Research

Sonya Douglass Horsford examines the history and politics of race, inequality, and leadership in U.S. education. She is currently writing a book on the politics of education policy for school leaders with Janelle Scott (University of Berkeley) and Gary Anderson (New York University). Additional projects underway include: (a) critical race analysis of research on school desegregation and (b) multi-case study of K-12 superintendent leadership in school districts experiencing rapid economic, political, and demographic change.  

Below is a selected list of books, articles, and other publications.  A complete list is available on my CV.


Books

Horsford, S. D., & Tillman, L. C. (Eds.). (2014). Intersectional identities and educational leadership of Black women in the USA. Abingdon: Routledge. [Reprint of special issue of International Journal of Qualitative Studies in Education].

Wilson, C. M., & Horsford, S. D. (Eds.). (2013). Advancing equity and achievement in America’s diverse schools: Inclusive theories, policies, and practices. New York: Routledge.

Horsford, S. D. (2011). Learning in a burning house: Educational inequality, ideology, and (dis)integration. New York: Teachers College Press. [2013 Critics’ Choice Award, American Educational Studies Association; 2nd printing].

Horsford, S. D. (Ed.) (2010). New perspectives in educational leadership: Exploring social, political, and community contexts and meaning. New York: Peter Lang.


Book Chapters

Tillman, L. C., & Horsford, S. D. (accepted). A case study of culturally relevant leadership in a high-performing, low-income elementary school in the U.S. Mountain West.  In C. Rogers, A. Hilton, and K. Lomotey (Eds.). Non-traditional educational leadership: Selected cases. New York: Peter Lang Publishing.

Horsford, S. D. (2016). Race and education in the Mountain West: Charting new territory in America’s racial frontier.  In P. A. Noguera, J. Pierce, and R. Ahram (Eds.) Race, equity, and education: Sixty years from Brown. (pp. 155-173). New York: Springer Publishing.

Sampson, C., & Horsford, S. D. (2015). Beyond legal remedies: Toward funding equity and improved educational opportunities for English Language Learners. In S. Bon, K. Brady, K. Miksch, and J. C. Sun (Eds.), Law and educational inequality: Removing barriers to educational opportunities. Charlotte, NC: Information Age Publishing.

Horsford, S. D., & Clark, C. (2015). Inclusive leadership and race. In G. Theoharis and M. Scanlan (Eds.) Inclusive leadership for increasingly diverse schools. (pp. 58-81). New York: Routledge.

Horsford, S. D. (2015). Magnet school mom. In G. Theoharis and S. Dotger (Eds.) On the high wire: Education professors walk between work and parenting. Charlotte, NC: Information Age Publishing.

Horsford, S. D. (2014). This bridge called my leadership: An essay on Black women as bridge leaders in education. In S. D. Horsford and L. C. Tillman (Eds.), Intersectional identities and educational leadership of Black women in the USA. (pp. 11-22). Abingdon: Routledge. [Reprint of article in International Journal of Qualitative Studies in Education].

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 (pp. 153-166). New York: Routledge.

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. (pp. 9-24). New York: Routledge.

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.

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.


Journal Articles

Horsford, S. D. (accepted). A race to the top from the bottom of the well? The paradox of race in U.S. education reform. The Educational Forum.

Horsford, S. D., & Powell, K. (2016). Second Chances Academy: Alternative school or pathway to prison? Journal of Cases in Educational Leadership, 19(1), 18-27.

Horsford, S. D. (2016). Social justice for the advantaged: Freedom from racial equality post-Milliken. Teachers College Record, 118.

Horsford, S. D., & D’Amico, D. (2015). The past as more than prologue: A call for historical research. International Journal of Educational Management, 29(7), 863-873.

Horsford, S. D., & Sampson, C. (2014). Promise Neighborhoods: The politics and promise of community capacity building as urban school reform. Urban Education, 49(8), 955-991.

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., & Sampson, C. (2013). High-ELL-growth states: Expanding funding equity and opportunity for English Language Learners. Voices in Urban Education (37), 47-54

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. (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. (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). 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.

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.

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. 


Special Issues of Journals

Horsford, S. D., & Heilig, J. V. (Eds.). (2014). Community-based education reform in urban contexts: Implications for leadership, policy, and accountability. Urban Education, 49(8), 867-870.

Horsford, S. D., & Tillman, L. C. (Eds.). (2012). Inventing herself: An examination of the intersectional identities and educational leadership of Black women in the U.S. International Journal of Qualitative Studies in Education, 25, 1-9.

Horsford, S. D., & Brown II, M. C. (Eds.). (2011). Leading for educational equity, engagement, and excellence: Perspectives of The Holmes Scholars®. Journal of School Leadership, 21(4), 514-520.


Policy Briefs & Reports

 

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

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

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