Race and Culturally Responsive Inquiry in Education examines how assumptions about race and culture have shaped US education research and the interpretation and implementation of its results. This volume sheds light on the detrimental effects of educational praxis and policies that have characterized communities of color and underserved communities as deficient. Featuring contributions from leading and emerging scholars, the collection is organized around three key areas--education research, educational assessment, and program evaluation. The contributors suggest compelling solutions for consideration by policy makers and practitioners as well as researchers. "This volume could not come at a more propitious time. Its value lies in confronting the contradictions and inadequacies of social welfare systems' policies and practices that are culturally relevant to the populations they purport to serve." --Carol Camp Yeakey, Marshall S. Snow Professor of Arts and Sciences, Washington University in St. Louis "This brilliant book shows how theoretically rich, empirically rigorous, equity-based educational perspectives, practices, and policies can help to reclaim the soul of the nation." --Walter R. Allen, Allan Murray Cartter Professor of Higher Education, University of California, Los Angeles Stafford L. Hood is the founding director of the Center for Culturally Responsive Evaluation and Assessment. Henry T. Frierson is a professor of education at the University of Florida. Rodney K. Hopson is a professor of evaluation at the University of Illinois Urbana-Champaign. Keena N. Arbuthnot is the Joan Pender McManus Distinguished Professor of Education at Louisiana State University. H. Richard Milner IV is Cornelius Vanderbilt Distinguished Professor of Education at Vanderbilt University. He is President as well as a Fellow of the American Educational Research Association, an elected member of the National Academy of Education, and the editor for the Race and Education Series.