Frank Brown is Cary C. Boshamer Professor of Education at the University of North Carolina at Chapel Hill. His research focuses on organizational theory, school law, and minority education. His recent published works include "Single-Sex Schools and the Law" in School Business Affairs (with C. J. Russo, 1999), and "Choice and Privatization of Education in the United States" in Journal of Public Management and Social Policy (with P. M. Wigfall, 1998).

Gilberto Q. Conchas, Assistant Professor at the Harvard Graduate School of Education, is interested in race and ethnic variations in urban school engagement. He is coauthor of "The Race Is Not Even: Minority Education in a Post-Affirmative Action Era" in Harvard Journal of Hispanic Policy (with K. A. Goyette, 2001), and "How Context Mediates Policy: The Implementaton of Single Gender Public Schooling in California" in Teachers College Record (with A. Datnow and L. Hubbard, 2001).

Anthony De Jesus is a visiting scholar at the Center for Puerto Rican Studies at Hunter College, City University of New York, and a doctoral candidate at the Harvard Graduate School of Education. His research interests include the social context of education, sociology of education, and multicultural education.

Andrew J. Fuligni is Associate Professor in the Department of Psychiatry and Biobehavioral Sciences at UCLA. His work centers around culture and adolescent development. He is coauthor of "The Impact of Family Obligations on the Daily Behavior and Psychological Well-Being of Chinese American Adolescents" in Child Development (with T. Yip and V. Tseng, in press), and "Parent-Adolescent Language Use and Relationships among Immigrant Families" in Journal of Marriage and the Family (with V. Tseng, 2000).

Stacey J. Lee, Associate Professor at the University of Wisconsin-Madison, is interested in ethnic identity and school achievement among Asian American students. Her previous publications include Unraveling the Model Minority Stereotype: Listening to Asian American Youth (1996).

Gerardo R. López is Assistant Professor at the University of Missouri-Columbia. His areas of research are parent involvement, school-community relations, and migrant education. He is coauthor of "Redefining Parental Involvement: Lessons from High-Performing Migrant-Impacted Schools" in American Educational Research Journal (with J. D. Scribner and K. Mahitivanichcha, in press), and author of "Re-visiting White Racism in Educational Research: Critical Race Theory and the Problem of Method" in Educational Researcher (2001).

Vivian Louie is a Harvard Fellow on Race, Culture, and Education at the Harvard Graduate School of Education. Her professional interests include education, immigration, and race and ethnicity. She is the author of "The Role of Parents in Academic Decisions and Career Aspirations among Second-Generation Chinese Americans" in Immigrant Second Generation in Metropolitan New York (edited by M. Waters, J. Mollenkopf, and P. Kasinitz, forthcoming).

Eva Midobuche is Assistant Professor at Arizona State University West in Phoenix. Her work focuses on the education of immigrant children and of linguistically and culturally diverse children, and preparing teachers to work with these diverse students. Her previous publications include "Bridging the Culture Gap between Home and School through Mathematics" in Teaching Children Mathematics (2001), and "Respect in the Classroom: Reflections of a Mexican American Educator" in Annual Editions: Multicultural Education (edited by F. Schultz, 2000).

Marjorie Faulstich Orellana is Assistant Professor of Education and Social Policy at Northwestern University. Her research interests center around Latino immigrant children's experiences in urban school communities. She is coauthor of "Se Hace Camino al Andar: Reflections on the Process of Pre-Service Teacher Inquiry" in Educators for Urban Minorities (with S. Pucci and S. Ulanoff, 2000), and author of "The Aesthetics of Place in an Urban Landscape: Learning from Children's Views of Their Social Worlds" in Visual Sociology (1999).

Xue Lan Rong is Associate Professor at the University of North Carolina at Chapel Hill. His research focuses on cultures, race/ethnicity and education, and the effects of immigrant generation on young adolescents' schooling. His published works include "Gender, Immigrant Generation, Ethnicity and the Schooling Progress of Youth" in Journal of Research and Development in Education (with L. Grant, 1999), and Educating Immigrant Students: What We Need to Know to Meet the Challenge (with J. Preissle, 1998).

Loukia K. Sarroub is Assistant Professor at the University of Nebraska-Lincoln and the University of Wisconsin-Madison. Her areas of research include literacy and discourse across home and school contexts, education and anthropology, and Yemeni Americans and immigrant communities. She is the author of "Education" in Arab American Encyclopedia (edited by A. Ameri and D. Ramey, 2000), and "Two Steps Forward, Three Steps Back: The Stormy History of Reading Comprehension Assessment" in The Clearinghouse (with P. D. Pearson, 1998).

Robert Shreefter is Assistant Profesor at the Graduate School of Arts and Social Sciences at Lesley University in Cambridge, Massachusetts. His professional interests include art and teacher education, and the connection between literacy/language arts and visual arts. His previous publications include "Club Kit: Creating a Class Magazine" in Artists in the Classroom: Ten Collaborative Projects (with A. Harris and L. Lord, 1998).

Carola Suárez-Orozco is a Lecturer and Senior Research Associate at the Harvard Graduate School of Education, and Codirector of the Harvard Immigration Project. Her research focus is the intersection of cultural and psychological factors in the adaptation of immigrant and ethnic minority children. Her recent publications include "Immigrant Families and Their Children: Adaptation and Identity Formation" in The Blackwell Companion to Sociology (edited by J. Blau, 2001), and "Meeting the Challenge of Schooling Immigrant Youth" in National Association of Bilingual Educators Newsletter (2000).

Marcelo M. Suárez-Orozco is Professor of Education at Harvard University and Codirector of the Harvard Immigration Project. His major professional interests center around cultural psychology and immigration. His recent publications include Children of Immigration (with C. Suárez-Orozco, 2001), and Cultures under Siege: Collective Violence and Trauma (with A. G. C. M. Robben, 2000).