Seldom is the practicing P-12 educator, the P-12 practitioner, considered a scholar. R.A.C.E. Mentoring and P-12 Educators: Practitioners Contributing to Scholarship explores the unrecognized and infrequently considered teacher scholar, principal scholar, counselor scholar, librarian scholar - the practitioner scholar who if provided the platform and access can produce a unique and complex narrative and knowledge base to fields of study. This volume extends the current Research, Advocacy, Collaboration, and Empowerment (R.A.C.E.) knowledge in educational leadership, theory and practice, curriculum and instruction, teaching and teacher development, social justice, and diversity, equity and inclusion. R.A.C.E. Mentoring and P-12 Educators: Practitioners Contributing to Scholarship presents ways to conceptualize quality in educational research by engaging practitioners, researchers and policy makers in cross-disciplinary partnerships to provide an intentional platform for scholars and researchers in the P-12 school systems and pre-service programs, particularly those with/or seeking an active and emerging research and publishing agenda. This volume is divided into four interrelated sections. Section I focuses on mentoring practitioners as scholars during pre-service and in practice. Chapters in this section promote the use of methods coursework, narrative analysis and culturally relevant pedagogy to enhance practitioner agency and roles as scholars. Section II includes Culturally Responsive School Leadership (CRSL) as a way to recognize and address the historical examples and barriers to practitioner social justice activism. These chapters center the school setting and graduate coursework, using practitioner scholarship as a way to cultivate critical consciousness and the use of counter-narratives to combat racism, settler colonialism, and classism among school staff. Section III engages practitioner scholarship as a revolutionary approach through case study, auto-ethnography, review of literature, mental models, and phenomenological study. This section fosters the value of practitioner voice as agency to disrupt oppressive ideologies and beliefs that sustain inequitable and unequal school environments. Section IV provides curriculum, instruction, and parent involvement as examples of practitioner advocacy via personal and collective identity development, Black/Crit, Inquiry-Based Learning (IBL) and engagement strategies. These final chapters provide details of policy and practice transformation methods that empower practitioner sustainability of student and parent access to equitable and inclusive school experiences.

The Ivory Tower is and can often be a lonely place for faculty of color. Social injustices run deep and are entrenched within academia. Faculty of color (FOC), more specifically Black and Hispanic, often lament about the ‘Black/Brown’ tax that frequently takes its toll both personally and professionally, and pushes them out of the academy. Similar to trends in P?12 settings, educators of color in postsecondary contexts represent less than 10% of the profession. In essence, we are an anomaly and the implications of this are clear and dire, as evidenced by persistent achievement, access, and expectation gaps within the academy. Scholars of color (SOC), at all stages, but particularly during doctoral training, frequently struggle to not just survive, but to thrive, in the academy. Too many fail to earn their doctoral degree, with many wearing the All But Dissertation (ABD) as a badge of honor. Although ABD is not a degree, many scholars of color receive inadequate mentoring, often substandard in comparison to the hand?holding White students receive, which leaves far too many doctoral students of color lost, bewildered, angry, indignant, and defeated. This righteous indignation is justified, but excused away using the myth of meritocracy and colorblind notions of success; followed by a myriad of problems steeped with victim blaming, as noted in the classic Presumed Incompetent: The Intersections of Race and Class for Women in Academia (Gutiérrez y Muhs, Niemann, González, & Harris, 2012). The aforementioned work was not the first treatise on higher education and how the non?status quo, along with those grappling with oppression and double standards, experience the profession called higher education. Moreover, The Chilly Climate (Sandler, Silverberg, & Hall, 1996) report, which focused on females, was also telling, but not enough was addressed and disclosed about females of color, until version two. But these issues do not stop with females of color, but instead, extend to all faculty of color. R.A.C.E. Mentoring, a social media Facebook group, with several subgroups (see Figures 1 and 2) was created by Donna Y. Ford, Michelle Trotman Scott, and Malik S. Henfield in 2013, to tackle the numerous thorny and contentious issues and challenges in higher education. We began by intentionally attending to the needs of students enrolled at mostly White universities, as well as those who attended historically Black colleges and universities, while keeping the unique nuances and challenges of each setting in mind. We wanted scholars of color to thrive in both. Fondly and affectionately called RM, our charge and challenge is to affirm the dignity and worth of scholars of color. Additionally, we recognize that there are scholars outside of academe, and their contributions as well to impact and affect change for Black and Brown people inside and outside of academe need to be acknowledged. These scholars are community organizers, activists, P?12 teachers, and families. It truly takes a village...

This incisive work explores the multifaceted struggles of graduate students, confronting burnout, political complexity, and societal crises like COVID-19 epidemic, racism, homophobia, transphobia, patriarchy, white supremacy, xenophobia, and ableism. The mass exodus of workers during the Great Resignation in the United States left many grappling with unemployment, debt, and existential uncertainty, feeling devalued and alienated in academic environments. The RACE Mentoring-Health and Spirituality group emerged as a pivotal initiative, providing essential support in the face of these challenges. The book highlights the critical issue of declining enrollment and completion rates in graduate programs leading to a staffing crisis in higher education. Students from marginalized communities are disproportionately impacted. In response, resilient students have formed supportive networks, showcasing their ability to adapt and thrive despite adversity. This volume of the RACE Mentoring series focuses on these students' survival strategies, self-care techniques, and insights into healing both personally and professionally. The contributors, sharing their diverse experiences, offer practical advice for navigating challenging landscapes. This work serves as a comprehensive guide for healing, growth, and finding inspiration amidst adversity, symbolizing a beacon of hope and resilience for those facing similar challenges. It is a testament to the power of community and perseverance in overcoming significant obstacles. ENDORSEMENTS: "I strongly recommend this book to all graduate students and their loved ones, as well as to higher education faculty, staff, and everyone committed to a more just world. Richard D. Williams and the other distinguished authors have cocreated a beacon of hope backed by diverse and scholarly rigor. It offers invaluable insights and practices for those facing unprecedented stress, burnout, and mental health challenges. This book is a must-read for anyone committed to personal and professional healing." — Monica L Hanson, Stanford University "Healing While Studying will be a transformative experience for readers who will feel as if they are conversing with trusted mentors – mentors who truly understand the unique challenges that minoritized graduate students face. The authors' insightful analysis, personal reflections, and strategies for healing, coping, and liberation are powerful, practical, and thought-provoking ideas that will challenge your assumptions and expand your understanding. In addition, the storytelling was captivating, and the author's ability to weave complex ideas into a coherent narrative was awe-inspiring. Whether you're just starting your graduate program or already well into your studies, this book is an invaluable resource for anyone seeking to navigate academia gracefully and resiliently. I highly recommend it to anyone who wants to heal while studying and thrive as a minoritized graduate student." — Cynthia A. Tyson, The Ohio State University

This book on scholarly writing offers a unique, evidence-based, technology-supported approach to writing for publication across the disciplines. It is suitable both as a graduate level textbook and as support for faculty seeking professional development in scholarly writing. It is a sequel to Writing for Publication: Transitions and Tools That Support Scholars’ Success. Current issues in Academia--such as the expectation that graduate students will publish, the option for doctoral students to publish in lieu of writing the dissertation, the pressure on scholars from various countries to contribute to professional journals written in English, and the metrics used to assess impact of published work—have influenced scholarly writing. Unlike other books on the topic, every chapter includes narratives of experience, self-assessment tools, guided practice activities, reviews of research, and discussion of controversies in publishing. All chapters incorporate curated online resources and technology supports as well. Across the spectrum of experience, ranging from aspiring author to prolific, readers are guided in ways to generate manuscripts that are not only readable and publishable but also downloaded and respectfully cited by their professional peers.

A grassroots understanding of well-being can be an effective approach to meeting the needs of children in low-resource settings. Due to this, evidence on how to sustain such approaches is needed. Successful Pathways for the Well-Being of Black Students addresses a long-standing need for a book that focuses more on strength over weakness, inclusion over exclusion, health over neurosis, agency over passiveness, and future over the past of Black students’ well-being. The book also articulates a vision for the kind of educational environment where Black students can thrive. Covering key topics such as community, workplace well-being, stress, and relationships, this premier reference source is ideal for administrators, policymakers, academicians, researchers, scholars, practitioners, librarians, instructors, and students.

Much of the research and writing on faculty of color and persistence in the Academy speaks to mentoring, recruitment, retention, job satisfaction, and the Imposter Syndrome. Yet, in spite of the significance (though we are small in numbers) and necessity of faculty of color in the Academy, there is no literature to describe or explain our experiences with regards to our holistic (body, mind, and spirit) existence and persistence in the Academy. Some questions that persist for faculty of color include: How do I continue to persist in the professoriate either in the tenure-track or as a tenured professor? How can I just be me and still be a successful professor? Do I have to check certain parts of me at the door or can I bring all of who I am into the Academy? How can I teach, research, and serve with my whole self and still have my work valued and accepted? Do I have to do safe research/work or can I do the work that I am passionate about? This collection of chapters are the personal stories from faculty of color who have persisted in the Academy despite the sometimes very steep climb.

Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

Both higher education and P–12 faculty play a critical role in the preparation of new teachers, yet they have traditionally operated in silos. This book, designed to be read and applied immediately, will help teacher preparation programs and schools work together to best prepare preservice teachers. This is accomplished by clearly describing the roles and responsibilities of both stakeholders, specifically with a focus on the preparation of the mentor teacher. The author outlines ways for schools and teacher preparation programs to collaboratively choose, train, and support mentor teachers, along with suggestions for connecting P–12 and higher education faculty more regularly. Driskill provides a replicable blueprint that has been put into practice and found to be effective. School districts and teacher preparation programs can use the blueprint to reform clinical practice, which ultimately puts more highly qualified teachers in more classrooms. Book Features: Offers a proven-effective method for preparing and supporting mentor teachers in clinical practice.Focuses on what exactly clinical practice entails, including the roles and responsibilities of teacher prep programs and P–12 schools.Explores how mentor teachers are currently identified versus how they should be identified. Outlines topics and strategies for initial training and ongoing support for mentor teachers. Contains specific steps both school districts and teacher preparation programs can take to form successful partnerships.

This collection weaves together the personal narratives of a group of diverse scholars in academia in order to reflect on the ways that grief and hope matter for those situated within higher education. Each chapter explores a unique aspect of grief and loss, from experiencing a personal tragedy such as the loss of a loved one, to national and international grief such as campus shootings and refugee camp experiences, to experiencing racism and microaggressions as a woman of color in academia, to the implications of religious differences severing personal ties as an individual navigates research and academic studies. Unlike most resources examining grief, this collection pushes beyond notions of sorrow as solely individual, and instead situates moments of loss and hurt as ones that matter politically, academically, professionally, and personally. The editors and their authors offer pathways forward to academics, researchers, teachers, pedagogues, and thinkers who grapple with grief in a variety of forms, transforming this book into a critical resource of hope to those in the field of education (and others) who may feel the effects of an otherwise solitary journey of grief, to create an awareness of solidarity and support that some may not realize exists within academic circles.

Teacher educator learning has received increasing attention in recent decades. Although the professional development needs of teacher educators has become more visible, the spaces where teacher educators learn to teach teachers is less clear. How do teacher educators learn? What do they learn? And where does this learning take place? This edited volume provides answers these questions through an unpacking of the programs, courses, and professional learning spaces in which beginning teacher educators learn. In this edited volume, chapters provide profiles, or “cases,” of the spaces in which beginning university-based teacher educators are prepared. University based teacher educator learning occurs in a range of settings. As highlighted in this volume, such learning spaces include doctoral program concentrations or minors focused on the development of teacher educator identity and practice; individual doctoral courses dedicated to teacher education; formalized program experiences that assist in the preparation of teacher educators; and mentoring or critical friendship collaborations through which doctoral students learn about teacher education with peers or from experienced teacher educators.