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This chapter begins by focusing on the challenges educational leaders in short-term juvenile detention facilities face when determining the best way to transition students from public school into the institution and then back into public schools. It examines how these leaders adjust to meet the needs of children labeled as offenders and explore the following patterns: predictable surges in referrals at specific times of year, rates of recidivism and percentages of students who qualify for special education or who have IEP's at the time of referral, difficulties in acquiring the resources necessary for meeting the educational needs of students, and obstacles that prevent students from re-enrolling in public school once they have become eligible to leave the detention facilities. Special attention is given to the use of restorative justice within these institutions. The scope of these topics will span the political, social, educational, and personal spectrum as defined by detention facility leaders. The chapter concludes by discussing ethical and empirical considerations for implementing restorative justice practices in schools.

This chapter explores the personal experiences of the author as an American Indian woman working as a faculty member at a research university. The author identifies three conceptualized themes that inform her work: identity, mentorship, and research. These three themes are discussed as a catalyst for the ways in which research culture may shift in the twenty-first century university.

There is a lack of empirical evidence to support the claim that zero-tolerance policies decrease violent incidents in schools or improve school safety. The message behind the policies clearly indicates that violence in schools is not tolerable under any circumstances; however, there is no correlation between the message and the outcomes from policy implementation. The literature on school order and safety suggests that zero tolerance is the simplest and least effective approach with a myriad of unintentional consequences that have a negative impact on education, not just for an individual student but for the system as a whole (American Psychological Association, 2006; Casella, 2003). This chapter examines the role of the school leader, the historical background of school safety, the role of the school leader as a learner, the legislative events that led to the development of zero-tolerance policies, and outline the unintended consequences of zero-tolerance policies in relation to leadership and learning. An alternative approach to school discipline is proposed – namely a restorative justice approach, which may work towards alleviating many of these unintended consequences.

Educational leaders in schools serving Native American students must understand, communicate, and apply state and federal education policies along with specific federal Indian policies relating to tribal self-determination and the education of these students. Tribal peoples residing in native communities typically view revitalization of indigenous language as a crucial first step in achieving the cross-cultural goal of school success for all tribal children. Inclusion of indigenous languages serves multiple purposes such as transmitting traditional cultural values, supporting overall academic achievement, and fostering self-determination and independence for native communities. Title III and Title VII of the No Child Left Behind Act are the designated policy “homes” for indigenous language inclusion and the Individuals with Disabilities in Education Act addresses indigenous language as an obstacle to overcome, giving the unintended impression that native languages are somehow situated within a deficit framework of poverty and special education. This chapter explores the foundations of the inclusion of native languages into current federal policy and argues that the placement might be better suited as stand-alone legislation in order to more effectively promote community development and self-determination for Native American peoples.

This volume's title, Women of Color in Higher Education: Turbulent Past, Promising Future, suggests women of color have endured a tumultuous past, given their historical experience with discrimination as a result of both racism and sexism in the United States. Collectively identified as African American, Asian/Pacific American, Hispanic/Latina, and Native American women in the United States, women of color share membership in marginalized groups and they experience varied forms of discrimination in their efforts to fully and equally participate in society (Lloyd-Jones, 2011). Discussions of these injustices and their effects are included in chapters throughout the volume. The chapters feature relevant experiences specific to women faculty and administrators of color in higher education. These include examinations of the progress of women of color in academia, as demonstrated by their increased (but still underrepresented) presence in senior-level administrative and faculty positions, and suggestions for a more inclusive academic environment for women of diverse racial and ethnic backgrounds. The compilation of chapters in fact, provides conceptual, empirical, and reflective knowledge implicitly revealing the “present” status of women of color in predominantly White institutions of higher education. Many of the contributors provide implications and recommendations for a “promising future” in their chapters.