INTRODUCTION: A Call to Action for White Teachers in Diverse Classrooms—Julie Landsman and Chance W. Lewis;

PART ONE: FOUNDATIONS OF OUR WORK: RECOGNIZING POWER AND PRIVILEGE: 1 Being White: Invisible Privileges of a New England Prep School Girl—Julie Landsman;

PART TWO: CULTURALLY RELEVANT PEDAGOGY: HOW DO WE DO IT? 2 Yes, But How Do We Do It? Practicing Culturally Relevant Pedagogy—Gloria-Ladson Billings; 3 The Empty Desk In The Third Row: Experiences Of An African American Male Teacher—Robert W. Simmons Iii; 4 Educating Black Males: Interview With Professor Emeritus Joseph White, Ph.D., Author Of Black Man Emerging—Julie Landsman; 5 The Unintentional Undermining Of Multicultural Education: Educators At The Equity Crossroads—Paul C. Gorski; 6 But Good Intentions Are Not Enough: Theoretical and Philosophical Relevance in Teaching Students of Color—H. Richard Milner;

PART THREE: EXPECTING THE MOST: HOW WHITE TEACHERS CAN ENSURE AFRICAN AMERICAN ACHIEVEMENT: 7 White Women's Work: On The Front Land Of Urban Education—Stephen D. Hancock; 8 Low Expectations Are the Worst Form of Racism—Carolyn L. Holbrook; 9 I Don't Understand Why My African American Students Are Not Achieving: An Exploration Of The Connection Among Personal Power, Teachers’ Perceptions And The Academic Engagement Of African American Students—Verna Cornelia Price; 10 AFRICAN AMERICAN STUDENT-ATHLETES AND WHITE TEACHERS’ CLASSROOM INTERACTIONS: Implications For Teachers, Coaches, Counselors, And Administrators—Bruce B. Douglas, Esrom Dubois Pitre, And Chance W. Lewis; 11 TIPS FOR SCHOOL PRINCIPALS AND TEACHERS: Helping Black Students Achieve—Dorothy F. Garrison-Wade And Chance W. Lewis; 12 BLACK/AFRICAN AMERICAN FAMILIES: Coming Of Age In Predominately White Communities—Val Middleton, Kieran Coleman, And Chance W. Lewis;

PART FOUR: THE TRULY REFLECTIVE TEACHER: 13 CONNECTING TO THE COMMUNITY: Speaking The Truth Without Hesitation—Ann B. Miser; 14 Practicing What We Teach: Experiences With Reflective Practice And Critical Engagement—Miles Anthony Irving; 15 CONVERSATION—A NECESSARY STEP IN UNDERSTANDING DIVERSITY: A New Teacher Plans For Competency—Jane Nicolet;

PART FIVE: CREATING ACTIVIST CLASSROOM COMMUNITIES: 16 When Truth And Joy Are At Stake: Challenging The Status Quo In The High School English Class—Julie Landsmen; 17 Incorporation Of Multiculturalism Into Art Education—Susan Leverett Dodd And Miles Anthony Irving; 18 Preparing Teachers To Develop Inclusive Communities—Sharon R. Ishii-Jordan; 19 How Can Service-Learning Increase The Academic Achievement Of Urban African American Students?—Verna Cornelia Price; 20 Culturally Responsive School-Community Partnerships: Strategy For Success—Bridgie A. Ford; About the Editors; About the Authors.

Contributors: Ann Miser, Academic Assistant to the Vice Chancellor for Academic Affairs, University of Hawaii; Miles Anthony Irving, Professor, Educational Psychology and Special Education, Georgia State University; Jane Nicolet, School of Education faculty, Colorado State University; Bridgie A. Ford, Dept of Curricular and Instructional Studies, University of Akron, Akron Ohio; Sharon Ishii Jordan, Professor, Creighton University; Verna Cornelia Price, University of Minnesota, Consultant, Service Learning; Julie Landsman, Consultant, teacher, Minneapolis Schools; Gloria Ladson Billings, Kellner Family Chair in Urban Education; President-Elect, AERA, University of Wisconsin-Madison; Paul Gorski, Assistant Professor, Hamline University; Joseph L. White, Professor Emeritus of Psychology and Psychiatry, University of California, Irvine; Robert Simmons, Teacher, Riverside Elementary School, Rochester, MN; Verna Cornelia Price, President / Principal Consultant, J. Cameron & Associates; Bruce B. Douglas, Esrom Pitre and Chance Lewis, Colorado State University; Dorothy Garrison-Wade, University of Colorado at Denver; Stephen Hancock, Professor, University of North Carolina, Charlotte; Carolyn Holbrook, Parent, Writer, Professor, Hamline University St. Paul, MN