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Equitable by Design examines the possibilities for building more equitable, culturally informed, and evidence-based partnerships among Black families, communities, and schools. The processes and practices recommended in this guide are grounded in theory. That theory is translated into evidence-based practices associated with improved student outcomes for Black students.

"A brilliant piece of work with actionable insights to achieve Black student success informed by real insight of Black families."
— Melessa Hamilton, Middle School Teacher, African American Parent Council Member

Latunde, Y. (2021). Equitable By Design: A Guide to Utilizing the Abundance of Resources Within Black Families and Communities to Support Students. Kaleidoscope Vibrations, LLC.

Latunde, Y. (in press). Mission possible: A book chapter. IV Press.


Louque, A.C., & Latunde, Y. (2019). Addressing inequities in African American student achievement: Using cultural proficiency and a dual capacity building framework. Frontier Education.


Latunde, Y. (2018). Expanding their opportunities to engage: A case of the African American Parent Council. Journal of Negro Education, 87(3), 270-283.

Latunde, Y. (2017). Research in Parental Involvement: Methods and Strategies for Education and Psychology. New York, NY: Palgrave.


Latunde, Y. (2017). Welcoming Black families: What schools can learn from churches. Educational Leadership, 75(1).


Latunde, Y. (2017). The Role of Skills-based Interventions and Settings on the Engagement of Diverse Families. School Community Journal, 27(2).


Latunde, Y. (2016). Towards more inclusive schools: An application of hospitality in parental involvement. The International Christian Community for Teacher Education. 11(1). Retrieved from


Latunde, Y., & Louque, A. (2016). Untapped resources: Black parent engagement that contributes to learning. The Journal of Negro Education, 85(1), 72-81.


Latunde, Y. (2016). Collaboration: Helping teachers make faith connections in special education teacher education programs. In B. C. Nworie (Ed.), Faith Integration in Teacher Education. Eugene, OR: Wipf and Stock Publishing.


Louque, A., & Latunde, Y. (2014). Supporting preservice teachers’ collaboration with school leaders. Journal of School Public Relations. 35(4), 494-510.


Louque, A., & Latunde, Y. (2014). Cultural capital in the village: The role Black families play in the education of children. The Journal of Multicultural Education. 8(3/4), 5-10.


Latunde, Y., & Louque, A. (2012). Investing in collaboration: Preservice special educators and their readiness for home school collaboration. Journal of Urban Learning, Teaching, and Research, 8, 78-82.


Latunde, Y. (2012). Review. [Review of the book School leadership for authentic family and community partnerships, by Susan Auerbach]. Education Review, 15. Retrieved from


Latunde, Y. (2011). Review. [Review of the book A practical guide to autism: What every parent, family member, and teacher needs to know, by F. Volkmar and L. A. Wiesner]. Education Review, 13. Retrieved from


Latunde, Y. (2009, August). Review. [Review of the book Your child’s strengths: Discover them, develop them, use them by J. Foxx]. Education Review. Retrieved from


Latunde, Y. (2009). Answering the President’s call: Increasing diverse parental involvement in schools. Journal of Urban Learning, Teaching and Research, 5, 21-26.


Nworie, B. C., Latunde, Y., & Goodwin, K. (2009). Response to intervention (RTI): Cultural and linguistic considerations for effective interventions. In B. C. Nworie (Ed.), Central issues in special education (pp. 135-144). San Francisco, CA: Pearson.

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