like for all of us in a new century. Just as Race, Rhetoric, and Technology: Searching for Higher Ground is a call for a new orientation among those who study and profess African American rhetoric, it is also a call for those in the fields that make up mainstream English Studies to change their perspectives as well. This volume is intended for researchers, professionals, and students in Rhetoric and Composition, Technical Communication, the History of Science and Society, and African American Studies.

This landmark volume represents the work of the National Latino/a Education Research Agenda Project (NLERAP)-an initiative focused on school reform and educational research with and for Latino communities. NLERAP's goal is to bring together various constituencies within the broad Latino community who are concerned with public education to articulate a Latino perspective on research-based school reform, and to use research as a guide to improving the public school systems that serve Latino students and to maximizing their opportunities to participate fully and equally in all social, economic, and political contexts of society. Latino Education: An Agenda for Community Action Research conceptualizes and illustrates the theoretical framework for the NLERAP agenda and its projects. This framework is grounded in three overlapping areas of scholarship and activism, which are reflected within the chapters in this volume: critical studies, illuminating and analyzing the status of people of color in the United States; Latino/a educational research, capturing the sociohistorical, cultural, and political schooling experiences of U.S. Latino/a communities; and participatory action research, exemplifying a liberation-oriented methodology for truly transformative education. The volume includes both descriptive educational research and critical analyses of previous research and educational agendas related to Latino/a communities in the United States. According to current U.S. Census data, Latinos now comprise the largest minority group in the total U.S. population. Historically, reflecting larger sociohistorical and economic inequalities in U.S. society, the Latino community has not been well served by U.S. public school systems. More attention to the Latino students' educational issues is needed to redress this problem, especially given the tremendous population increase and projected growth of Latino communities in the U.S. Latino Education: An Agenda for Community Action Research is a major contribution toward this goal.

This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent. The timely entries foreground the complex intersection of race with the dynamic variables of popular culture, identity formation and state/public policy formulation in the new millennium. Throughout, the emphasis is on multidisciplinary approaches and analyses that seek to integrate contemporary issues concerning race and education in the U.S. within a broader global context of center-periphery relations.

In the classroom, knowledge is widely distributed among the students and teacher, but is difficult to share across linguistic and cultural barriers. Seeking paths across these barriers, Lynne Wiltse meticulously explores the question: What is the discourse frame in which students and teachers work? Situated in a grade nine multilingual classroom, her work provides a rich description of the research process in the classroom. At the same time, she draws the reader sequentially through the analysis, revealing inferences in increasing levels of abstraction within a framework of "communities of practice." She highlights issues related to second language acquisition, students' immigration experiences, teaching, and learning, and points the way toward multi-vocal dialogues and practices that can forge a path across cultural and linguistic divides.

Controversy erupted in 1996 when the Oakland Unified School District's 'Ebonics Resolution' proposed an approach to teaching Standard English that recognized the variety of English spoken by African American students. With new demands for accountability driven by the No Child Left Behind policy and its emphasis on high-stakes testing in Standard English, this debate will no doubt rise again. This book seeks to better inform this next episode. In Part 1, leading scholars place the debate within its historical and contemporary context, provide clear explanations of what Ebonics is and is not, and offer practical approaches schools can and should follow to address the linguistic needs of African American students. Part 2 provides original documents that accompanied the debate, including the original resolutions, legislation, organization position papers, and commentary/analyses from leading linguists. This book is written for all those whose work impacts the lives of Ebonics speakers in our public schools.

This unique publication brings together scholarship from both sides of the Atlantic, focusing on the central questions that shape the field of multicultural education. It offers the reader a great opportunity to achieve a real grasp of the subject, facilitating understanding and articulation of key debates, and making important topics, concepts and theories accessible to a broad audience.
The Reader is divided into four sections, covering the ideas that are at the core of contemporary multicultural education; theories, identities, practices and methods. The first section covers some basic conceptual territory and discusses key ideas including 'race', 'multiculturalism' and 'anti-racism'. The second section draws together writing that focuses explicitly on the question of identities, examining the meaning of 'race'. In the third part, the articles look at life inside multi-racial classrooms and consider how racialised and racist processes operate on a day-to-day level. Finally, the fourth section addresses different aspects of educational research.
The editors have assembled a collection of articles of immense scope and pertinence, making this an excellent must-buy resource book for undergraduates, postgraduates. education practitioners, academics and anyone concerned with race equality and multicultural education.

The Haitian Creole Language is the first book that deals broadly with a language that has too long lived in the shadow of French. With chapters contributed by the leading scholars in the study of Creole, it provides information on this language's history; structure; and use in education, literature, and social interaction. Although spoken by virtually all Haitians, Creole was recognized as the co-official language of Haiti only a little over twenty years ago. The Haitian Creole Language provides essential information for professionals, other service providers, and Creole speakers who are interested in furthering the use of Creole in Haiti and the Haitian diaspora. Increased language competencies would greatly promote the education of Creole speakers and their participation in the social and political life of their countries of residence. This book is an indispensable tool for those seeking knowledge about the centrality of language in the affairs of Haiti, its people, and its diaspora.

This book gives educators important answers to the urgent question of how teachers and schools can facilitate language minority and immigrant students' progress in school. It offers an innovative and powerful method teachers and students can use to study the situational context of education, providing both the theoretical background and the practical tools to implement this approach.
The situational context of education includes linguistic, economic, social, cultural, and political factors, as well as conditions, such as students' personal characteristics, family support, and quality of instruction. All of these factors influence the lives of students and their academic performance and contribute in many ways, some subtle and indirect, to making the educational experience more or less difficult for different students.
The premise of the book is that objective study of the situational context of education by both students and teachers is beneficial because it leads to a more realistic view of how to facilitate students' progress in school. Designed as a text for graduate courses for preservice and in-service teachers working with students in bilingual, ESL, mainstream, and special education classrooms, the goal is to engage readers in learning not only from the literature but also from studying the situational contexts of their own students. The focus here is on the factors that affect language minority and immigrant students in the United States, but the framework is equally powerful for work with student populations in other social contexts.
*The Introduction includes an overview of the theory behind the study of the situational context of education and theimplementation of this approach; describes the context of the pilot lessons included in the book; and explains how to use the lessons detailed in later chapters.
*Chapters 2-6 focus on different factors in the situational context of education: linguistic, economic, social, cultural, and political. A three-part structure is used: "Classroom Implementation" (a rich description of one lesson in a real classroom); "Context Variables" (a theoretical explanation of the specific factor the chapter addresses, providing the research basis for the sample lesson objectives ); "Doing Analysis of the Context" (several sample lessons for implementation). The lessons are addressed to the teacher, with detailed ideas on how to carry out the lesson and evaluate the students' understanding of the situational context.
*Five Appendices provide helpful resources for the implementation of the lessons: an Annotated bibliography of relevant K-12 children's literature; Instructional Approaches; Scoring Rubrics for Content Objectives; Guidelines for a Contrastive Study of Situational Context; and Lesson Template.
The lessons have been thoroughly field-tested with students and teachers. Because these lessons work on multiple levels, "Situational Context of Education: A Window Into the World of Bilingual Learners" benefits students from first grade through preservice and in-service teachers in university courses. Teachers get to know their students and their predicaments within the social context of the United States, and at the same time, the lesson activities have a great impact on the students in their classes. All are helped to achieve academically while gaining awareness of situational factorsaffecting their lives.

This book offers practical guidance for teachers working with bilingual pupils in mainstream primary and secondary education and aims to help teachers make the curriculum as accessible as possible to these children. It offers examples of the good practice that has evolved around teaching bilingual children in the classroom.
The author provides advice on how to tackle subject areas; guidance on planning lessons; photocopiable proformas for use in planning; case studies; suggested approaches for dealing with common difficulties in texts; and advice on working with bilingual parents.
Teachers, student teachers, teaching assistants, English as a Second Language (ESL) and English as an Additional Language (EAL) coordinators will find this book helps them work effectively with bilingual children in mainstream settings.

Bridging Cultures: Teacher Education Module is a professional development resource for teacher educators and staff developers to help preservice and in-service teachers become knowledgeable about cultural differences and understand ways of bridging the expectations of school settings with those of the home. In a nonthreatening, cognitively meaningful way, the Module is based on teacher-constructed and tested strategies to improve home-school communication and parent involvement. These innovations were developed as part of the Bridging Cultures Project, which explores the cultural value differences between the individualistic orientation of mainstream U.S. schools and the collectivistic orientation of many immigrant families. The goal of the Bridging Cultures Project is to support and help teachers in their work with students and families from immigrant cultures. The centerpiece of the Module is training resources, including an outline, an agenda, and a well-tested three-hour script designed as a lecture-discussion with structured opportunities for guided dialogue and small-group discussion. Throughout the script, "Facilitators Notes" annotate presentation suggestions and oversized margins encourage integration of the facilitator's personal experiences in presenting and adapting the Module. Ideas for using the Readings for Bridging Cultures are provided. A section of overhead transparencies and handout masters is included. The Module also provides a discussion of the role of culture in education and the constructs of individualism and collectivism, an overview of the effects of the Bridging Cultures Project, and evaluation results of the author's use of the Module in two sections of a preservice teacher education course. Bridging Cultures: Teacher Education Module brings the successful processes and practices of the Bridging Cultures Project to a larger audience in college courses and in professional development arenas. Designed for use in one or two class sessions, the Module can be incorporated in courses on educational psychology, child development, counseling psychology, and any others that deal with culture in education.

John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem.

The book is organized in four parts:
*Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study.
*Part II is an analysis of "societal and school factors" contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline.
*"Community factors"--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does "not" mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities.
*In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community.

"Black American Students in an Affluent Suburb: A Study of Academic Disengagement" is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.

Recognising the need for pedagogy that better serves American Indian students, Klug and Whitfield construct a pedagogical model that blends native and non-native worldviews and methodologies. Among the building blocks of this new, culturally relevant education are language-based approaches to literacy development, the use of oral histories to supplement traditional texts, and a re-evaluation of the knowledge base these students need for success. This multicultural education 'must-read' includes case studies, critical thinking questions and comments by indigenous people concerning education. By learning to teach in ways that are culturally congruent, respectful of traditional values and community building rather than assimilating, non-Native American teachers can finally ensure academic success for their students.

"Teaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas" is for teachers and teacher educators working in communities that educate children who do not speak English as a first language. At the center of the book are findings from a four-year critical ethnographic case study of a Canadian high school with a large number of emigrant students from Hong Kong and rich descriptions of the multitude of ways teachers and students thought about, responded to, and negotiated the issues and dilemmas that arose. The solutions and insights they derived from their experiences of working across linguistic, cultural, and racial differences will be extremely valuable to educators in other locales that have become home to large numbers of immigrant families. The book is designed to help readers think about how the issues and dilemmas in the case study manifest themselves in their own communities and how to apply the insights they gain to their own teaching and learning contexts:
* Each chapter includes four components: an excerpt from the ethnographic study; an analytic commentary on the ethnographic text drawn from a variety of theoretical perspectives and academic disciplines (including interactionist sociolinguistics, language minority education, English as a Second Language education, critical literacy, anti-racist education, and critical teacher education); a pedagogical discussion; and suggestions for further reflection and discussion.
* The book features the use of ethnographic play writing to engage readers with the issues that arise in multicultural/multilingual schools. The author's play "Hong Kong, Canada" is included in its entirety and is used to stimulate further discussion of the issues raised in each of the chapters.
* Although it is organized around two different kinds of schooling dilemmas--dilemmas of speech and silence, and dilemmas of discrimination--everyday dilemmas of curriculum and assessment are also discussed throughout the book.
* A methodological discussion of the choices the author made while designing, conducting, and writing up the critical ethnographic case study makes the book useful in qualitative research methodology courses.
* A set of strategies and activities is provided for helping students develop English oral presentation skills.

Recognising the need for pedagogy that better serves American Indian students, Klug and Whitfield construct a pedagogical model that blends native and non-native worldviews and methodologies. Among the building blocks of this new, culturally relevant education are language-based approaches to literacy development, the use of oral histories to supplement traditional texts, and a re-evaluation of the knowledge base these students need for success. This multicultural education 'must-read' includes case studies, critical thinking questions and comments by indigenous people concerning education. By learning to teach in ways that are culturally congruent, respectful of traditional values and community building rather than assimilating, non-Native American teachers can finally ensure academic success for their students.

Second language learners often produce language forms resembling those of children with Specific Language Impairment (SLI). At present, professionals working in language assessment and education have only limited diagnostic instruments to distinguish language impaired migrant children from those who will eventually catch up with their monolingual peers. This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of SLI, making use of both models of bilingualism and models of language impairment. The book's methods-oriented focus will make it an essential handbook for practitioners who look for measures which could be adapted to a variety of languages in diverse communities, as well as academic researchers.

Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Context for Sense-making and Language Development provides a resource for multiple audiences, including pre- and in-service secondary science teachers, science teacher educators, instructional coaches, curriculum specialists, and administrators, to learn about a research-based approach to teaching science that responds to the growing population of English learners in the United States. The book offers clear definitions of pedagogical practices supported by classroom examples and a cohesive framework for teaching science in linguistically diverse classrooms. The Secondary Science Teaching with English Language and Literacy Acquisition (or SSTELLA) Framework addresses how learning science is enhanced through meaningful and relevant learning experiences that integrate discipline-specific literacy. In particular, four core science teaching practices are described: (1) contextualized science activity, (2) scientific sense-making through scientific and engineering practices, (3) scientific discourse, and (4) English language and disciplinary literacy development. These four core practices are supported by sound theory and research based on unscripted guidelines and flexible modifications of science lessons. Moreover, the four interrelated practices promote students' use of core science ideas while reading, writing, talking, and doing science, thus reflecting principles from Next Generation Science Standards, Common Core State Standards for English Language Arts, and English language proficiency standards. Secondary Science Teaching provides readers with a historical and theoretical basis for integrating language, literacy, and science in multilingual science classrooms, and well as explicit models and guided support teachers in enacting effective teaching practices in the classroom, including comparative vignettes to distinguish between different types of classroom practice.

"A Place To Be Navajo" is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School. Called "Dine Bi'olta', " The People's School, in recognition of its status as the first American Indian community-controlled school, Rough Rock was the first to teach in the Native language and to produce a body of quality children's literature by and about Navajo people. These innovations have positioned the school as a leader in American Indian and bilingual/bicultural education and have enabled school participants to wield considerable influence on national policy. This book is a critical life history of this singular school and community.
McCarty's account grows out of 20 years of ethnographic work by the author with the "Dine" (Navajo) community of Rough Rock. The story is told primarily through written text, but also through the striking black-and-white images of photographer Fred Bia, a member of the Rough Rock community. Unlike most accounts of Indigenous schooling, this study involves the active participation of Navajo community members. Their oral testimony and that of other leaders in Indigenous/Navajo education frame and texture the account.
Informed by critical theories of education, this book is not just the story of a single school and community. It is also an inquiry into the larger struggle for self-determination by Indigenous and other minoritized communities, raising issues of identity, voice, and community empowerment. "A Place To Be Navajo" asks whether school can be a place where children learn, question, and grow in an environment that values and builds upon who they are. The author argues that the questions Rough Rock raises, and the responses they summon, implicate us all.

State Schooling and Ethnic Identity examines the influence of state schooling on Tibetan students' ethnic identity. Zhiyong Zhu has developed a case study of Changzhou Tibetan Middle School after a preferential educational policy was put in place by the Chinese government in the early 1980s. By examining and analyzing student diaries, Zhu has developed a theoretical model for the construction of ethnic identity. Comparing the Neidi Tibetan Schools (those of inland and coastal regions) with the Changzhou Tibetan Middle School, the author takes into account the amount of influence over ethnic identity wielded by the state. State Schooling and Ethnic Identity is a unique study appropriate for readers with interests in China or Tibetan Studies, educational theory, anthropology, and sociology.

This comprehensive study of leaders of color in higher education is a must-read for anyone wishing to understand and/or navigate a career path through the dangerous waters of white-controlled, status quo universities and community colleges in the United States. Based on interviews with pioneers in the field, the author draws upon their personal experiences - and his own-to examine the challenges and dilemmas facing minority members who choose the route of educational leadership. How creative leaders overcome these barriers to success in the academy is the major theme of the volume. The differing issues facing African Americans, Hispanics, Asian Americans, American Indians, and women of color are all addressed in detail, and their commonalities noted. A list of helpful suggestions concerning activism, leadership style, institutional politics, mentorship, and roles are included to help those who contemplate this career path.