<p style="text-align: justify;">Multicultural education improves educators’ understanding of the complexities of different cultures and the inherent intersectionality of race, gender, class, and exceptionality to liberate students from oppressive structures within society. The purpose of this study is to illuminate the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy. During this qualitative case study, the researchers used course materials, including discussion and responses, book reviews, and presentations, to answer these research questions: What factors drove the graduate students to want to seek out further experiences for them or their students with multicultural education? What did the participants perceive as potential barriers to influencing educational reform? In what ways did the perceptions of the graduate students regarding multicultural education change over the course of a semester? Three themes emerged from the analysis, the illusion of inclusivity, cultural awareness, and the disconnection between theory and practice. This research could impact current and potential future educational leaders and provides information that would benefit school districts, teachers, and students.</p>

Across a Hundred Mountains weaves the tale of two young girls, Juana Garcia and Adelina Vasquez, and poignantly details their incredible journeys of immigration. Each chapter is told from the perspective of one of the two girls, switching back and forth between each one. Grande explores poverty, migration, and sacrifice in this thought-provoking tale. In this book review, the author analyzes Reyna Grande’s portrayal of an immigrant’s journey to the United States.

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This study investigates how the perceptions of graduate students within a doctoral program in a midsized higher education institution in Southwest Florida evolved over a semester regarding multicultural education and impacted their careers and professional lives. A qualitative case study method was utilized with multiple data sources collected, including interviews, students’ written papers, students’ presentations, as well as online discussions and assignments that aimed to prepare educational leaders within culturally diverse topics while challenging and impacting their perceptions about diversity, race, cultural, and multicultural education experiences. The findings were that post-doctoral coursework in the area of multicultural education produced three significant themes: (1) false understanding of what multicultural education encompassed, (2) increased awareness of self-biases, lack of resources and training, and (3) finally, a feeling of helplessness where participants want to see transformation but are unable to affect change.