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Culturally Proficient Leadership

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Table of Contents

Foreword by Michael E. Dantley Acknowledgments About the Authors Part I. Leadership as an Informed Personal Perspective Introduction Prelude 1. The Leadership Journey Begins Within 2. The Cultural Proficiency Leadership Lens 3. Constructing Your Cultural Autobiography Part II. Knowing Ourselves 4. Responding to Issues Related to Race, Ethnicity, and National Origin 5. Responding to Issues Related to Language, Gender, and Social Class 6. Responding to Issues Related to Sexual Orientation, Faith, and Ableness Part III. Leading From an Ethical Framework 7. Culturally Competent and Proficient Leadership Actions 8. Educators and the Promise of Democracy Appendix Ray's Cultural Autobiography Randy's Cultural Autobiography References and Further Readings Index

About the Author

Raymond D. Terrell is a Professor Emeritus. He has served as a high school and junior high school English teacher, an elementary school principal, and an assistant superintendent in public schools in Ohio. He spent one year as a faculty member at Texas A&M University in the Department of Educational Administration. He spent 19 years at California State University, 14 years in the Department of Educational Administration, and for 5 years he was the Dean of the School of Education. He then served for three years as an elementary principal at Jefferson Elementary School in Hamilton, Ohio. Ray then joined the faculty at Miami University in Oxford, Ohio where he served as a professor in the Educational Leadership Department, Associate Dean for the College of Education Health and Society and as Chair of the Teacher Education Department. Ray has 50 years of professional experience with diversity and equity issues. He has served school districts in California, Arizona, Nevada, Michigan, Ohio, Pennsylvania, and Indiana. Ray writes about issues of diversity, inclusion, and equity. Ray lives in Springfield Township, Ohio with his wife Eloise. They have two adult children, Dina and William. Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. Prior to that he served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. All of Randy's experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on Cultural Proficiency. Most recent publication is The Cultural Proficiency Manifesto: Finding Clarity Amidst the Noise.


"I use this book in a doctoral preparation course for teachers, K-12 administrators, county office personnel, and higher education folks. One of the assignments for this course is a cultural autobiography as recommended in this book. This exercise has been powerful. Students are required to write and share their cultural autobiographies in class. The stories shared by students have been amazing. There are stories of students who claim they were not aware or exposed to diversity growing up, and students who are immersed in diversity issues daily. This book is a great guide in helping future school leaders strive to become culturally proficient." -- Tony Serna, Assistant Professor "The authors have been brave enough to broach subjects that are usually difficult to confront, and they gently encourage everyone to join them on their journey of love and equity for all learners. Kudos are due!" -- Lori L. Grossman, Instructional Coordinator "This book is like a self-help book that guides you through your own awareness of 'self,' but in this case it is specific to cultural perceptions and education." -- Monica Uphoff, Director of Assessment "Every school leader who desires to be a change agent should travel the journey described in this pioneering book. This is a powerful book that will change your life and profession." -- Ann N. Chlebicki, Professor "Provides an opportunity for individual reflection as opposed to a more social network of exploration. The idea of a cultural autobiography is compelling and necessary for people to truly extend their journey of understanding themselves and others." -- Denise Seguine, Chief Academic Officer "Recognizing that our core values are central to our leadership style, this book takes you on a self-reflection journey of cultural competence. The authors' masterful developmental process leads you to a place of social responsibility, which is so critical for the mosaic that defines education today. Everyone connected to schools, from parents to superintendents, needs to take this journey." -- Rosemary Papa, Del and Jewell Lewis Chair of Learner-Centered Leadership "Terrell and Lindsey take a new and refreshing approach. They challenge readers to actively interrogate the effects of their own experience on the way they interact with the diversity of the school." -- Nicki King, Youth and Family Development Specialist "An excellent text for school leadership classes as well as for those preparing for teacher education. The ability to make change, starting from within, empowers the individual to educate without barriers." -- Susan M. Lara, Professor and Vice President for Student Services

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