Gilberto Q. Conchas is the Wayne K. and Anita Woolfolk Hoy Endowed Chair in the College of Education at Pennsylvania State University. He received his Ph.D. in sociology from the University of Michigan, Ann Arbor and his B.A. in sociology from the University of California, Berkeley. He is the author and coauthor of over a dozen books-including The Color of Success; Streetsmart Schoolsmart; Cracks in the Schoolyard; Educational Policy Goes to School; The Complex Web of Inequality; The Chicana/o/x Dream; Race Frames in Education; We are Children of the Corn/Somos Hija/o/xs del Maiz: Husks of Hope, Resistance, and Latina/o/x Educational Success; and Repertoires of Racial Resistance. Dr. Conchas has been a professor at the Harvard Graduate School of Education and the University of California at Irvine and visiting professor at the University of Southern California, San Francisco State University, University of Washington, University of Barcelona, and the University of California, Berkeley and Santa Barbara. He was also Senior Program Officer for the Bill & Melinda Gates Foundation. Mahmoud Suleiman is a professor of teacher education at California State University, Bakersfield. He earned his Ph.D. from Arizona State University in 1993. He previously taught at the Maricopa Community College District, AZ; Arizona State University, Tempe; and Fort Hays State University, KS. He joined CSUB in 1999 and has taught a variety of credential and graduate courses in the areas of multiculturalism, reading/literacy, action research, instructional leadership, second language acquisition, equity, social justice and inclusion, cultural literacy, and international education; he also has published in extensively in these fields. During his tenure at CSUB, he served as Director of the Multiple Subject Credential Program and as Chair of the Teacher Education Department as well as Chair of the Advanced Educational Studies. He is currently serving as a Core Faculty member and an Acting Director of the Doctoral Program in Educational Leadership. He is a Fulbright Scholar (2009/2010) and completed his residency at the Bahrain Teachers College, University of Bahrain, Bahrain, as well as Fulbright Scholar (2016/2017) at the Faculty of Educational Sciences and Teachers' Training, An-Najah National University, Nablus, Palestine. Victor DeAlba is a PhD Candidate and graduate research assistant at The Pennsylvania State University. He was raised in the city of Lompoc, located in the Central Coast of California. He earned his AA in sociology from Allan Hancock College. He then transferred to UCLA where he earned his BA in sociology. He worked as a Community Engagement Specialist for Social Model Recovery Systems in Boyle Heights, CA and the Skid Row community of Los Angeles before deciding to return to academia. He is the coauthor of We are Children of the Corn/Somos Hija/o/xs del Maiz: Husks of Hope, Resistance, and Latina/o/x Educational Success. His current research includes the power of critical and transformative pedagogical spaces, amplifying Latina/o/x student voice, promoting educational opportunity for Latina/o/x students, and countering inequity in urban school systems.
Transforming Education for Social Justice: Empirical Insights from Leadership, Equity, and Research in Action is a powerful anthology that brings together a collection of articles originally published in the Journal of Leadership, Equity, and Research (JLER). These chapters reflect a shared commitment to confronting systemic inequities and transforming PreK-12 and higher education through critical scholarship, equity-minded leadership, and community collaboration. As part of the Myers Education Press Ethnic Studies Revival Series, this volume is organized around three central themes: the role of educational leadership and transformative research for education reform and student empowerment, countering inequitable disciplinary practices through alternative and transformative approaches, the importance of student voice and activism for promoting equity and social justice. Together, these themes offer a framework for reimagining schools as spaces of resistance, healing, and liberation. In an era marked by heightened attacks on ethnic studies and diversity initiatives, Transforming Education for Social Justice offers timely empirical insights that support inclusive, justice-centered educational practices. The chapters draw on culturally responsive pedagogy, restorative justice, critical race theory, and decolonial frameworks to provide both a critique of existing structures and a vision for what is possible. This volume is an essential resource for scholars, educators, and policymakers committed to equity and social transformation. It is especially well-suited for use in Ethnic Studies, Educational Leadership, Teacher Preparation, and Social Justice Education courses.
Series Foreword - Mahmoud Suleiman and Gilberto Q. Conchas Introduction: Transforming Education for Social Justice: Empirical Insights from Leadership, Equity, and Research in Action -Victor DeAlba, Gilberto Q. Conchas, and Mahmoud Suleiman Chapter 1: Advancing Equity to Improve Academic Achievement of Students Living in Poverty Using Transformative Practices -Kitty Fortner and Jose Lalas Chapter 2: Transforming Education: Integrating the Wise Compassionate Framework, Health, and Community for Holistic Student Development -Felipe Mercado Chapter 3: From Vision to Practice: Staff Leaders Enacting Servingness in Mentoring Programs -Rebecca Covarrubias, Giselle Laiduc, Katherine Quinteros, and Joseline Arreaga Chapter 4: The Differential Attainment Rate Among First-Generation Students: A Comparative Analysis of Recent Trends in Educational Achievements -Enrique S. Pumar Chapter 5: Is Structural Change "Practical"? Latino Boys & Imagining Otherwise -Omar Davila Jr. Chapter 6: Black Girls and School Discipline: Shifting from the Narrow Zone of Zero Tolerance to a Wide Region of Restorative Practices and Culturally Proficient Partnerships -Angela Clark-Louque and Talisa A. Sullivan Chapter 7: "I Was Pushed Out of School": Social and Emotional Approaches to a Youth Promotion Program -Rebeca Mireles-Rios, Victor M. Rios, Trevor Auldridge-Reveles, Marilyn Monroy Castro, and Isaac Castro Chapter 8: Administrator and Teacher Experiences Implementing Restorative Practices: A Phenomenological Study -Lervan Atticot and Brandy Kamm Chapter 9: Accelerate Ethnic Studies with "All Deliberate Speed!" -Talisa Sullivan and Peter Flores Chapter 10: Educational Persistence in the Face of Violence: Narrative from Resilient Latino Boys -Adrian H. Huerta and Maritza E. Salazar Chapter 11: From Ally to Activist: Embracing Activism as an Essential Component of Social Justice Educational Leadership to Combat Injustice in American Schools -Michael L. McIntosh Chapter 12: The Effects of School Belonging and Peer Influences on the Achievement of High School Immigrant Students -Arnold Sanchez Ordaz and Eduardo Mosqueda Chapter 13: "It's Like Where Do I Belong?": Latinx Undocumented Youth Activism, Identity, and Belonging in North Carolina -Felicia Arriaga and Sophia Rodriguez Chapter 14: Ignite The Leader Within: Virtual Latinx Youth Empowerment and Community Leadership Amid COVID-19 -Pablo Montes, Monica Bourommavong, Judith Landeros, Luis Urrieta, Jr., and Courtney Robinson Chapter 15: Perceptions of Inequality as Racial Projects: Uncovering Ethnoracial and Gendered Patterns Among First-Generation College-Going Asian American Students -Gilberto Q. Conchas, Socorro Cambero, Vanessa Delgado, Jess Lee, and Leticia Oseguera About the Contributors Index