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Jey is the program manager for school partnerships with Learning for Justice. They have previously worked as an elementary school special educator in Portland Public Schools in Oregon and as a writer. Jey is a contributing author in the book Gender Diversity and LGBTQ Inclusion and Advocacy in Schools.

Gary Orfield is a professor of education and social policy at the Harvard Graduate School of Education and co-director of the Civil Rights Project at Harvard University.

Vanessa Hua is a freelance writer and editor in Southern California. She has received awards from the Society of Professional Journalists and the Asian American Journalists Association.

Joyce E. King is Associate Provost at Medgar Evers College of The City University of New York and Chairperson of the Commission on Research in Black Education, an initiative of the American Educational Research Association.

Luis C. Moll is a professor and associate dean at the College of Education at the University of Arizona. His research addresses the connections among culture, psychology and education, especially in relation to the education of Latino children in the U.S. Among other studies, he has analyzed the quality of classroom teaching, examined literacy instruction in English and Spanish, studied how literacy takes place in the broader social contexts of household and community life and attempted to establish pedagogical relationships among these domains of study. He is perhaps best known for coining

Joan Korenblit is co-founder of the Respect Diversity Foundation, P.O. Box 5155, Edmond, Okla. 73083; www.respectdiversity.org.

Chris Morton is the New York State Director of American Atheists, Inc., in Yorktown Heights, N.Y.

Sara Bullard, the founding director of Teaching Tolerance, is a free-lance writer based in New York City.

Maren Aukerman is an assistant professor at Stanford University's School of Education. She is currently on the review board for Language Arts as well as for the Handbook of Research on Children’s and Young Adults’ Literature (Routledge, 2009). Her research focuses on the relationship between classroom discourse and reading comprehension, with emphasis on children’s talk surrounding literature and their talk about nonfiction texts.