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Introduction and Overview of the Yearbook: Facilitating Institutional Change for Racial Equity in the Educational Pipeline
by Anjalé D. Welton & Eboni M. Zamani-Gallaher - 2018
Although problem identification and understanding the root causes of racism in its many forms is important, this yearbook identifies institutional structures, processes, and practices that are critical in working towards racial equity across the educational pipeline, with each chapter offering foundational perspectives for doing so. We need scholarship that identifies how and why racism in education is still a problem, as it is the first step towards developing solutions to address these inequities. Even so, more research is needed that goes beyond just identifying the problem of racism and moves forward with systemic action toward rectifying it. As such, the chapters in this yearbook give clear, well-defined recommendations for what institutional change is necessary to make solutions for racial equity a reality. Racial equity is a systemic outlook that ensures racially diverse perspectives are equally embedded in the institutional culture, structures, and policies. Finally, the authors in each chapter emphasize that doing racial equity work is not a one-time initiative, but systemic, ongoing, and a goal that is nonnegotiable.
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- Anjalé Welton
University of Illinois
E-mail Author
ANJALÉ D. WELTON is an Associate Professor in the Department of Education Policy, Organization and Leadership at the University of Illinois. Her research examines how school leaders address race and inequity in their school improvement decisions. Other research areas include college and workforce readiness and access for underrepresented populations, and youth and community voice in school reform. She recently coedited a special issue in the journal Urban Education on the politics of anti-racist leadership.
- Eboni Zamani-Gallaher
University of Illinois
E-mail Author
EBONI M. ZAMANI-GALLAHER is Professor of Higher Education/Community College Leadership in the Department of Education Policy, Organization and Leadership, and Director of the Office for Community College Research and Leadership at the University of Illinois. Her research activities include psychosocial adjustment, transition of marginalized collegians, transfer, access policies, student development and services at community colleges. Her most recent book is titled Working with Students in Community Colleges: Contemporary Strategies for Bridging Theory, Research, and Practice.
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