Educating for Equity and Excellence

In this collection of articles, Geneva Gay invites readers to make educational equity and excellence for all students a reality, not just an ethic or an ideal. Through teaching narratives and pragmatic examples, Gay illustrates that a combination of ideology, ethics, personal commitment, and praxis on the part of educators is essential to achieving equity for underachieving racial and ethnic minority students. The text is organized into three themes: Identity (how the identities and behaviors of educators are influenced by their membership in ethnic and cultural groups); Ideology (how the beliefs, attitudes, and expectations of educators shape their behaviors and instruction); and Action (suggestions for equitable teaching, classroom management, curriculum development, and teacher preparation). Each individual essay can be read separately but they are especially powerful when read in conjunction with each other. Educating for Equity and Excellence is applicable to a broad spectrum of teaching contexts, including early childhood, elementary, secondary, and college.

Book Features:

• A good blend of ideas and actions for teaching diverse students, including Black, Asian American, Native American, and Latinx students.
• Narratives from the personal experiences of the author as well as those of other education scholars, researchers, and practitioners.
• Suggested teaching actions applicable to educating students at different grade levels and abilities.
• Easy-to-understand chapters, with pragmatic explanations, that describe complex conceptual ideas.
• Recommended actions for promoting and sustaining equity across contexts.

Geneva Gay is professor emerita in the College of Education, University of Washington, Seattle. She is the recipient of numerous awards, including the first Multicultural Educator Award presented by the National Association of Multicultural Education. Geneva’s books include Culturally Responsive Teaching: Theory, Research, and Practice, Third Edition.

Contents (Tentative)

Foreword

Introduction

PART I: IDENTITY

1.  Expressive Ethos of Afro-American Culture

2. Ethnic Identity Development in Early Adolescence: Some Implications for Instructional Reform

3.  Implications of Selected Models of Ethnic
Identity Development in Education

PART II: IDEOLOGY

4.  Teachers’ Achievement Expectations and Classroom Interactions with Ethnically Diverse Students

5.  Teachers Beliefs about Cultural Diversity: Problems and Possibilities

6.  Teaching to and through Cultural Diversity

PART III: ACTION

7.  Curriculum Theory and Multicultural Education

8.  Preparing for Culturally Responsive Teaching

9.  Connections between Classroom Management and Culturally Responsive Teaching

10. The Younger the Better: Culturally Responsive Teaching for Lil Sistas

References

Index

About the Author