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<p><span>The Companion Guide activities will help illuminate salient theoretical concepts related to urban education and leadership.</span></p>

<p><span>PART I: LEADERS OF COLOR IN URBAN CONTEXT</span></p>
<p><span>1 Revisiting the Past to Inform the Present: Lessons from a Pre-Brown African American Leadership Paradigm</span></p>
<p><span>Sheryl J. Crof</span></p>
<p><span>2 Black School Leaders Matter: Applied Critical Leadership in a Large Urban District </span></p>
<p><span>Monique Sloan and Cristóbal Rodríguez</span></p>
<p><span>3 The Collective and Unique Contributions of Latina Urban School Leaders: Testimonios of Advocacy and Resistance </span></p>
<p><span>Melissa A. Martinez and Rosa L. Rivera-McCutchen</span></p>
<p><span>4 Are Charter Schools the Educational Promised Land for Black Leaders? Examining Rational Choice Theory in a Racialized Context </span></p>
<p><span>April L. Peters and Ain A. Grooms</span></p>
<p><span>5 An Ecological Model of the Urban Learner: The Geography of a Predominantly Black Institution and Multicampus Spaces</span></p>
<p><span>Ursula Thomas</span></p>
<p><span>PART II: HUMAN GEOGRAPHIES</span></p>
<p><span>6 “A Sanctuary while You’re Here on Campus”: From Safe/Brave Space to Places of Respite in Urban Educational Institutions and Classrooms</span></p>
<p><span>Douglas Allen and Shelby Chipman</span></p>
<p><span>7 Extreme Deprivation and Violence: Does Sustained Deprivation Exacerbate Homicide Rates in U.S. Cities beyond Deprivation’s Direct (Linear) Effect?</span></p>
<p><span>Patricia L. McCall, Kenneth C. Land, Karen F. Parker, and Andrew C. Gray</span></p>
<p><span>PART III: ECOLOGICAL PERSPECTIVES</span></p>
<p><span>8 Supporting Teacher Leadership for Equity in Urban Schools</span></p>
<p><span>Joshua Childs, Judson Laughter, Bryant O. Best, and H. Richard Milner IV</span></p>
<p><span>9 Mission Ready: Globalization, Diversity, and Inclusion Viewed through the Experiences of Children of Military Service Members</span></p>
<p><span>Chadrhyn Pedraza</span></p>
<p><span>10 Harlem’s Motherwork: A Valuable Resource for Urban School Leaders</span></p>
<p><span>Terri Watson</span></p>
<p><span>PART IV: URBAN KNOWLEDGE AND WAYS OF KNOWING</span></p>
<p><span>11 Critically Conscious Educational Leadership Development through the Use of Pláticas in an Agentic Learning Space </span></p>
<p><span>Brenda Rubio, Chris Milk-Bonilla, and Randy Clinton Bell</span></p>
<p><span>12 HQPE: Exploring the Role of Physical Education in Facing America’s Educational Debt</span></p>
<p><span>Samuel R. Hodge, Martha James-Hassan, and Alexander Vigo-Valentín</span></p>
<p><span>13 Women’s Perspectives on Deconstructing the Urban Ivory Tower for Black Women Faculty </span></p>
<p><span>Risha Berry, Tomika Ferguson, and Whitney Sherman Newcomb</span></p>
<p><span>PART V: URBAN POLITICS AND EDUCATIONAL LEADERSHIP</span></p>
<p><span>14 Urban Education and Educational Leadership Graduate Preparation Programs: Preparing Graduate Students Coming from and Going into Urban Pre-K–12 Settings</span></p>
<p><span>René O. Guillaume and Elizabeth C. Apodaca</span></p>
<p><span>15 Queering Urban Elementary Schools: Campus Leaders as Allies of Intersectionality </span></p>
<p><span>Leanna Lucero and Angela Owens</span></p>
<p><span>16 Urban School Administrators’ Incorporation of Student Voice/Culture and Community Involvement toward School Discipline in Urban Middle Schools</span></p>
<p><span>John A. Williams III and Chance W. Lewis</span></p>
<p><span>17 The Value of Asian American Pre-K–12 Urban Education Principals: A Human Resources Developmental Perspective on the Barriers and Opportunity Pathways for America’s “Model Minority”</span></p>
<p><span>Nicholas D. Hartlep</span></p>
<p><span>18 Understanding the Politics of Race, Equity, and Neoliberalism in Everyday Leadership</span></p>
<p><span>Sarah Diem, Anjalé D. Welton, Sarah W. Walters, and Shannon Paige Clark</span></p>
<p><span>PART VI: TRANSNATIONALISM</span></p>
<p><span>19 Supporting Undocumented Students: Principals Taking Action</span></p>
<p><span>Sofia Bahena, Brianda De Leon, and Mariela A. Rodríguez</span></p>
<p><span>20 Conceptualizing Equity in a Borderland Language Ecology </span></p>
<p><span>Magdalena Pando</span></p>
<p><span>21 Projecting the Voices of the Voiceless: Undocumented Students in a Southwest Borderland K–12 School District</span></p>
<p><span>Roberto Lozano</span></p>
<p><span>22 “They Don’t Even Know Me”: Effects of the Model Minority Myth on Asian American Students in a Southwest Borderland High School</span></p>
<p><span>Jennifer Maya Haan</span></p>
<p><span>23 A Metaphor Analysis of Tragedy and Trauma: Educational Leadership Responses to Addressing Transnationalistic Terror and Racial Violence </span></p>
<p><span>Azadeh F. Osanloo, Sarah J. Baker, Kristine Velasquez, Rick Marlatt, and Noelle Witherspoon Arnold</span></p>
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<p><span>René O. Guillaume</span><span>, PhD, is an assistant professor and also serves as an interim Co-Director in the School of Teacher Preparation, Administration, and Leadership in the College of Education at New Mexico State University. </span></p>
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<p><span>Noelle Witherspoon Arnold</span><span>, PhD is the Associate Dean for Equity, Diversity and Global Engagement and Professor of Educational Administration in the College of Education and Human Ecology at The Ohio State University.</span></p>
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<p><span>Azadeh F. Osanloo</span><span>, PhD, is currently a Professor in Educational Leadership &amp; Administration and recently ended her term as the inaugural Co-Director of the School of Teacher Preparation, Administration, and Leadership in the College of Education at New Mexico State University. </span></p>