Leading with Justice: Afterword and Next Steps

The term justice has become a catchphrase in education, used often and yet still evasive. In an attempt to define justice in research, policy, and practice, the California State University, Sacramento Doctoral Program in Educational Leadership invited preeminent scholars into the conversation through a public webinar series. Hundreds of people tuned in to listen and learn—some sessions having over 350 active participants. The attendees represented a unique cross-section of stakeholders: about 1/3 from universities, 1/3 from school districts, and 1/3 from community groups. Each webinar began and closed with music (e.g., Ain’t No Stoppin’ Us Now) that curated and uplifted the virtual space. Local spoken word artists were also invited

The Community College Presidency Demystified: Creating a Pipeline of Latino Leaders

Community colleges are designed to serve populations largely drawn from a local base. In an increasing number of cases, the student populations are diverse, while both the administration and faculty, particularly in positions of leadership, are overwhelmingly white. Because of changing demographics, many community colleges serve predominately Latino communities. The present article describes the impact of a national culturally tailored leadership development program for Latino administrators in community colleges. Using data from extensive, semi-structured interviews, this qualitative research study demonstrates that participants in the leadership fellows program found their experience empowering and transformational. Research findings indicate that as a direct result of their participation in a culturally relevant leadership program, participants felt increased confidence and sought out executive community college leadership positions. Additionally, participants benefitted from a national network of peers and mentors.

Brown America: An Acknowledgement of this Nation’s Roots America was, is, and always will be…“brown”

This concept paper addresses the hyperbole and irrational fear related to the demographic projection often termed as the “browning of America.” The “browning” is a term that refers to a growing “non-white” population in the United States. The case is made for how, from the inception of its creation, the United States culture and society were built upon foundational roots originating from the Indigenous people of the American continent with added elements comprised of many cultures from various regions of the world. Rather than embracing the perspective of a demographic “browning,” the position taken in this paper rejects a white supremacist orientation that negates yet appropriates the contributions of multiple cultures to U.S. culture. Examples of how United States language, culture, and customs are derived from various “non-white” cultures and traditions attest to how those descended from the European Diaspora have been assimilated into a pluralistic “brown” worldview. For this reason, the position taken is that the United States always was, still is, and forever will be, “brown.” Yet, the generational trauma held by a significant portion of European Americans and coupled by their dislocation undermines their capacity to experience healthy psycho-social integration. For this reason, this paper touches upon the psychological and sociological etiology of a white supremacist orientation and the cost for the lack of knowledge and attribution to the sources of the unique nature of U.S. culture.

You Do Belong! Transformative Black Women Faculty Recommendations for Broadening Participation in US P-20 Computing Education

This study aimed to amplify Black women faculty’s recommendations for broadening participation of the next generation of Black girls and women as they matriculate from primary school into advanced graduate degrees (P-20) in computing education (CE). As tenure-track faculty, these transformative women have attained the highest degree (i.e., Ph.D.) in postsecondary CE in the United States (US). To govern the knowledge validation process, I utilized Afrocentric feminist epistemology undergirded by critical race theory and Black feminist thought. Upon conducting thematic analysis, I identified four emergent themes to broaden participation of Black girls and women in computing: 1) improve access, quality, and early exposure to CE, 2) create equitable and equal spaces for Black girls and women, 3) confront unconscious biases of teachers and faculty, and 4) provide mentoring opportunities. As an emerging Black woman scholar, with a bachelor’s degree in computer science and 15 years of industry experience, I had a “unique angle of vision” to interpret and inform this study’s findings. This study builds upon limited knowledge about interventions needed to support Black girls and women in US P-20 computing education.

Foreword from the President

As President of Sacramento State, I can confidently say that 2020-21 is officially the strangest year of my career. We have seen disruption in all aspects of our lives, and we have faced unprecedented challenges. At our University, like most educational institutions around the country and the world, Sacramento State transitioned to virtual learning and remote business operations within days once the threat of COVID-19 was apparent to our region. And yet, we have endured. We saw students and faculty pivot to their new reality with grace and determination. Students completed their courses, delivered speeches, and even defended their master’s thesis and dissertations over Zoom. I was, and I remain, awestruck by the resilience I see every day.

La Necesidad For More Latina Superintendents! : An Autoethnographic Account of a Latina Navigating to the Superintendency (Dale, Dale, Dale! A.k.a., The Mexican Piñata song)

Women in educational leadership positions have to break a glass ceiling to get to the top despite their dominance in the teaching profession and as California educators. Latinas (Latinx women)1 however face far greater challenges, not only does sexism present challenges but so does racism (see Campbell-Jones & Avelar-Lasalle, 2000). The tenacity, strategies and fortitude are more akin to breaking a piñata, much more challenging and with a greater risk than a glass ceiling. Educational attainment, career support, gender and cultural bias all factor into some of the many challenges Latinas face as they aspire to higher levels of educational administration positions. The challenge for Latinas can be greater than for others, however, the journey and lasting effects are worth it, just as the treats that flow from a well-broken piñata, the rewards of holding the position of Superintendent are significant for those that aspire to and accomplish the goal, and are celebrated by those who assist and participate in their efforts. This autoethnographic study focuses on the Superintendency from a Latina perspective. The study presents specific insights and lessons learned that can assist Latinas and people of color who are high-level2 and district administrators or those who aspire to the superintendency. There are 1,037 school districts in California (CalEdFacts, 2019), thus the information and lessons learned from my experience may also characterize the superintendency and/or high-level administrative positions. The importance of my experience rests in the fact that while the total number of Latinx administrators comprises approximately only 23% of site and district administrators in California as compared to the majority who are White and comprise approximately 59% (CDE/DataQuest, 2019), equity scholars would find this problematic given that the overwhelming majority of students in PK-12 schools are Latinx.

Justice of Both Sides: Transforming Education Through Restorative Justice

This is a book review of Justice on Both Sides: Transforming Education Through Restorative Justice by Maisha Winn. The book's central claim is that restorative justice is a transformative practice that should be implemented in schools. Winn (2018) provides an explanation of the paradigmatic shift needed by educators to successfully implement the program. She explores current programs through a qualitative study and uses ethnographic data to tell the story of students, faculty, and administrators as they participate in restorative justice. This book does not provide any easy answers or a step by step guide. But it does offer the path to critical consciousness that educators need to effectively implement a restorative justice program.