Clayton P. Alderfer, Ph.D., is Professor and Director of Organizational Psychology at Rutgers Graduate School of Applied & Professional Psychology and Editor of the Journal of Behavioral Science. Author and editor of several books, he has written many articles for professional journals. He is an organizational consultant to private, public, and not-for-profit organizations on leadership, race relations, organizational change, and family firms.

Nancy Boyd-Franklin, Ph.D., is an African American family therapist, psychologist, and Professor at Rutgers University in the Graduate School of Applied and Professional Psychology. An internationally recognized lecturer, Dr. Boyd-Franklin has written numerous articles and is the author of Black Families in Therapy: A Multisystems Approach (Guilford Press, 1989) and Boys to Men: Raising African American Male Adolescents with A.J. Franklin and Pam Toussaint (Dutton Press, 2000), and an editor of Children, Families and HIV/AIDS: Psychosocial and Psychotherapeutic Issues (Guilford Press, 1995). Her latest book is Reaching Out in Family Therapy: Home-Based School and Community Interventions (forthcoming, Guilford Press, 2000) with Dr. Brenna Bry.

Curtis W. Branch, Ph.D., is Clinical Assistant Professor of Medical Psychology in Psychiatry at College of Physicians and Surgeons, Columbia University. His research interests include neuropsychological correlates of conduct disorders, adolescent gang members, and the ontogenetic course of ethnic identity development. Research studies by Dr. Branch have appeared in a variety of developmental and clinical journals.

Linda Darling-Hammond, Ed.D., is currently the Charles E. Ducommun Professor of Teaching and Teacher Education at Stanford University where her research, teaching and policy work focus on issues of school restructuring, teacher education, and educational equity. She is also the Executive Director of the National Commission on Teaching and America's Future whose work has already led to sweeping policy changes affecting teaching and schooling at all levels of government. Dr. Darling-Hammond is author or editor of eight books, [Page 295]including The Right to Learn: A Blueprint for Creating Schools that Work, which was awarded the Outstanding Book Award from the American Educational Research Association in 1998, and more than 200 journal articles, book chapters, and monographs on issues of education policy and practice.

Arthur C. Evans, Jr., Ph.D., is a licensed clinical psychologist and Director of Managed Care for the Connecticut Department of Mental Health and Addiction Services. He is Assistant Clinical Professor in the Department of Psychiatry, Yale School of Medicine, and is on the adjunct faculty of Quinnipiac College, Hamden, Connecticut. Dr. Evans is a partner and co-founder of ACCT Associates, P.C., a multicultural, multidisciplinary, clinical and training enterprise located in New Haven, Connecticut. In addition, Dr. Evans is president of the Board of Directors of the New England Institute of Addictions Studies and Diversity Committee Chairperson of the Steering Committee of the Addiction Technology Transfer Center of New England, Brown University. He is also a board member and co-founder of the Connecticut Institute of Cultural Literacy and Wellness.

Michele Fine, Ph.D., is Professor of Social/Personality Psychology at the Graduate School and University Center of the City University of New York. Her most recent books include The Unknown City (with Lois Weis); Off-White: Essays on Race, Power and Society (with Lois Weis, Linda Powell and Mun Wong) and Becoming Gentlemen (with Lani Guinier and Jane Balin). Beyond her graduate school teaching and research, Dr. Fine is actively involved with public school reform and participatory research with and for women in prison.

Thomas J. Gallagher, Ph.D., is a “leadership specialist” with the Oregon State University Extension Service. Previously he was Professor of Natural Resources at the University of Alaska where he conducted research on cross-cultural aspects of management. He is a Kellogg Leadership Fellow and a scholar of the Kluckhohn Center for the Study of Values.

A. Lin Goodwin, Ed.D., is Associate Professor of Education and the Co-Director of the Preservice Program in Childhood Education in the Department of Curriculum and Teaching, Teachers College, Columbia University. She is the editor of Assessment for Equity and Inclusion: Embracing All Our Children, and the author or co-author of numerous articles and book chapters. Dr. Goodwin also serves as a consultant and staff developer to a wide variety of organizations around issues of diversity, educational equity, professional teaching standards, teacher assessment and curriculum development.

Evangelina Holvino, Ed.D., is President of Chaos Management Ltd., and a consultant and facilitator who has been working in the USA, Europe, Southeast [Page 296]Asia, West Africa, Latin America and the Caribbean since 1979 specializing in group and organizational approaches to social change. She was Professor at the School for International Training in Vermont and is an adjunct faculty member at the American University. Dr. Holvino has served on the Board of Directors at the Boston Center of the A. K. Rice Institute and The NTL Institute for Applied Behavioral Sciences. She is a research associate with the Gaston Institute for Latino Community Development and Public Policy, and a senior research fellow with the Center for Gender in Organizations, Simmons Graduate School of Management.

Samuel D. Johnson, Jr., Ph.D., is currently Vice President for Student Development and Dean of Students at Baruch College of the City University of New York, where he has served for the past thirteen years. He is also Professor and Chairman of the Department of Student Development and Counseling at Baruch College. Formerly, he taught graduate trainees in Counseling Psychology at Teachers College, Columbia University. Dr. Johnson maintains an active national consulting practice for the American Management Association, colleges, school districts, hospitals, social service agencies, and corporations.

Vivian Ota Wang, Ph.D., is Assistant Professor in Counselor Education/Counseling Psychology Programs and Director of the Asian Cultural Studies Program in the Division of Psychology in Education at Arizona State University. Dr. Ota Wang is also a Board Certified Genetic Counselor at the University of Colorado. She has published and presented in areas of social justice related to multicultural counseling program development and evaluation, racial-cultural identity development, and genetics and health psychology in the United States and China. She recently served as the guest editor of The Multicultural Genetic Counseling Special Issue for The Journal of Genetic Counseling.

Raechele L. Pope, Ed.D., is Associate Professor of Higher Education at the State University of New York at Buffalo. She received her doctorate from the University of Massachusetts at Amherst in Organization Development with concentrations in Multicultural Organization Development and Higher Education. Her research interests and publications focus on multicultural organization development, multicultural competence, and psychosocial development of students of color.

Karen L. Proudford, Ph.D., is Assistant Professor of Management at the Earl G. Graves School of Business and Management, Morgan State University, where she teaches courses in organizational behavior and human resource management. She holds a bachelor's degree in accounting from Florida A&M University and a Ph.D. in management from the Wharton School, University of Pennsylvania. Her research interests include employee participation, group and intergroup [Page 297]dynamics, diversity and conflict, and she has published several articles on these and related topics.

Corlisse D. Thomas is Class Dean at Columbia University. Her career in the field of Student Affairs spans fifteen years and includes her graduate work at Teachers College, Columbia University. She is currently a doctoral candidate in Higher Education at Teachers College, Columbia University.

David A. Thomas, Ph.D., is Professor of Business Administration at the Harvard Business School. For fifteen years, his research, writing and consulting have focused on the role of race in the career development of executives and managers of color, and the challenges of managing a culturally diverse workforce. His articles and case studies appear in numerous journals, edited volumes and magazines. He is the 1998 recipient of the Executive Development Roundtable's Annual Award for scholarly contributions in the field of executive development.

Barbara C. Wallace, Ph.D., is Associate Professor in the Department of Health and Behavior Studies at Teachers College, Columbia University. She is also a clinical psychologist licensed in New York State. Dr. Wallace provides intensive training to professionals and paraprofessionals covering multicultural competency, diversity, chemical dependency, and relapse prevention. She is the author of several books which codify much of what she teaches in training seminars.

Roderick Watts, Ph.D., is a community and clinical psychologist currently working as Associate Professor of Psychology and Director of Clinical Psychology Training at DePaul University in Chicago. He has served as a program development and evaluation consultant to foundations, universities, and other nonprofit organizations on a variety of projects. His action and research interests include manhood development, human diversity, sociopolitical development, racial identity, and qualitative research methodology. Dr. Watts recently co-edited two books: Human Diversity: Perspectives on People in Context and Manhood Development in Urban African American Communities.