Publications & Additional Resources
Embrace, Empower, Educate, and Include: Four Principles of Equity for Conscious Educators and Schools
Embrace, Empower, Educate, and Include provides educators with ready-to-implement and transformative principles grounded in culturally responsive and equity-focused pedagogies and practices. Full of resources and real-life examples of equitable practices that work, this book is a must-have for every educator in today's classrooms and schools! These four principles: embrace, empower, educate, and include, which are foundational in supporting equitable and culturally responsive teaching practices are what every educator needs to create learning environments that elevate the learning experiences of every student, every day!
The Conscious Educator: Becoming Culturally Responsive Teacher and Schools
The Conscious Educator presents an honest, inspiring, and solutions-focused approach to creating more positive and equitable school experiences for every student. Inspired by her real-life teaching experiences as a former elementary school teacher, author Salandra Grice shines a light on the blind spots many teachers have when it comes to teaching culturally diverse students.
“But Have We Had Enough?”: An Exploratory Examination of Teachers’ Exposure to Culturally Responsive Classroom Management Professional Development, Journal of Transformative Learning, (2022)
This exploratory study examined teachers’ culturally responsive classroom management self-efficacy beliefs using the Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSE) (Siwatu et al., 2017). In-service teachers with various dosage and exposure to culturally responsive professional development were examined and data was collected from a small sample (n=26) of PreK-12 classroom teachers. Initial results found positive correlations between professional development experiences and teachers’ beliefs in implementing essential culturally responsive classroom management practices. Implications for culturally responsive professional development in teacher education are discussed.
Suggested Citation: Grice S., Terry, A. M., Turner, M. A., Williams, J. A. & James, M. C. (2022). “But have we had enough?”: An exploratory examination of teachers’ exposure to culturally responsive classroom management professional development, Journal of Transformative Learning, 9(1), 26–46.
Grice, Salandra (2020) “Perceptions of Family Engagement Between African American Families and Schools: A Review of Literature,” Journal of Multicultural Affairs: Vol. 5 : Iss. 2 , Article 4
The purpose of this review of parental involvement scholarship was to examine epistemologies and existent research pertaining to family engagement in the African American community. Particular attention is paid to the discrepancies between how African American families typically engage versus what teachers have been socialized to recognize and value as engagement. These discrepancies are evaluated and solutions to rectify this disconnect are discussed.
Suggested Citation: Grice, Salandra (2020) "Perceptions of Family Engagement Between African American Families and Schools: A Review of Literature," Journal of Multicultural Affairs: Vol. 5: Iss. 2, Article 4.
Available at: https://scholarworks.sfasu.edu/jma/vol5/iss2/4