This one-of-a-kind, how-to guide is designed to help Indigenous Students and Students of Color (ISOC) thrive in postsecondary education. It spotlights the personal and cultural capital ISOCs bring with them on their postsecondary educational journey. This book helps students identify, strengthen, and use these assets so that success in higher education is not only possible but inevitable. Written by faculty and administrators of color, from a wide range of backgrounds and experiences, this guide contains insider advice and strategies to help ISOCs successfully navigate the challenges they might face wherever their postsecondary journey takes them. Through stories and relatable vignettes that help readers envision themselves in the book, this easy-to-use, interactive resource includes features such as Professional Tips, Think Alone/Think Together discussion prompts, and skill-building end-of-chapter activities that help students to develop their assets and hone their skills. Designed to help ISOCs thrive in postsecondary education as their full authentic selves, this book is a guide that can be returned to at any point along one's postsecondary journey.

Book Features:

• Perspectives, ideas, and advice that address the unique experiences that Indigenous and Students of Color are likely to have in postsecondary institutions.
• Written collaboratively by a diverse group of faculty and administrators of color representing a variety of academic disciplines including law, education, ethnic and women studies, and English.
• A user-friendly format that students can easily navigate to address their needs as they plan and attend postsecondary education.
• Appropriate for students attending or considering a variety of postsecondary options, including technical schools, community college, or a 4-year college or university.

This one-of-a-kind, how-to guide is designed to help Indigenous Students and Students of Color (ISOC) thrive in postsecondary education. It spotlights the personal and cultural capital ISOCs bring with them on their postsecondary educational journey. This book helps students identify, strengthen, and use these assets so that success in higher education is not only possible but inevitable. Written by faculty and administrators of color, from a wide range of backgrounds and experiences, this guide contains insider advice and strategies to help ISOCs successfully navigate the challenges they might face wherever their postsecondary journey takes them. Through stories and relatable vignettes that help readers envision themselves in the book, this easy-to-use, interactive resource includes features such as Professional Tips, Think Alone/Think Together discussion prompts, and skill-building end-of-chapter activities that help students to develop their assets and hone their skills. Designed to help ISOCs thrive in postsecondary education as their full authentic selves, this book is a guide that can be returned to at any point along one's postsecondary journey.

Book Features:

• Perspectives, ideas, and advice that address the unique experiences that Indigenous and Students of Color are likely to have in postsecondary institutions.
• Written collaboratively by a diverse group of faculty and administrators of color representing a variety of academic disciplines including law, education, ethnic and women studies, and English.
• A user-friendly format that students can easily navigate to address their needs as they plan and attend postsecondary education.
• Appropriate for students attending or considering a variety of postsecondary options, including technical schools, community college, or a 4-year college or university.

The authors of this book provide caring advice to Black, Indigenous, and Teachers of Color (BITOC) to help sustain them into and through the teaching profession. Through an examination of BITOC in the education workforce, the assets that these educators bring to the teaching profession are identified, as are some of the most critical challenges they face in today's schools. The book illuminates the importance of cultivating and supporting social cultural identities as resources that will serve prospective teachers and their increasingly diverse students. Rooted in an identity sustaining framework, the authors strongly encourage BITOC to bring their full cultural, social, and linguistic assets into the classroom while simultaneously encouraging their students to do the same. Creating a Home in Schools will help readers successfully negotiate and navigate the teaching profession, from pathway programs, to teacher education, and into the classroom.

Book Features:

• Explores major contextual constraints that BITOC will have to understand and navigate.
• Identifies the cultural and linguistic assets BITOC bring with them and how to make these a central part of their teaching.
• Focuses on the importance of a strong sense of identity and how to approach teaching and learning in identity sustaining ways.
• Offers guidance for enacting culturally sustaining pedagogies that are rooted in BITOC identities to serve the needs of their students.

The authors of this book provide caring advice to Black, Indigenous, and Teachers of Color (BITOC) to help sustain them into and through the teaching profession. Through an examination of BITOC in the education workforce, the assets that these educators bring to the teaching profession are identified, as are some of the most critical challenges they face in today's schools. The book illuminates the importance of cultivating and supporting social cultural identities as resources that will serve prospective teachers and their increasingly diverse students. Rooted in an identity sustaining framework, the authors strongly encourage BITOC to bring their full cultural, social, and linguistic assets into the classroom while simultaneously encouraging their students to do the same. Creating a Home in Schools will help readers successfully negotiate and navigate the teaching profession, from pathway programs, to teacher education, and into the classroom.

Book Features:

• Explores major contextual constraints that BITOC will have to understand and navigate.
• Identifies the cultural and linguistic assets BITOC bring with them and how to make these a central part of their teaching.
• Focuses on the importance of a strong sense of identity and how to approach teaching and learning in identity sustaining ways.
• Offers guidance for enacting culturally sustaining pedagogies that are rooted in BITOC identities to serve the needs of their students.

Explores how teachers think about students of color and/or a multicultural curriculum and presents opportunities for reconstructing teacher knowledge of the cultural context.

Francisco Rios' book sheds light on current scholarship around teacher thinking in cultural contexts and identifies promising practices that take into account context specific influences. He provides a theoretical and conceptual framework for understanding why teacher cognition as a context specific phenomenon is important, how it is studied, what can be learned, and how these learnings inform the preparation of culturally responsive educators. The contributors look at how teachers think about students of color and/or a multicultural curriculum and explore opportunities for reconstructing teacher knowledge of the cultural context.

Rather than focusing on ways in which the students are deficient, or on the behavioral elements of effective teaching, this book starts with the how and what of teacher thinking as a central element in the teaching-learning relationship. It places the teacher at the center of instructional activity. While teacher thought influences what happens in instructional settings, teacher thought is also influenced by the people and activity critical to those settings.