Dr. Tony (Kwame) Laing
Dr. Tony Laing is a scholar-practitioner in both K-12 and higher education. His areas of expertise include gender, sexuality, and youth studies. His research focuses on the intersection of youth studies, gender studies (specifically constructions of masculinities), single-gender schools, queer theory, and African-American Studies. Dr. Laing has secured $4 million in grants and donations for various educational initiatives and projects.
Currently, Dr. Laing is the inaugural Assistant Vice President for Diversity, Equity, Inclusion, and Belonging at Worcester Polytechnic Institute, where he plays a crucial role in fostering an inclusive environment. He is also part of the IDEA database of practitioner experts who review diversity and inclusive proposals submitted to NASA.
Previously, Dr. Laing served as the K-12 Wayland METCO Director, where he worked to provide educational opportunities for students of color in suburban schools in Wayland. Throughout his career, he has been involved in diversity affairs, student affairs, study abroad, and academic advising, with a particular focus on creating welcoming campuses for students, faculty, and staff of color.
Dr. Laing has also written numerous peer-reviewed articles and reports that center on culturally relevant education, student voice, and equity in education. He is the co-editor (with independent scholar Dr. Ezella McPherson) of the upcoming book titled "Creating Community: The Black student support network experiences at HBCUs and PWIs."
In addition to his academic pursuits, Dr. Laing serves as a Trustee at Wheaton College, where he is currently in his second 5-year term. He is also a Trustee at Montserrat College of Art and a council member of The College Board in the New England region. Previously, he served on Judge Baker's Children Center's External Affairs and Communications committee and as Board Chair of the Alliance for Domestic & International Educational Programs for six years.
Dr. Laing holds a bachelor's degree in political science from Wheaton College and has obtained master's degrees in the management of international public service organizations from New York University and in educational management from the Harvard Graduate School of Education. He earned his Ph.D. in educational leadership and policy studies from the University of Illinois Urbana-Champaign. Currently, he is enrolled in the diversity, equity, and inclusion certificate program offered by Cornell University.
Lastly, Dr. Laing takes great pride in being a member of the esteemed Phi Beta Sigma Fraternity, Incorporated.
Currently, Dr. Laing is the inaugural Assistant Vice President for Diversity, Equity, Inclusion, and Belonging at Worcester Polytechnic Institute, where he plays a crucial role in fostering an inclusive environment. He is also part of the IDEA database of practitioner experts who review diversity and inclusive proposals submitted to NASA.
Previously, Dr. Laing served as the K-12 Wayland METCO Director, where he worked to provide educational opportunities for students of color in suburban schools in Wayland. Throughout his career, he has been involved in diversity affairs, student affairs, study abroad, and academic advising, with a particular focus on creating welcoming campuses for students, faculty, and staff of color.
Dr. Laing has also written numerous peer-reviewed articles and reports that center on culturally relevant education, student voice, and equity in education. He is the co-editor (with independent scholar Dr. Ezella McPherson) of the upcoming book titled "Creating Community: The Black student support network experiences at HBCUs and PWIs."
In addition to his academic pursuits, Dr. Laing serves as a Trustee at Wheaton College, where he is currently in his second 5-year term. He is also a Trustee at Montserrat College of Art and a council member of The College Board in the New England region. Previously, he served on Judge Baker's Children Center's External Affairs and Communications committee and as Board Chair of the Alliance for Domestic & International Educational Programs for six years.
Dr. Laing holds a bachelor's degree in political science from Wheaton College and has obtained master's degrees in the management of international public service organizations from New York University and in educational management from the Harvard Graduate School of Education. He earned his Ph.D. in educational leadership and policy studies from the University of Illinois Urbana-Champaign. Currently, he is enrolled in the diversity, equity, and inclusion certificate program offered by Cornell University.
Lastly, Dr. Laing takes great pride in being a member of the esteemed Phi Beta Sigma Fraternity, Incorporated.
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Publications by Dr. Tony (Kwame) Laing
The event was funded by The Boston Bridges Initiative, a recently formed organization that supports cross-racial social engagement across the Greater Boston area.
The tour concluded at the Roxbury Heritage State Park, where students and bus drivers enjoyed Caribbean food outdoors, courtesy of vendor Jamaica Mi Hungry. Can the Duck Boats beat that?
Book Reviews by Dr. Tony (Kwame) Laing
Conference Presentations by Dr. Tony (Kwame) Laing
Teaching Documents (Syllabi) by Dr. Tony (Kwame) Laing
Teaching and Research Interest by Dr. Tony (Kwame) Laing
Reports by Dr. Tony (Kwame) Laing
The Gender Sexuality Alliance (GSA) program at AYW: a student-led program that seeks to create a safe space to discuss race, gender, and sexuality while empowering students to be leaders in eliminating homophobia and transphobia in their schools; and
The Social Justice Panel program at the Brooklyn Preparatory High School: a program that offers an alternative to traditional disciplinary methods by giving students the opportunity to decide disciplinary outcomes for infractions committed by their peers.
This guide was developed as part of our ongoing evaluation of ESI, an effort to improve college and career readiness among Black and Latino young men in 40 NYC high schools.
The guide includes materials that were used in each program, which can be found in “Tools for Educators”. Readers are free to use these tools—and adapt them as necessary—to implement similar programs for their classrooms.
The event was funded by The Boston Bridges Initiative, a recently formed organization that supports cross-racial social engagement across the Greater Boston area.
The tour concluded at the Roxbury Heritage State Park, where students and bus drivers enjoyed Caribbean food outdoors, courtesy of vendor Jamaica Mi Hungry. Can the Duck Boats beat that?
The Gender Sexuality Alliance (GSA) program at AYW: a student-led program that seeks to create a safe space to discuss race, gender, and sexuality while empowering students to be leaders in eliminating homophobia and transphobia in their schools; and
The Social Justice Panel program at the Brooklyn Preparatory High School: a program that offers an alternative to traditional disciplinary methods by giving students the opportunity to decide disciplinary outcomes for infractions committed by their peers.
This guide was developed as part of our ongoing evaluation of ESI, an effort to improve college and career readiness among Black and Latino young men in 40 NYC high schools.
The guide includes materials that were used in each program, which can be found in “Tools for Educators”. Readers are free to use these tools—and adapt them as necessary—to implement similar programs for their classrooms.
Research suggests that strong relationships between teachers and students—and between students and their peers—contribute to academic success. The schools highlighted in this guide offer male-only programs designed to build such relationships and promote a sense of brotherhood and camaraderie through:
Rituals and ceremonies;
Conversations about personal experiences and challenges; and
Peer mentorship.
Tony Laing and Adriana Villavicencio (2016)
Since 2012, the NYC Department of Education’s Expanded Success Initiative (ESI) has provided funding and professional development to 40 City high schools with the goal of helping them develop new strategies (or expand existing efforts) aimed at increasing college and career readiness for Black and Latino male students.
As part of our larger evaluation of ESI, the Research Alliance is conducting in-depth case studies in five ESI schools, observing programs in action, and speaking with educators, school leaders, and students about the specific practices they have changed as part of ESI.
Drawing on these sources, we have compiled a set of guides that provide concrete examples of how ESI schools are attempting to boost college readiness for young men of color. Each guide describes a specific approach and offers tips, discussion questions, and resources for educators who may want to pursue this strategy.
The practice guides focus on topics that principals, teachers, and guidance counselors across ESI schools identified as important for creating an environment that supports and welcomes young men of color. Details on each guide can be found below.
Improving Academic Readiness for College
While high school graduation rates have continued to rise for males of color in New York City over the last decade, only a small proportion of these students leave high school with the academic skills they need to succeed in college. The schools highlighted in this guide have attempted to bolster academic supports available to their students and increase the academic rigor of their classes, using such strategies as:
Offering a summer bridge to high school;
Rethinking math and science teaching; and
Differentiating academic offerings.
Taking advantage of CRE professional development opportunities;
Incorporating students’ experiences and interests into curricula;
Addressing teachers’ mindsets and beliefs;
Applying CRE in the classroom;
Supporting English language learners and bilingual students; and embracing diversity within and across cultures.
Helping students envision themselves in college;
Supporting the college search and application processes;
Providing access to college coursework and career training; and Increasing opportunities and supports in math.
Participants will engage in meaningful small group conversations about their multiple perspectives regarding their identities in a brave space.
Participants will participate in a group activity and then discuss openly questions related to personal identities and power/privilege.
Participants will be able to learn from each other, including being challenge to recognize their own privileges and differences.
Participants will link the goals of inclusive excellence to our service to students at UW Oshkosh
the 1950s and 1960s. This Study Away course—taking place during January
2018 Winterim—will combine readings, documentary viewings, and archival
visits along with visits to the sites of significant civil rights demonstrations
and events throughout the South. Earn three credits of History 336 or African
American Studies 395.