• Associate Professor Ximena Zúñiga SJE Concentration Coordinator (Ph.D.) is a national leader of diversity education and intergroup dialogue in higher education. Dr. Zúñiga's background is in critical philosophy and critical pedagogy, participatory education, and action research. Her initial work was in literacy work and popular education in non-formal adult education programs in her native Chile. Before joining the faculty at the University of Massachusetts, Amherst, Dr. Zúñiga directed the Program on Intergroup Relations and Conflict at the University of Michigan where she participated in developing the intergroup dialogue educational model in higher education. Her current activities include an intergroup dialogue initiative in the Five Colleges in Western MA. , and a multi-institutional longitudinal action research effort for which she served as a Co-PI. This study examines the impact of race and gender intergroup dialogue undergraduate courses on college students as well as the pedagogical, psychological and communicative processes that influence student learning.  She is co-editor of Multicultural Teaching in the University (1993), Readings for Diversity and Social Justice (2001; 2010) and Intergroup dialogue in higher education: Meaningful learning about social justice (2007). She is currently co-editing a special issue for the Journal of Equity and Excellence in Education on intergroup dialogues in k-12, higher education and communities (February 2012) and co-authoring a book entitled “Engaging race and gender: Intergroup dialogue in higher education” (Russell Sage Foundation). Recent articles address racism, immigration & globalization issues in anti-racist education, pedagogy and diversity, and theory, practice, evaluation of intergroup dialogue in higher education.  She teaches foundations courses in social justice education, theory, practice and research on intergroup dialogue in K-12 schools, colleges and universities, and communities, and a multi-section intergroup dialogue undergraduate course: http://people.umass.edu/educ202-xzuniga/index.html

• Kerrita Mayfield, Visiting Assistant Professor (Ph.D) is a long time secondary biology and art educator with over 20 years experence doing social justice education in school (secondary and higher education) settings. She is currently a certified studio arts grades 4-12 and biology grades 7-12 teacher. Her mixed methods research foci are: adolescent girls in schools, curricular analysis as it relates to pre-service teacher praxis and perceptions, Third Wave feminism in alternative communities, marginalization and power. Her most recent endeavors include a book chapter in the National Women’s Studies Association Difficult Dialogues, and a paper using arts based practices to explore pre-service teachers’ views of American democracy.

• Katja Hahn d'Errico, Adjunct Faculty Member (Ed.D) is a retired administrator with 19 years of experience teaching collective and cooperative business practices to undergraduate students. In addition to serving as an adjunct faculty member with SJE, Dr. Hahn d'Errico is currently on faculty with Commonwealth College, where she focuses on undergraduate service learning. She has taught EDUC 691E Social Justice Issues in Education and offers a 1 credit seminar (692Q) in which students explore theory and connections between social justice work, religion and spirituality in an experiental setting. She co-authored two chapters in Teaching for Diversity and Social Justice (2007) and contributed a chapter in Transforming Campus Life. (2001)

• Brenda Juárez, Assistant Professor (Ph.D.) is a former elementary public school teacher with a background in both public and private schools. She has also taught and designed curriculum for adult English language learners. Dr. Juárez completed her dissertation research investigating Spanish-English dual language education as a promising form of bilingual education. Her background is in critical theories of education, critical pedagogy, curriculum studies and urban education. Since joining the professorate, Dr. Juárez has continued to expand her interest in exploring notions citizenship, democratic education and the development of fully inclusive public spaces through her research and teaching. Dr. Juárez has served as a member of the African American Studies Committee in Alabama and as a panelist and committee member and director for university- and community-wide forums and events in both Alabama and Utah prior to moving to Massachusetts.

  Dr. Juárez’s teaching endeavors and scholarship have focused on the topics of multicultural teacher education, culturally responsive teaching pedagogies, and the transracial adoption of Black children by White adoptive parents. Using Critical Race Theory and critical scholarship on Whiteness, her research has explored the intersections between race-based knowledge and power in the preparation of future teachers and what it means to be an ally. In her work presently, she continues to examine and document the effective teaching practices and perspectives of exemplary Black teachers and the role of culture in fostering the successful learning of students of color. Drawing on her background in transracial adoption, Dr. Juárez likewise continues in her research to explore practices of race socialization within and across different racial groups. She has recently been writing about the production of the contemporary schools-to-prison pipeline and its effects on the social causation of Black health inequality and other manifestations of institutional racism. Her research has appeared in journals such as Democracy and Education, Journal of Educational Controversy, Critical Education, Journal of Black Studies, Race Ethnicity and Education, Power and Education, and International Journal of Qualitative Studies in Education. She is co-author of the book White Parents, Black Children: Understanding Adoption and Race forthcoming from Rowman and Littlefield Publishing in October, 2011.

ASSOCIATED FACULTY:

• Professor Richard Lapan (Ph.D). is a Professor, Counselor Educator, and Psychologist committed to transforming the profession of school counseling from an ancillary support service to a comprehensive program central to the academic, personal development, and social justice/diversity mission of every school.  The effectiveness of these efforts was recognized in 2006 when Dr. Lapan won the prestigious Counselor Educator of the Year award from the American School Counselor Association.  Dr. Lapan has had extensive experience providing counseling services (career, family, individual, group, and residential) to children, adolescents, and adults.  From 1975 until 1980, he worked as a Master’s-level counselor providing counseling, educational, and residential treatment services for urban, suburban, and rural adolescents.  He has worked in several school settings and psychiatric hospitals.  Dr. Lapan has published numerous empirical studies, 3 books on a wide range of topics related to positive youth development (from the process of compromise adolescents engage in when orienting themselves towards possible futures to the entry of women into non-traditional science-related careers), and has received two national awards in recognition of his work. His work has consistently emphasized expanding meaningful and satisfying educational and career opportunities for all young people.

• Associate Professor Carey Dimmitt (Ph.D.)  Coordinator of the School Counseling Concentration in the School of Education. She is also the Associate Director of the Center for School Counseling Outcome Research and Evaluation (CSCORE, at www.cscor.org), which provides national leadership in the development of the research base that is necessary for effective practice.  Dr. Dimmitt’s scholarship focuses on the identification and use of evidence-based practices in school counseling, curriculum development, and metacognitive interventions for learning and mental health. Prior to Umass Amherst, Dr. Dimmitt spent 10 years working with young people and their families in schools, community clinics, and private practice. She is the author, with Jay Carey and Trish Hatch, of Evidence-Based School Counseling Practice: Making a Difference with Data-Driven Practices (Corwin Press, 2007).

• Professor Emerita, Maurianne Adams (Ph.D.) developed diversity and educational access programs while an English department faculty member at Smith College (1964-73) and innovative social justice curricula as faculty coordinator for residential (college) academic programs at UMA (1973-86).  She is co-author with Pat Griffin and with Ximena  Zúñiga of two exemplary books on social justice education, Teaching for Diversity and Social Justice: A Sourcebook (Adams, Bell, Griffin 1997), and Readings for Diversity and Social Justice which is designed as readings for undergraduate social justice courses (Adams, Blumenfeld, Castañeda, Hackman, Peters, Zúñiga 2000).  These books have been widely disseminated and acknowledged by reviewers as a benchmark for the newly emerging SJE field in the U.S. and abroad. She also co-edited (with John Bracey) Strangers & Neighbors: Relations between Blacks and Jews in the United States (1999). As Editor of Equity & Excellence in Education she brings an SJE focus to the articles and to the annual SJE “Year in Review” annotated bibliography.

• Professor Emerita, Pat Griffin, (Ed.D)  is internationally known for her ground-breaking work on lesbians and sport.  Her Strong Women, Deep Closets (1998) was acclaimed by reviewers, her work on SJE and sports is frequently cited, and she is active as an expert consultant to sports teams and college campuses.  She is coeditor of the SJE Sourcebook (Teaching for Diversity and Social Justice) noted above, and contributed five of its chapters.  She has been editor for numerous journal special issues on GLBT issues in schools and in sports, published extensively on GLBT and sports, developed educational materials for college and high school athletic programs and educational TV, and researched Safe Schools programs in Massachusetts on funding from the Ford Foundation and other grants. She brings strong qualitative research theories, methods and skills to SJE, along with her leadership in gender and in GLBTQ studies at the K-12 level as well as in higher education.  Pat retired in December 2003 but continues to teach one core course per semester for the SJE concentration.

• Professor Emeritus Bailey Jackson (Ed.D.) has a national reputation for his models of Black Identity Development and Multicultural Organizational Development.  Dr. Jackson brings to SJE his years of experience with National Training Laboratories and with experiential education, and his background in human relations, education, and psychological education.  He is nationally known for his writing and consulting on multicultural organizational behavior and racial identity development theory.  Dr. Jackson attracted a group of faculty and doctoral students with whom he created the Social Issues Training Program (1970’s and 80’s) and was the prime mover in establishing the graduate SJE concentrations (1991 to present).  He conducts many consultancies for schools, school systems and college campuses on issues of diversity and multicultural organization development.  He was Associate Dean (1987-90), Director of Teacher Education (1988-89) and then Dean (1990-2001) of Education at UMA, and has built powerful collaborative networks with stakeholders in educational change in the Commonwealth.  He is co-editor of New Perspectives on Racial Identity Development (NYU Press, 2001 and 2012) and PI for a major Title II grant brining together seven higher education campuses, three large urban school districts, and 22 school-campus collaborations to improve teacher education programs to enhance student achievement in urban schools in Massachusetts.

• Associate Professor Emerita, Barbara Love (Ed.D.), herself a former teacher with an academic background in History and Political Science, has worked closely with schools and school systems throughout the U.S. and abroad. Her education background includes teacher education and staff development, curriculum development, and multicultural organizational development.  She consults internationally on empowerment of women, especially women of color; has published widely on issues such as internalized racism, self-knowledge for social justice educators, building alliances for change, and black identity development; and is greatly sought after as a keynote speaker for NGO Forums and leadership conferences dealing with multicultural organizational development and social change.