School Desegregation & Resegregation

Horsford, S. D., Sampson, C., & Forletta, F. M. (2013). School resegregation in the Mississippi of the West: Community counternarratives on the return to neighborhood schools in Las Vegas, Nevada, 1968-1994. Teachers College Record, 115(11), 1-28.

Horsford, S. D. (2011). Vestiges of desegregation: Superintendent perspectives on inequality and (dis)integration in the post-Civil Rights Era. Urban Education, 46(1), 34-54.

Horsford, S. D. (2010). Learning in a burning house: Educational inequality, ideology, and (dis)integration. New York: Teachers College Press.

Horsford, S. D. (2010). Mixed feelings about mixed schools: Superintendents on the complex legacy of school desegregation. Educational Administration Quarterly, 46(3), 287-321.

Horsford, S. D. (2010). Black superintendents on educating Black students in separate and unequal contexts. The Urban Review, 42(1), 58-79.

Horsford, S. D. (2009). From Negro student to Black superintendent: Counternarratives on segregation and desegregation. The Journal of Negro Education, 78(2), 172-187.

Horsford, S. D., & McKenzie, K. B. (2008). “Sometimes I feel like the problems started with desegregation”: Exploring Black superintendent perspectives on desegregation policy. International Journal of Qualitative Studies in Education, 21(5), 443-455.


Educational Leadership for Equity, Opportunity, & Achievement

Horsford, S. D., & Lomotey, K. (2014). [Essay review of L. C. Tillman and J. J. Scheurich (Eds.) (2013) Handbook of research on educational leadership for equity and diversity]. Teachers College Record.

Horsford, S. D., & Tillman, L. C. (2013). Inventing herself: An examination of the intersectional identities and educational leadership of Black women in the U.S. In S. D. Horsford and L. C. Tillman (Eds.), Identities and educational leadership of Black women in the USA. Abingdon: Routledge. [Reprint of article in International Journal of Qualitative Studies in Education]

Horsford, S. D. (2013). This bridge called my leadership: An essay on Black women as bridge leaders in education. In S. D. Horsford and L. C. Tillman (Eds.), Identities and educational leadership of Black women in the USA. Abingdon: Routledge. [Reprint of article in International Journal of Qualitative Studies in Education]

Horsford, S. D. (2012). This bridge called my leadership: An essay on Black women as bridge leaders in education. International Journal of Qualitative Studies in Education, 21(5), 11-22.

Horsford, S. D., Grosland, T., & Gunn, K. M. (2011). Pedagogy of the personal and professional: Toward a framework for culturally relevant leadership. Journal of School Leadership, 21(4), 582-606.

Horsford, S. D. (2010). Re-imagining educational leadership: New theoretical perspectives and contextual considerations in the field. In S. D. Horsford (Ed.), New perspectives in educational leadership: Exploring social, political, and community contexts and meaning (pp. 1-4). New York: Peter Lang.

Dancy, T. E., & Horsford, S. D. (2010). Considering the social context of school and campus communities: The importance of culturally proficient leadership. In S. D. Horsford (Ed.) New perspectives in educational leadership: Exploring social, political, and community contexts and meaning (pp. 153-171). New York: Peter Lang.

Horsford, S. D. (2009, Fall). Considering the social context of educational leadership: The school leader as community leader. School Leadership News (AERA Division A Newsletter), 25, 4-5. 

Rusch, E. A., & Horsford, S. D. (2009). Changing hearts and minds: The quest for open talk about race in educational leadership. International Journal of Educational Management, 23(4), 302-313.

Rusch, E. A., & Horsford, S. D. (2008). Unifying and integrating messy communities: Learning social justice in educational leadership classrooms. Teacher Development, 12(4), 353-367.


Education Policy & Reform

Horsford, S. D., & Sampson, C. (2013, October). Expanding equity and opportunity for English Language Learners: A look at funding in high growth ELL states. Voices in Urban Education. The Annenberg Institute for School Reform at Brown University.

Horsford, S. D. (2013). A nation (of students) at risk: The political rhetoric of equity and achievement in education reform. In C. M. Wilson and S. D. Horsford (Eds.), Advancing equity and achievement in America’s diverse schools: Inclusive theories, policies, and practices. New York: Routledge.

Horsford, S. D. (2013, June). Beyond small change: Reforming Nevada’s approach to education reform. The Lincy Institute at University of Nevada, Las Vegas.

Horsford, S. D. (2013, May). The Las Vegas Promise Neighborhood Initiative: A community-based approach to improving educational opportunity and achievement. The Lincy Institute at University of Nevada, Las Vegas.

Horsford, S. D., Mokhtar C., & Sampson, C. (2013, March). Nevada’s English Language Learner population: A review of enrollment, outcomes, and opportunities. The Lincy Institute at University of Nevada, Las Vegas.

Horsford, S. D. (February 24, 2013). A missed opportunity for state’s schools. Las Vegas Sun.

Horsford, S. D., & Holmes-Sutton, T. (2012, August). Parent and family engagement: The missing piece in urban education reform. The Lincy Institute at University of Nevada, Las Vegas.

Horsford, S. D. (2012, April). Ready for school, ready for life: The increasing significance of early childhood education and school readiness in Nevada. The Lincy Institute at University of Nevada, Las Vegas.

Horsford, S. D. (2012). Should the role of the judicial branch of government be reduced in the governance of public education? In R.C. Hunter, F. Brown, & S. Donahoo (Eds.), School governance: Debating issues in American education, Volume 7. (pp. 67-74). Thousand Oaks, CA: SAGE Publications.


Critical Race Theory in Education

Horsford, S. D. (2014). When race enters the room: Improving leadership and learning through racial literacy. Theory into Practice, 53(1), 123-130.

Horsford, S. D., & Grosland, T. (2013). Badges of inferiority: The racialization of achievement in U.S. education. In M. Lynn, and A. Dixson (Eds.), The handbook of critical race theory in education. New York: Routledge.

 Horsford, S. D. (2010). Learning in a burning house: Educational inequality, ideology, and (dis)integration. New York: Teachers College Press.

Horsford, S. D. (2010). Mixed feelings about mixed schools: Superintendents on the complex legacy of school desegregation. Educational Administration Quarterly, 46(3), 287-321.

Horsford, S. D. (2009, Summer). The case for racial literacy in educational leadership: Lessons learned from superintendent reflections on desegregation. UCEA Review, 50(2), 5-8.

Horsford, S. D., & McKenzie, K. B. (2008). “Sometimes I feel like the problems started with desegregation”: Exploring Black superintendent perspectives on desegregation policy. International Journal of Qualitative Studies in Education, 21(5), 443-455.