Dr. Malik Henfield
Dr. Malik S. Henfield serves as the Dean of Loyola University Chicago School of Education.Prior to his current appointment in July 2019, he served as associate dean of academic affairs, research, and faculty advancement and as a professor in University of San Francisco’s School of Education. He is a national leader in education and counseling and his research has been directed toward examining the extent to which gifted education programs contribute beneficial academic and social-emotional outcomes for Black, Hispanic/Latinx, and economically marginalized students. He has researched and consulted on diverse topics in Atlanta Public Schools, the Baltimore City Public School System, the Oakland Unified School District, and the San Francisco Unified School District, among others. Over the course of his career, Dr. Henfield has received a number of honors, including the American Education Research Association (AERA) Division E Research Paper of the Year Award, the Chi Sigma Iota International Honor Society’s Outstanding Article Award, and the Outstanding Research Award from the North Central Association for Counselor Education and Supervision (NCACES). He was named an Emerging Leader by the Phi Delta Kappa (PDK) International Education Association, a Young Academic Fellow by the Institute for Higher Education and the Lumina Foundation, and was elected chair of one of AERA’s largest Special Interest Groups (SIG), the Critical Examination of Race, Ethnicity, Class, and Gender in Education SIG. He received a BA in biology from Francis Marion University, an MEd, and EdS in K-12 School Counseling from The University of South Carolina, and a PhD in counselor education from The Ohio State University. He began his career in education as a high school counselor in South Carolina.
Dr. Tamika La Salle
Dr. La Salle is an Associate Professor in the Neag School of Education at the University of Connecticut where she joined the faculty in 2013. Dr. La Salle studies culturally responsive educational practices and school climate. She is particularly interested in the impact of culture on students’ educational experiences and on developing and maintaining culturally responsive school environments that are equitable, safe, and positive for students, teachers, and families. A central component of Dr. La Salle’s work is developing and using school climate surveys to understand student experiences and to guide school improvement efforts. Dr. La Salle developed the Georgia School Climate suite; the surveys are used as an annual reporting measure in Georgia and nationally available as a resource for schools implementing Positive Behavioral and Interventions (PBIS). In November 2018, the survey was also endorsed by the U.S. Department of Education Safe and Supporting Learning Division as a psychometrically sound tool. Dr. La Salle has served as an educational consultant at the state, district, and school level to support the implementation of culturally responsive practices. Currently, Dr. La Salle serves as a member of the National Association of School Psychology Minority Scholarship Board, co-chair of the International School Psychology Association Research committee, and as an ex-officio on the Association of Positive Behavior Support Board in the Equity seat. Dr. La Salle obtained her PhD in School Psychology at Georgia State University. In 2018, Dr. La Salle was awarded the UConn American Association of University Professors Early Career Researcher award. Dr. La Salle received her B.A. in Psychology/Sociology from Georgia State University, her MA in Education Instruction and Teaching from Central Michigan University, and her EdS and her Ph.D. in School Psychology from Georgia State University in 2013.
Dr. Ahmad Washington
Dr. Ahmad R. Washington is an Assistant Professor in the Department of Counseling and Human Development at The University of Louisville. He teaches in the School Counseling program, where he works with pre-service school counseling students as they prepare to transition into the profession. Dr. Ahmad Washington is a rising star and his innovative award-winning research focuses on equity, access, and achievement in the school contexts. He is co-editor of the forthcoming book, Creating and Sustaining Effective K-12 School Partnerships: Firsthand Accounts of Promising Practices. In 2015, he co-edited another book, Black male student success in 21st century urban schools: School counseling for equity, access and achievement. His primary research interests are social justice counseling and Hip Hop school counseling. He is interested in exploring how, and under what circumstances, school counselors engage students in conversation about issues of social injustice through facets of Hip Hop culture. One of Dr. Washington’s recent articles titled: Using Hip-Hop Culture and Rap Music in Counseling Black Men was published in 2018 in the Journal of Counseling and Development (JCD), the flagship peer-reviewed journal of the counseling profession. Most recently, in collaboration with Dr. Malik Henfield, Dr. Washington contributed the article: What Do the AMCD Multicultural and Social Justice Competencies Mean in the Context of Black Lives Matter to a Special Issue in the Journal of Multicultural Counseling and Development. The special issue is dedicated to the urgency of counseling African American Clients in the Era of Black Lives Matter, Police Brutality, and Media Stereotypes. Dr. Washington has received various counseling related awards recognizing his work, including the First Annual Association of Multicultural Counseling and Development (AMCD) Asa Hilliard Scholarship Award (2009). Dr. Washington received his B.S. in Psychology from Francis Marion University, his M.A. in Clinical Counseling from Webster University, and his Ph.D. in Counselor Education and Supervision from the University Iowa in 2013.