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<b><i><span style="font-size:14pt;font-family:TimesNewRomanPS-BoldItalicMT, serif;color:black">Mid-Western Educational Researcher</span></i></b><b><i><span style="font-size:14pt;font-family:TimesNewRomanPS-BoldItalicMT, serif"><o:p> </o:p></span></i></b></p>
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<b><span style="font-size:14pt;font-family:TimesNewRomanPS-BoldItalicMT, serif;color:black">Volume 34, Issue 2</span></b><b><span style="font-size:14pt;font-family:TimesNewRomanPS-BoldItalicMT, serif"><o:p> </o:p></span></b></p>
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<b><span style="font-family:TimesNewRomanPS-BoldItalicMT, serif;color:black">Editors</span></b><b><span style="color:black">’</span></b><b><span style="font-family:TimesNewRomanPS-BoldItalicMT, serif;color:black"><span class="Apple-converted-space"> </span>Notes</span></b><b><span style="font-family:TimesNewRomanPS-BoldItalicMT, serif"><o:p> </o:p></span></b></p>
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<span style="color:black">Welcome to the special issue of the Mid-Western Educational Researcher on the topic of Anti-Racist Education.<span class="Apple-converted-space"> </span></span><span style="font-family:TimesNewRomanPSMT, serif;color:black">Calls for
increased culturally responsive and justice-oriented practices in education are not new; however, challenges and opportunities for anti-racist education in U.S. P-20 education continue. Anti-racist work is always work-in-progress rather than an achievable
destination, and there will always be a need for anti-racist work to be systemic in order to dismantle the harmful status quo.<span class="Apple-converted-space"> </span></span><span style="font-family:TimesNewRomanPSMT, serif"><o:p> </o:p></span></p>
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<span style="font-family:TimesNewRomanPSMT, serif;color:black">This special issue was guest edited by Kate Brodeur, Starr E. Keyes, and Kristine N. LaVenia of Bowling Green State University in Bowling Green, Ohio.</span><o:p> </o:p></p>
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<b><span style="font-family:"Times New Roman", serif">From the Editors<o:p> </o:p></span></b></p>
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<span style="font-family:"Times New Roman", serif">Despite more public conversations about race and anti-racism across the United States in recent years, discussions within educational spaces, especially within our Midwest region, remain limited and carefully
monitored. Educators face increased pressure from parents, school boards, university administrators, and legislators to omit explicit discussion of race, racism, and anti-racism from their practice. In the face of this increasingly challenging educational
landscape, focus on intentional anti-racist practices remains essential for building just spaces for learning.<o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">Anti-Racist educators must be willing to talk about race with their students and acknowledge the reality and harm of racism and White supremacy ideology (Simmons, 2019). However, racist policies and practices
are so deeply rooted in the American education system that they may be difficult to recognize. Condon and Young (2017) named this challenge, stating “the racism that is closest to us, that we unknowingly and without intention participate in is most difficult
to perceive and resist” (p. 4). Dismantling long-held, institutional practices requires commitment to both individual and collective action (Singh, 2019). We believe educators can and should share this purpose at all levels.<o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">The call for proposals for this special issue concentrated on implementation of anti-racist practices and pedagogies across PK-20 settings. The resulting papers include both empirical research and commentaries
addressing educational contexts from preschool to post-secondary. In this issue, readers are asked to disrupt both personal beliefs and institutional practices where they may be harmful and, at the same time, are offered new frameworks for instruction and
new ways to envision success.<span class="Apple-converted-space"> </span></span><span style="font-family:"Times New Roman", serif"><o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">Papers are organized in two sections: one group that paints images of what anti-racist educational contexts can and could look like; a second group that offers tools for educators and teacher educators to develop
anti-racist curricula and practices.<o:p> </o:p></span></p>
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<b><span style="font-family:"Times New Roman", serif">Contexts for Success</span></b><span style="font-family:"Times New Roman", serif"><o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">Authors Infini Jemison-Ewing and Marlon I. Cummings push back against deficit-orientations about students in their research titled<span class="Apple-converted-space"> </span><b><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue2%2FMWER-V34n2-Jemison-Ewing-FEATURE-ARTICLE.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C4f5a140a0d3242a4636c08da698cf7b7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637938351577737159%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=V6VSRmpOXGopKCLLdIvgCkzMcw9rs%2B7zv8BdX11dRBc%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-Jemison-Ewing-FEATURE-ARTICLE.pdf" shash="L8x+P4G2dum/llY5VMiaBjAUDQkbEG89ppTy9UhvUoywajTwz91wylba7ZSmiG2uKapWZQ5DZHJx6AxHrarcUo3E3MbuXNaXwz3tIsb4G7ClJVIPQrt4j+HITRAGrh6luKL/WUTqWCTHn5iJYKQ61arHD53GwFhjF1Yi7alpMx8=" title="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-Jemison-Ewing-FEATURE-ARTICLE.pdf">“Conversations
about Academic Success: Developing Supportive Context for High Achieving Black Students.”</a></b><span class="Apple-converted-space"> </span>Jemison-Ewing and Cummings present a study that celebrates the voices of academically successful Black high school
students to highlight the importance of institutional<span class="Apple-converted-space"> </span><a>supports</a><span class="Apple-converted-space"> </span>such as school counselors and personal sources of resilience.<o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">Whereas Jemison-Ewing and Cummings focus on high school students, researchers Nicole R. Rivera and Jennifer K. Shah focus on higher education spaces with their study<span class="Apple-converted-space"> </span><b><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue2%2FMWER-V34n2-Rivera-FEATURE-ARTICLE.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C4f5a140a0d3242a4636c08da698cf7b7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637938351577737159%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=u3z3%2FIXiyOibdTz4vu2uPc469f%2FRC1x5YZPRRRtREjs%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-Rivera-FEATURE-ARTICLE.pdf" shash="K29Lcgrl6EXzzKGNM1glKKEGWMNx73wY0LGVF2dFo7/S785w6M0PrXXYtWzENzQZ5SOzb/JZEB40SrF/ob9r9pQFDzcMrQWkNkXHrvzRgM8DJTCY+AMEOTM9J/A2GyRQA12PEqlGLjKyFFOFaIjQqwqjSZ7jhwy2Zcks4nwzyhE=" title="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-Rivera-FEATURE-ARTICLE.pdf">“Be
Loud Behind Me, Show Me That You Care: Conducting Campus Climate Focus Groups with Undergraduates at a Predominantly White Institution.”</a><span class="Apple-converted-space"> </span></b>University student participants representing a variety of marginalized
identities share the complex ways they navigate their predominantly White institution and provide recommendations to make institutions like theirs more inclusive. Similar to the findings in the previous article, Rivera and Shah note the importance of the institution
(e.g., professors, affinity groups, and campus offices) in enhancing a sense of belonging and inclusivity.<span> <span class="Apple-converted-space"> </span></span></span><span style="font-family:"Times New Roman", serif"><o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">Linsay DeMartino offers a framework for disrupting whiteness deeply embedded in educational spaces in her commentary<span class="Apple-converted-space"> </span><b><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue2%2FMWER-V34n2-DeMartino-COMMENTARY.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C4f5a140a0d3242a4636c08da698cf7b7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637938351577737159%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=GUmw2Yz955H1vTSBGTCDu%2BaG%2F1hVrwtQcWt7D1DvmNU%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-DeMartino-COMMENTARY.pdf" shash="mbp4/PuZdWe4hm5Qt9SjJQV+50GgwHf7Och47+Ub0awseTieTrEmUY6pL1dkGHyxk3UGzJhMntcFXqenqKKIhvSbxC59SGT6M3UMOg+10b3peh96QL+z9rifcQHAflIbRhT8T4kLcjm2a7VkkpiCvDLcAlW+dZwmR8u0xfI/T88=" title="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-DeMartino-COMMENTARY.pdf">“Transforming
Educators: A Framework for Developing Accomplices for Racial Justice in PreK-12 Schools.”</a><span class="Apple-converted-space"> </span></b>Through exploring the existing role of white privilege, emotionality and shame in education, DeMartino provides concrete
ways that educators can enact critical caring, love, and hope for authentic change in learning environments. The author reminds us that this work must not be performative, but sustainable, equitable, and embedded throughout the institution (PK-12 and higher
education). While these authors briefly discuss the harm that is caused when institutions are racist and inequitable, they also provide information regarding supportive and inclusive contexts.<span class="Apple-converted-space"> </span></span><span style="font-family:"Times New Roman", serif"><o:p> </o:p></span></p>
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<b><span style="font-family:"Times New Roman", serif">Curricular Supports<o:p> </o:p></span></b></p>
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<span style="font-family:"Times New Roman", serif">The next three articles in this special issue delve into anti-racist contexts and suggest some ways that educators and teacher educators can foster more inclusive, socially just, anti-racist classrooms. Kerry-Ann
Escayg and Terry Husband offer a framework for early childhood educators to disrupt traditional, colorblind curricula in<span class="Apple-converted-space"> </span><b><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue2%2FMWER-V34n2-Husband-COMMENTARY.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C4f5a140a0d3242a4636c08da698cf7b7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637938351577737159%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=zSyYGJiGQeXeeGtUFa%2BYMPhWc1B0VlFhtWsrggL%2Bt8M%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-Husband-COMMENTARY.pdf" shash="sZXtb0kpEtBCIL/iFxJshu/KDlkjDHYjAVZG7SEE7qvbibNS2ayEqhTb7n12E/kTWui9g4EqqMGbkFJEn7JKTpBM7x0/sCf6cOvOZXINu4duALoSsfXiSKxanMCkO1PaA0LQpqkJaMR0Ys1bO5S0gqWE02ieqzcx5VHwCRSESQI=" title="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-Husband-COMMENTARY.pdf">“Safe
and Sound”: Anti-Racist Curriculum Models for the Early Years Classroom.”</a></b><span class="Apple-converted-space"> </span>Escayg and Husband offer six goals to developing positive racial identities and critical consciousness amongst the youngest learners.
The authors provide a rationale for why we must discuss race and racism with children in early childhood classrooms, and how in so doing, we help dismantle White supremacy and promote racial justice and racial pride.<o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">While it is vital to introduce anti-racist practices in early childhood, it should not stop there. In Jennifer Banas and Sarah Gershon’s study<a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue2%2FMWER-V34n2-Banas-FEATURE-ARTICLE.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C4f5a140a0d3242a4636c08da698cf7b7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637938351577737159%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=UlZICqpkybU%2FZSr4lLtrqLBcHf3Wf%2F0VlWLHz9oTqnU%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-Banas-FEATURE-ARTICLE.pdf" shash="LQi4nsB+PHPmxtIVXMHm4mjjyaDvOEvXuhWUItxQfcGlsuzTuGfNUM0oiD8Ck/Dg+TxY4PJLdeXrXeFDsFEbhOOSYofBtQSREcJG59Ih+d1BZT6W9bBanAeSAzoPGo15cBqNMVYd45ABU3G+YGT4ctLee8hs6Wf8PA+yfeBHvpA=" title="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-Banas-FEATURE-ARTICLE.pdf"><span class="Apple-converted-space"> </span><b>“A
Novel Approach to Social Justice Education,”</b><span class="Apple-converted-space"> </span></a>the authors report social justice learning outcomes from infusing discussions of young adult novels in high school health education classes. Further, Banas and
Gershon provide resources for other educators to implement biblioguidance in their teaching.<span class="Apple-converted-space"> </span></span><span style="font-family:"Times New Roman", serif"><o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">Finally, Leanne Kang offers an insightful commentary that pushes narrow conceptions of anti-racist education, from how Asian American history tends to be absent in K-12 and university educator preparation programs,
to how she incorporates Asian American history in one of her university courses. In<span class="Apple-converted-space"> </span><b><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue2%2FMWER-V34n2-Kang-COMMENTARY.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C4f5a140a0d3242a4636c08da698cf7b7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637938351577737159%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=3XY25nWler4A2I4VQj19V%2FSqU1YxYd0H38z1QxZUF20%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-Kang-COMMENTARY.pdf" shash="eaa2uEKIynQUuxXTwRHdb4bEhw6cji6Mo55u5r/kImzwJGu4gJ/sau9j/B0nbt8yfOnPSDwpUR3iDHjjb/3Ep7CjqsVrj6l3ILp+xFCjAAkHVCGAlECazcq3w62gwkI7qMGlwA5389GFUHflANjHOsmcbrRNsIGSSu1/78kNZuQ=" title="https://www.mwera.org/MWER/volumes/v34/issue2/MWER-V34n2-Kang-COMMENTARY.pdf">“Why
Anti-Racist Education Must Include Asian American History,”</a></b><span class="Apple-converted-space"> </span>Kang takes a historical approach, presenting key moments in Asian American history to illustrate how this history intersects with other civil rights
movements and how it should inform the preparation of future teachers.<span class="Apple-converted-space"> </span><o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif"><o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">The authors whose work is featured in this special issue have provided both theoretical analyses and grounded teaching practices to support other educators in the ongoing work of developing anti-racist pedagogies
and practices. All this work is necessary to dismantle institutional racism in the PK-20 education system and create a more equitable and inclusive society. It is only through challenging one another to engage in critical reflection, analysis, and action that
we can collectively work towards just and equitable learning experiences for all students.<o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif"><o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">Thanks to everyone who contributed to this special issue. We are grateful for this opportunity and collaborative effort to showcase how educators and teacher educators are implementing anti-racist practices
and supportive contexts for all students. It has been an honor to serve as guest editors, and we hope that this special issue provides practical information to allow you to be a catalyst for change at your institution.<span class="Apple-converted-space"> </span><o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin:0in;font-size:medium;font-family:Calibri, sans-serif;caret-color:rgb(0, 0, 0)">
<span style="font-family:"Times New Roman", serif">Kate Brodeur, Starr E. Keyes, and Kristina N. LaVenia, Guest Editors<o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">Bowling Green State University<o:p> </o:p></span></p>
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<o:p> </o:p></p>
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<span style="font-family:"Times New Roman", serif"><o:p> </o:p></span></p>
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<h1 style="margin:4.5pt 0in 0in 7pt;font-size:12pt;font-family:"Times New Roman", serif;font-weight:bold">
Opportunities with<span class="Apple-converted-space"> </span><i><span style="font-family:TimesNewRomanPS-BoldItalicMT, serif">MWER<o:p> </o:p></span></i></h1>
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As always,<span class="Apple-converted-space"> </span><i>MWER</i>’s editors continue to look for strong scholarship, both quantitative and qualitative, and extend an invitation to you to submit your work for publication, to serve as a reviewer for the journal,
or to do both. The editors continue to aim to offer a timely review and publication process. Please see the<span class="Apple-converted-space"> </span><a href="https://nam11.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.mwera.org%2FMWER%2Finfo-for-authors.html&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C4f5a140a0d3242a4636c08da698cf7b7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637938351577737159%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=%2FAlRLSE9FIFl4Cn1sQA6w%2BFH88yZl9uHpOqN1IftaZ4%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-authors.html" shash="a/Y2c8UKMSU6NqUVsnEqupyYL5x4kBvQpv2OL9hVlsVOaFjQFTs1stp77et38Hvh5RSqYG8f319vhR5CjN8lfHKAwoEoqZZdrx/3heNs3UkUfwM64j58nIokq4OTM+dvSzP3t4mmQ2TYp28czRvUFWVzkYF8nTLASWaFIlDt+mk="><span style="color:rgb(17, 84, 204)">information
for authors</span><span style="color:rgb(17, 84, 204)"><span class="Apple-converted-space"> </span></span></a>and<span class="Apple-converted-space"> </span><a href="https://nam11.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.mwera.org%2FMWER%2Finfo-for-reviewers.html&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C4f5a140a0d3242a4636c08da698cf7b7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637938351577737159%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=kowpLp80lDAy2Ivx0Pega%2FoJW5nYiqug0hi5%2FO6MnkE%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-reviewers.html" shash="Tv8FjGNXCQeWJ+suT+S0VpIBYNWKVjyXpLKYFdN6h73FXRO/79ixpdxso2ivdUUjfv3tnXQj3q8QAGN2gY0/UPB/ql0Xg6lWOceqnWXMywWarVGtDyhOgWemHBIS7tF+BvjptWIx94dBWGsWNFYfRrlfFmJNHqu49R/zWGf4feY="><span style="color:rgb(17, 84, 204)">information
for reviewers</span><span style="color:rgb(17, 84, 204)"><span class="Apple-converted-space"> </span></span></a>pages.<o:p> </o:p></p>
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<b><span style="font-family:"Times New Roman", serif">MWER Editorial Team (2019 – 2022)<span class="Apple-converted-space"> </span><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="margin:4.5pt 42.95pt 0.0001pt 0in;font-size:medium;font-family:Calibri, sans-serif;caret-color:rgb(0, 0, 0);text-indent:7pt">
<span style="font-family:"Times New Roman", serif">Brooks R. Vostal, Editor<span class="Apple-converted-space"> </span><o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif">Jonathan Bostic<o:p> </o:p></span></p>
<p class="MsoBodyText" style="margin:0in 107.65pt 0.0001pt 7pt;font-size:medium;font-family:"Times New Roman", serif;caret-color:rgb(0, 0, 0)">
Christy Galletta Horner<o:p> </o:p></p>
<p class="MsoBodyText" style="margin:0in 107.65pt 0.0001pt 7pt;font-size:medium;font-family:"Times New Roman", serif;caret-color:rgb(0, 0, 0)">
Sherri Horner<span class="Apple-converted-space"> </span><o:p> </o:p></p>
<p class="MsoBodyText" style="margin:0in 107.65pt 0.0001pt 7pt;font-size:medium;font-family:"Times New Roman", serif;caret-color:rgb(0, 0, 0)">
Kristina LaVenia<o:p> </o:p></p>
<p class="MsoBodyText" style="margin:0in 107.65pt 0.0001pt 7pt;font-size:medium;font-family:"Times New Roman", serif;caret-color:rgb(0, 0, 0)">
Jeanne Novak<o:p> </o:p></p>
<h1 style="margin:0in 0in 0in 7pt;font-size:12pt;font-family:"Times New Roman", serif;font-weight:bold;caret-color:rgb(0, 0, 0)">
<a href="mailto:MWER1922@gmail.com"><span>MWER1922@gmail.com</span></a><o:p> </o:p></h1>
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<div class="PlainText"><span style="font-size:11pt">Brooks R. Vostal, PhD, BCBA </span>
<span style="font-size:11pt"><i>(he/him/his)</i></span></div>
<div class="PlainText"><span style="font-size:11pt">School of Counseling and Special Education</span><br>
<span style="font-size:11pt">Bowling Green State University</span><br>
<span style="font-size:11pt">405A Education Building</span><br>
<span style="font-size:11pt">Bowling Green, OH 43403-0001</span><br>
<span style="font-size:11pt">419-372-7278 </span><br>
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