About This Journal
The demographics of children in schools across the United States continue to shift. According to the U.S. Department of Education, in 2014, 50.2 percent of students in U.S. schools were of ethnic backgrounds other than Caucasian, over 25 million students (50.3 percent) were from low-income homes and over four million were English Language Learners. Understanding how to meet the needs of the majority of the students in U.S. schools is fundamental to the success of the public schools. Although there are isolated cases of school improvement, generally speaking, long-term solutions to the challenges faced by educators have been elusive. “[There] is a long road until true equity for students of all backgrounds is a taken-for-granted reality" (Nieto, 2015)2. The purpose of this journal is to provide a platform for research and discussion regarding the best practices for educational leaders and teachers in increasing the academic achievement of linguistically and culturally diverse students. In alignment with the vision and mission of the College of Education and Psychology at The University of Texas at Tyler, the journal, Diversity, Social Justice, & the Educational Leader intends to contribute to knowledge through scholarly inquiry to meet the critical challenges of the 21st Century.
The journal, Diversity, Social Justice, & the Educational Leader, is a publication for district and campus leaders, teachers, and scholars interested in improving the education system and providing equitable learning opportunities for all students.