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Dr. Yvette Latunde

Dr. Yvette Latunde

Office: (909) 448-4165
Leo Hall

Yvette C. Latunde is the immediate past Director of the Center for Educational Equity and Intercultural Research (CEEIR) and Professor of Organizational Leadership at the University of La Verne. An educator for over two decades, she has traveled widely to share the good news about the strengths, capacities, and capabilities of students, their families, and communities. She is an international speaker, author, community servant, and founder of Black Parent Advisory Councils with Dr. Yvette C. Latunde

She is the author of Equitable by Design: A Guide, and Research in Parental Involvement. Her areas of expertise include Family Engagement, Black Family Engagement with schools, Neurodiversity, and Home-Schools-Community Partnerships.



  • Latunde, Y. C. (2021). Equitable by design: A guide to utilizing the abundance within Black families and communities to support students. New York, NY: Kaleidoscope Vibrations.
  • Latunde, Y. (2017). Research in Parental Involvement: Methods and Strategies for Education and Psychology. New York, NY: Palgrave.

Other Refereed Publications

  • 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). 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).
  • 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 Research8, 78-82.
  • 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.

Additional Information

Research Interest

Inclusion, Transformative Leadership, Women in Leadership, Family, School, and Community Partnerships, and Diverse Family Engagement with School Systems

To explore the scholarship and creative works of University of La Verne faculty, please visit the Research Works profiles hosted by Wilson Library.