Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts.Email – randallblindsey@gmail.comWebsite - CCPEP.orgTwitter - @RBLindsey41 Richard M. Diaz Ms.Ed., is director of the Riordan Leadership Institute a program of the Los Angeles Junior Chamber of Commerce. Richard helps train business professionals become board members of nonprofit agencies in the Greater Los Angeles area. Through his work Richard has assisted many nonprofits to bring in new and diverse leadership to their organizations. Richard also consults with local nonprofits and their boards. He assists boards to review their mission and vision. Richard began his career as an elementary and middle school teacher and later supervised student teachers for Immaculate Heart College. He is a world traveler and lives with his partner, Gerry, of 23 years. Kikanza Nuri-Robins helps people to close the gap between what they say they are and what they actually do.  Whether she is in a corporate boardroom, the fireside room of a retreat center, or a convention center auditorium, Kikanza uses her skills and insights to help people and organizations that are in transition – or ought to be.  She shares her observations and recommendations with clarity and candor, while gently encouraging them to face the difficult situations that challenge their skill sets and their values.  She leads people to this growing edge with unswerving focus, an understanding heart, and laughter that rises from the seat of her soul. Since 1978, Kikanza has worked as an organizational development consultant in a variety of settings includ­ing education, health care, criminal justice, and religion, focusing on leadership development, change management, and cultural proficiency. Her clients range from school districts, to university faculty, to government offices and non-profit organizations.  The connecting thread is her passion for working with people who want to making a difference for others.  Kikanza studied at Occidental College, the University of Southern California, and the San Francisco Theological Seminary.  She is the author of many articles and five books, including: Cultural Proficiency and Culturally Proficient Responses to the LGBT Communities. Kikanza lives in Los Angeles where she spends her discretionary time as a textile artist.Raymond Terrell, EdD. retired as Associate Dean for Research and Diversity and member of he department of Educational Leadership at Miami University, Oxford

"A Culturally Proficient Response to LGBT Communities is one of the most authentic books I have ever read on how to be more inclusive and equitable to the LGBT school community. The reflection, dialogue, and going deeper sections provide educators with the opportunity to do the inside-outside work necessary to be a culturally proficient educator inclusive of LGBT colleagues, students, and parents/community members.  This book contains numerous practical applications written in the context of the cultural proficiency framework, guiding principles, tools, and continuum that make it immediately applicable and user friendly for schools."

• Foreword by Timothy KalteneckerAcknowledgmentsAbout the AuthorsIntroductionI. Introduction--Background, Challenges, and Opportunity1. Setting the ContextGetting CenteredGoing Deeper2. The Tools of Cultural ProficiencyGetting CenteredGoing Deeper3. Equality and Equity Are Both Important, Just Not the SameGetting CenteredGoing Deeper4. Understanding Our History Helps Shape Our FutureGetting CenteredGoing DeeperII. Westfield Unified School District5. Creating Safe Space: Moving From Compliance to Advocacy6. Assessing Cultural KnowledgeGetting CenteredValuing DiversityWestfield Unified School District Case StoryGoing Deeper7. Valuing DiversityGetting CenteredValuing DiversityWestfield Unified School District Case StoryGoing Deeper8. Managing the Dynamics of DifferenceGetting CenteredManaging the Dynamics of DifferenceWestfield Unified School District Case StoryGoing Deeper9. Adapting to DiversityGetting CenteredAdapting to DiversityWestfield Unified School District Case StoryGoing Deeper10. Institutionalizing Cultural Knowledge--You, Your School, and Your CommunityGetting CenteredInstitutionalizing Cultural KnowledgeProfessional Learning for General EducatorsGoing DeeperIII. Next Steps11. Moving From Bystander to AllyWhy We Do This WorkResourcesResource A1 – Book Study GuideResource A2 – The Apps of Cultural ProficiencyResource B – Quick GlossaryResource C1 – Sexual Orientation QuestionnaireResource C2 – Unpacking the Knapsack of Sexual Orientation PrivilegeResource D – Community ResourcesResource E - Cultural Proficiency Books’ Essential QuestionsCultural Proficiency Books MatrixReferencesIndex

Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts.Email – randallblindsey@gmail.comWebsite - CCPEP.orgTwitter - @RBLindsey41 Richard M. Diaz Ms.Ed., is director of the Riordan Leadership Institute a program of the Los Angeles Junior Chamber of Commerce. Richard helps train business professionals become board members of nonprofit agencies in the Greater Los Angeles area. Through his work Richard has assisted many nonprofits to bring in new and diverse leadership to their organizations. Richard also consults with local nonprofits and their boards. He assists boards to review their mission and vision. Richard began his career as an elementary and middle school teacher and later supervised student teachers for Immaculate Heart College. He is a world traveler and lives with his partner, Gerry, of 23 years. Kikanza Nuri-Robins helps people to close the gap between what they say they are and what they actually do.  Whether she is in a corporate boardroom, the fireside room of a retreat center, or a convention center auditorium, Kikanza uses her skills and insights to help people and organizations that are in transition – or ought to be.  She shares her observations and recommendations with clarity and candor, while gently encouraging them to face the difficult situations that challenge their skill sets and their values.  She leads people to this growing edge with unswerving focus, an understanding heart, and laughter that rises from the seat of her soul. Since 1978, Kikanza has worked as an organizational development consultant in a variety of settings includ­ing education, health care, criminal justice, and religion, focusing on leadership development, change management, and cultural proficiency. Her clients range from school districts, to university faculty, to government offices and non-profit organizations.  The connecting thread is her passion for working with people who want to making a difference for others.  Kikanza studied at Occidental College, the University of Southern California, and the San Francisco Theological Seminary.  She is the author of many articles and five books, including: Cultural Proficiency and Culturally Proficient Responses to the LGBT Communities. Kikanza lives in Los Angeles where she spends her discretionary time as a textile artist.Raymond Terrell, EdD. retired as Associate Dean for Research and Diversity and member of he department of Educational Leadership at Miami University, Oxford

"A Culturally Proficient Response to LGBT Communities is one of the most authentic books I have ever read on how to be more inclusive and equitable to the LGBT school community. The reflection, dialogue, and going deeper sections provide educators with the opportunity to do the inside-outside work necessary to be a culturally proficient educator inclusive of LGBT colleagues, students, and parents/community members.  This book contains numerous practical applications written in the context of the cultural proficiency framework, guiding principles, tools, and continuum that make it immediately applicable and user friendly for schools."

• Foreword by Timothy KalteneckerAcknowledgmentsAbout the AuthorsIntroductionI. Introduction--Background, Challenges, and Opportunity1. Setting the ContextGetting CenteredGoing Deeper2. The Tools of Cultural ProficiencyGetting CenteredGoing Deeper3. Equality and Equity Are Both Important, Just Not the SameGetting CenteredGoing Deeper4. Understanding Our History Helps Shape Our FutureGetting CenteredGoing DeeperII. Westfield Unified School District5. Creating Safe Space: Moving From Compliance to Advocacy6. Assessing Cultural KnowledgeGetting CenteredValuing DiversityWestfield Unified School District Case StoryGoing Deeper7. Valuing DiversityGetting CenteredValuing DiversityWestfield Unified School District Case StoryGoing Deeper8. Managing the Dynamics of DifferenceGetting CenteredManaging the Dynamics of DifferenceWestfield Unified School District Case StoryGoing Deeper9. Adapting to DiversityGetting CenteredAdapting to DiversityWestfield Unified School District Case StoryGoing Deeper10. Institutionalizing Cultural Knowledge--You, Your School, and Your CommunityGetting CenteredInstitutionalizing Cultural KnowledgeProfessional Learning for General EducatorsGoing DeeperIII. Next Steps11. Moving From Bystander to AllyWhy We Do This WorkResourcesResource A1 – Book Study GuideResource A2 – The Apps of Cultural ProficiencyResource B – Quick GlossaryResource C1 – Sexual Orientation QuestionnaireResource C2 – Unpacking the Knapsack of Sexual Orientation PrivilegeResource D – Community ResourcesResource E - Cultural Proficiency Books’ Essential QuestionsCultural Proficiency Books MatrixReferencesIndex

Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts.Email – randallblindsey@gmail.comWebsite - CCPEP.orgTwitter - @RBLindsey41 Richard M. Diaz Ms.Ed., is director of the Riordan Leadership Institute a program of the Los Angeles Junior Chamber of Commerce. Richard helps train business professionals become board members of nonprofit agencies in the Greater Los Angeles area. Through his work Richard has assisted many nonprofits to bring in new and diverse leadership to their organizations. Richard also consults with local nonprofits and their boards. He assists boards to review their mission and vision. Richard began his career as an elementary and middle school teacher and later supervised student teachers for Immaculate Heart College. He is a world traveler and lives with his partner, Gerry, of 23 years. Kikanza Nuri-Robins helps people to close the gap between what they say they are and what they actually do.  Whether she is in a corporate boardroom, the fireside room of a retreat center, or a convention center auditorium, Kikanza uses her skills and insights to help people and organizations that are in transition – or ought to be.  She shares her observations and recommendations with clarity and candor, while gently encouraging them to face the difficult situations that challenge their skill sets and their values.  She leads people to this growing edge with unswerving focus, an understanding heart, and laughter that rises from the seat of her soul. Since 1978, Kikanza has worked as an organizational development consultant in a variety of settings includ­ing education, health care, criminal justice, and religion, focusing on leadership development, change management, and cultural proficiency. Her clients range from school districts, to university faculty, to government offices and non-profit organizations.  The connecting thread is her passion for working with people who want to making a difference for others.  Kikanza studied at Occidental College, the University of Southern California, and the San Francisco Theological Seminary.  She is the author of many articles and five books, including: Cultural Proficiency and Culturally Proficient Responses to the LGBT Communities. Kikanza lives in Los Angeles where she spends her discretionary time as a textile artist.Raymond Terrell, EdD. retired as Associate Dean for Research and Diversity and member of he department of Educational Leadership at Miami University, Oxford

"A Culturally Proficient Response to LGBT Communities is one of the most authentic books I have ever read on how to be more inclusive and equitable to the LGBT school community. The reflection, dialogue, and going deeper sections provide educators with the opportunity to do the inside-outside work necessary to be a culturally proficient educator inclusive of LGBT colleagues, students, and parents/community members.  This book contains numerous practical applications written in the context of the cultural proficiency framework, guiding principles, tools, and continuum that make it immediately applicable and user friendly for schools."

• Foreword by Timothy KalteneckerAcknowledgmentsAbout the AuthorsIntroductionI. Introduction--Background, Challenges, and Opportunity1. Setting the ContextGetting CenteredGoing Deeper2. The Tools of Cultural ProficiencyGetting CenteredGoing Deeper3. Equality and Equity Are Both Important, Just Not the SameGetting CenteredGoing Deeper4. Understanding Our History Helps Shape Our FutureGetting CenteredGoing DeeperII. Westfield Unified School District5. Creating Safe Space: Moving From Compliance to Advocacy6. Assessing Cultural KnowledgeGetting CenteredValuing DiversityWestfield Unified School District Case StoryGoing Deeper7. Valuing DiversityGetting CenteredValuing DiversityWestfield Unified School District Case StoryGoing Deeper8. Managing the Dynamics of DifferenceGetting CenteredManaging the Dynamics of DifferenceWestfield Unified School District Case StoryGoing Deeper9. Adapting to DiversityGetting CenteredAdapting to DiversityWestfield Unified School District Case StoryGoing Deeper10. Institutionalizing Cultural Knowledge--You, Your School, and Your CommunityGetting CenteredInstitutionalizing Cultural KnowledgeProfessional Learning for General EducatorsGoing DeeperIII. Next Steps11. Moving From Bystander to AllyWhy We Do This WorkResourcesResource A1 – Book Study GuideResource A2 – The Apps of Cultural ProficiencyResource B – Quick GlossaryResource C1 – Sexual Orientation QuestionnaireResource C2 – Unpacking the Knapsack of Sexual Orientation PrivilegeResource D – Community ResourcesResource E - Cultural Proficiency Books’ Essential QuestionsCultural Proficiency Books MatrixReferencesIndex