Academia.eduAcademia.edu

Outline

Title
Abstract
Method
Sample and Data Collection
Data Analysis
Results
Discussion
Content and Materials
Recommendations for Practice
Limitations and Future Research
References

Teaching Diversity for Adaptation and Change: A Case Study

Profile image of Corinne BrionCorinne Brion

2020

Abstract

Preparing teachers and leaders to become culturally competent has become a global concern and a priority. To date, there has been little research conducted among school leaders regarding how new diversity knowledge is transferred to schools. Therefore, the purpose of the present qualitative study is to explore the extent to which future educational leaders enrolled in a graduate course regarding diversity are able to transfer the newly acquired knowledge to their professional lives and to understand what hinders and enhances their transfer of knowledge. Using the multidimensional model of learning transfer as a theoretical framework and analyzing the findings, I suggest that participants of this present study were able to use new diversity knowledge in their personal and professional lives. Further analysis identified enhancers and inhibitors to the transfer of such diversity knowledge. Based on the present study’s findings, I provide recommendations for practice and research relate...

Related papers

A Training Framework and Follow-up Observations for Multiculturally Inclusive Teaching: Is Believing That We Are Emphasizing Diversity Enough?
Alison O'Malley

Journal of Diversity in Higher Education, 2009

The authors present a theoretically and empirically grounded training for multiculturally inclusive teaching for new instructors. After implementing this training, qualitative data were gathered from instructors to identify their experience of the training and concerns related to incorporating issues of diversity into their classrooms (Study 1). At the end of the semester immediately following the training, quantitative data were gathered

View PDFchevron_right
New Perspectives in Managing Diversity in Educational Contexts (Book review).
Ram Ashish Giri

http://www.tandfonline.com/doi/full/10.1080/09540250902745255#abstract

View PDFchevron_right
Diversity Education in Administrator Training: Preparation for the 21st Century
Roslin Growe

2001

This article investigates the impact and necessity of multicultural training in administrator-preparation programs, and the extent to which administrators can ensure that teachers honor diversity. The importance of the quality of the administrator's training is emphasized. Dimensions of multicultural education may include content integration, knowledge construction, and the generation of a common or shared culture. The stages of multicultural development can be described as awareness, acceptance, and affirmation. The signs of an administrator's effectiveness include the effort to hire a multicultural staff and faculty, the successful funding of cultural diversity programs, the positive and constructive way in which diversity is respected, and the design of the program as year-long and schoolwide. Four levels of integration of critical pedagogy can be used: the Contributions Approach, the Additive Approach, the Transformational Approach, and the Social Action Approach. Goals can include educational equity, empowerment, cultural pluralism in society, understanding and harmony, expanded knowledge of cultural and ethnic groups, and an informed and inquisitive cultural perspective. Tenets may consist of the eradication of stereotypes and the recognition of no single correct interpretation of history. The typologies of multicultural programs include those that are content-oriented, culturally responsive, student oriented, or oriented to social action. An A to Z list of reminders is offered. (Contains 41 references.) (AUTHOR/RKJ) Reproductions supplied by EDRS are the best that can be made from the original document.

View PDFchevron_right
Diversity Education in Administrator Training: Preparation
Roslin Growe

perspective

This article investigates the impact and necessity of multicultural training in administrator-preparation programs, and the extent to which administrators can ensure that teachers honor diversity. The importance of the quality of the administrator's training is emphasized. Dimensions of multicultural education may include content integration, knowledge construction, and the generation of a common or shared culture. The stages of multicultural development can be described as awareness, acceptance, and affirmation. The signs of an administrator's effectiveness include the effort to hire a multicultural staff and faculty, the successful funding of cultural diversity programs, the positive and constructive way in which diversity is respected, and the design of the program as year-long and schoolwide. Four levels of integration of critical pedagogy can be used: the Contributions Approach, the Additive Approach, the Transformational Approach, and the Social Action Approach. Goals can include educational equity, empowerment, cultural pluralism in society, understanding and harmony, expanded knowledge of cultural and ethnic groups, and an informed and inquisitive cultural perspective. Tenets may consist of the eradication of stereotypes and the recognition of no single correct interpretation of history. The typologies of multicultural programs include those that are content-oriented, culturally responsive, student oriented, or oriented to social action. An A to Z list of reminders is offered. (Contains 41 references.) (AUTHOR/RKJ) Reproductions supplied by EDRS are the best that can be made from the original document.

View PDFchevron_right
The pedagogy of diversity – a framework for transformative learning
Mihaela Voinea

Journal Plus Education, 2015

The article is focused on the role of pedagogy of diversity as an essential condition for transformative learning. The theoretical premises of this research are to be found in the studies and theories about constructivist learning, transformative learning and human development. Transformative learning is more than learning,it is a real opportunity to develop social competences. Social competences can be developed in the social context through cooperation with “the other”, which is different.For developing social competences only theoretical knowledgeis not enough: certain behaviours, in different social contexts, which promote tolerance, empathy and human diversityare necessary. A new school culture, for all educations actors: a transformative learning culture is necessary.

View PDFchevron_right
Preparing Teachers for Cultural Diversity: Rhetoric or Reality
Gaile Cannella

1992

Teacher educators must consider two major issues in their efforts to incorporate multicultural education into preservice teacher preparation programs: (1) the background and previous experiences of preservice teachers; and (2) schooling as an ins itution that either inhibits or promotes the strengths of citizens in a democratic society. In both schools and colleges, few role models exist for racial-or language-minority students. In addition, the curriculums at all educational levels tend to be strongly r,onocultural, reflecting little ethnic or cultural diversity. Recent philosophical and theoretical perspectives in education have provided insights into alternatives for multicultural teacher education. Constructivist orientations would lead programs to create experiences in which diverse realities are explored. Developmental psychology perspectives would cause teacher education to be based on the recognition that an individual's cognitive development cannot be separated from the surrounding social context. The reconstructionist perspective focuses on the conditions of schooling within a democracy. Preservice teachers must construct understandings of the effect of values on reality, the dominant forces in society, the political and economic context in which decisions are made, and the impact of culture on the individual. The teacher education program must be grounded in these issues which are philosophical, social, political, economic, and psychological. (Contains 41 references.) (IAli)

View PDFchevron_right
Through the Eyes of the Other: A Pre-service Teacher's Journey towards Multicultural Competence
Elizabeth Ambe

journals.library.wisc.edu

View PDFchevron_right
Teaching To and Through Cultural Diversity
Geneva Gay

Curriculum Inquiry, 2013

This discussion examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining my views of culturally responsive teaching and how I incorporate cultural responsiveness in my writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific actions essential to its implementation. They are restructuring teacher attitudes and beliefs about cultural, ethnic, and racial diversity; resisting resistance to cultural diversity in teacher education and classroom instruction; centering culture and difference in the teaching process; and establishing pedagogical connections between culturally responsive teaching and subjects and skills routinely taught in schools. Excerpts from samples of my own and others' scholarship are woven throughout to exemplify general patterns, themes, and principles of culturally responsive teaching.

View PDFchevron_right
Education and training to build awareness of organizational diversity in senior high school teachers
juliana murniati

Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang

Diversity in educational settings exposes all involved actors to issues related to inherent (e.g. age, gender) and acquired diversity (e.g., education, marital status). This 400-hour program is aimed at building diversity awareness for high school teachers indicated by a good comprehension of diversity issues, create favorable learning atmosphere, and augmenting learning motivation. Mixing asynchronous and synchronous techniques, activities are carried out through Zoom lectures, group discussions, role play, and project assignments. At the end of the training program, participants are expected to complete an individual project within three weeks’ time. A baseline survey was conducted as well as post-tests, questionnaires, and personal journals that would allow a comprehensive view of the program’s performance. Based on the evaluations, the program has contributed to a favorable learning atmosphere and learning motivation. Furthermore, participants’ diversity awareness was developed...

View PDFchevron_right
Teacher education for cultural diversity
ken zeichner

2011

The rapidly growing cultural diversity of school children is an international trend that has been accompanied by concerns that teacher education programmes are not adequately preparing pre-service teachers for culturally diverse classrooms. This qualitative instrumental case study was conducted to gain deep insights into how one teacher education programme at a New Zealand university prepared preservice teachers for cultural diversity. The study was conceptualised, conducted and analysed through a critical constructivist lens and underpinned by Vygotskian sociocultural theory. The primary research question asked: In what ways are New Zealand pre-service teachers prepared to meet the learning needs of students in culturally diverse classrooms? The question was explored on four levels: Curriculum, pedagogy, perceptions of effectiveness and diversity capacity. Data were collected using semi-structured interviews, observation, document analysis and field notes and were thematically analysed and interpreted through deductive and inductive coding. Results were reported thematically and reflected multiple layers of meaning and interpretations emphasising the complexity of the issue. Key curriculum findings revealed variability in the depth of pre-service teacher preparation for cultural diversity and a predominantly conceptual development of sociocultural competence. The pedagogical findings reported on three types of pedagogical activity, namely dialogic activity, monologic activity and reflective activity and four types of social relationships, namely expert-novice, professional partnership, critical minority and silent minority. Additionally, findings on participant perceptions of effectiveness and on the impact of the teacher's cultural background on teaching and learning are detailed. The study makes three propositions on how to prepare pre-service teachers for cultural diversity. Limitations of the study and directions for future research are outlined.

View PDFchevron_right

References (55)

  1. Allen, J. D., & Porter, O. F. (2002). Teaching about diversity issues. Kappa Delta Pi Record, 38, 128-133.
  2. Andrews, M. L., & Ridenour, C. S. (2006). Gender in schools: A qualitative study of students in educational administration. The Journal of Educational Research, 100, 35-43.
  3. Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41, 63-105.
  4. Baldwin, T. T., Magjuka, R. J., & Loher, B. T. (1991). The perils of participation: Effects of choice of training on trainee motivation and learning. Personnel psychology, 44, 51-65.
  5. Brion, C. (2019). Keeping the learning going: Using mobile technology to enhance learning transfer. Educational Research for Policy and Practice, 18, 225-240.
  6. Brion, C., & Cordeiro, P. A. (2018). Learning transfer: The missing link to learning among school leaders in Burkina Faso and Ghana. Frontiers in Education, 2, 1-12.
  7. Broad, M. L. (1997). Transferring learning in the workplace: Seventeen case studies from the real world of training. Alexandria, VA: American Society for Training and Development.
  8. Broad, M. L., & Newstrom, J. W. (1992). Transfer of training: Action-packed strategies to ensure high payoff from training investments. Boston, MA: Da Capo Press.
  9. Bryk, A. S., & Schneider, B. (2003) Trust in schools: A core resource for school reform. Educational Leadership, 60, 40-45.
  10. Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers. San Francisco, CA: Jossey-Bass.
  11. Cardona-Moltó, M. C., Tichá, R., & Abery, B. (2018). Education for diversity in initial teacher preparation programmes: A comparative international study. Journal of e-Learning and Knowledge Society, 14, 79-95.
  12. Chenail, R. J. (2012). Conducting qualitative data analysis: Managing dynamic tensions within. The Qualitative Report, 17, 1-6.
  13. Curry, D., Caplan, P., & Knuppel, J. (1994). Transfer of training and adult learning. Journal of Continuing Social Work Education, 6, 8-14.
  14. Debebe, G. (2011). Creating a safe environment for women's leadership transformation. Journal of Management Education, 35, 679-712.
  15. DiAngelo, R. (2018). White fragility: Why it's so hard for white people to talk about racism. Boston, MA: Beacon Press.
  16. Dogra, N., Bhatti, F., Ertubey, C., Kelly, M., Rowlands, A., Singh, D., & Turner, M. (2016). Teaching diversity to medical undergraduates: curriculum development, delivery and assessment. Medical Teacher, 38, 323-337.
  17. Facteau, J. D., Dobbins, G. H., Russell, J. E., Ladd, R. T., & Kudisch, J. D. (1995). The influence of general perceptions of the training environment on pretraining motivation and perceived training transfer. Journal of Management, 21, 1-25.
  18. Foley, J. M., & Kaiser, L. M. R. (2013). Learning transfer and its intentionality in adult and continuing education. New Directions for Adult and Continuing Education, 137, 5-15.
  19. Ford, J. K. (1994). Defining transfer of learning: The meaning is in the answers. Adult Learning, 5, 22-30.
  20. Furman, N., & Sibthorp, J. (2013). Leveraging experiential learning techniques for transfer. New Directions for Adult and Continuing Education, 137, 17-26.
  21. Gayles, J. G., Kelly, B. T., Grays, S., Zhang, J. J., & Porter, K. P. (2015). Faculty teaching diversity through difficult dialogues: Stories of challenges and success. Journal of Student Affairs Research and Practice, 52, 300-312.
  22. Grissom, J. A., & Harrington, J. R. (2010). Investing in administrator efficacy: An examination of professional development as a tool for enhancing principal effectiveness. American Journal of Education, 116, 583-612.
  23. Hess, F. M. (2013). Cage-busting leadership. Cambridge, MA: Harvard Education Press.
  24. Hofstede, G., Hofstede G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3 rd ed.). New York, NY: McGraw-Hill.
  25. Hung, W. (2013). Problem-based learning: A learning environment for enhancing learning transfer. New Directions for Adult and Continuing Education, 137, 27-38.
  26. Illeris, K. (2009). Transfer of learning in the learning society: How can the barriers between different learning spaces be surmounted, and how can the gap between learning inside and outside schools be bridged? International Journal of Lifelong Education, 28, 137- 148.
  27. Ingram, I. L., & Walters, T. S. (2007). A critical reflection model to teach diversity and social justice. Journal of Praxis in Multicultural Education, 2, 23-41.
  28. Jett, C. C., & Cross, S. B. (2016). Teaching about diversity in black and white: Reflections and recommendations from two teacher educators. The New Educator, 12, 131-146.
  29. Knowles, M. (1980). My farewell address . . . Andragogy no panacea, no ideology. Training and Development Journal, 34, 48-50.
  30. Laubscher, L., & Powell, S. (2003). Skinning the drum: Teaching about diversity as "other." Harvard Educational Review, 73, 203-224.
  31. Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: Review of research. Minneapolis, MN: University of Minnesota.
  32. Lightner, R., Benander, R., & Kramer, E. F. (2008). Faculty and student attitudes about transfer of learning. Insight: A Journal of Scholarly Teaching, 3, 58-66.
  33. Lindsey, R. B., Nuri Robins, K., Terrell, R. D., & Lindsey, D. B. (2018). Cultural proficiency: A manual for school leaders. Thousand Oaks, CA: Corwin Press.
  34. Locke, D. C., & Kiselica, M. S. (1999). Pedagogy of possibilities: Teaching about racism in multicultural counseling courses. Journal of Counseling & Development, 77, 80-86.
  35. Marbley, A., Burley, H., Bonner, F. A., II, & Ross, W. (2009). Teaching diversity across disciplines: Reflections from African American faculty in four different academic settings. The Educational Forum, 74, 63-80.
  36. McIntosh, P. (1988). White Privilege: Unpacking the invisible knapsack. In White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies (Working Paper 189, pp. 1-20). Wellesley, MA: Wellesley Center for Research on Women.
  37. Mero-Jaffe, I. (2011). 'Is that what I said?' Interview transcript approval by participants: An aspect of ethics in qualitative research. International Journal of Qualitative Methods, 10, 231-247.
  38. Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass Publishers.
  39. Patton, M. Q. (2002). Qualitative interviewing. Qualitative Research and Evaluation Methods, 3, 344-347.
  40. Phillips, T. N., & Wood, L. I. (2017). Teaching diversity through case competition. Journal of Learning in Higher Education, 13, 25-31.
  41. Purkey, W. W., & Novak, J. M. (2015). An introduction to invitational theory. International Alliance for Invitational Education. Retrieved from https://www.invitationaleducation.org/wp- content/uploads/2019/04/art_intro_to_invitational_theory-1.pdf.
  42. Rodgers, B. (2008). Audit trail. In L. Given (Ed.), The Sage encyclopedia of qualitative research methods (Vol. 1, pp. 43-44). Thousand Oaks, CA: Sage.
  43. Rouiller, J. Z., & Goldstein, I. L. (1993). The relationship between organizational transfer climate and positive transfer of training. Human Resource Development Quarterly, 4, 377-390.
  44. Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.
  45. Singleton, G. E. (2015). Courageous conversations about race: A field guide for achieving equity in schools. Thousand Oaks, California: Corwin Press.
  46. Steinkopf Rice, J., & Horn, T. (2014). Teaching diversity through service-learning: An integrative praxis pedagogical approach. Journal on Excellence in College Teaching, 25, 139-157.
  47. Taylor, M. C. (2000). Transfer of learning in workplace literacy programs. Adult Basic Education, 10, 3-20.
  48. Teaching Tolerance. (2019). Retrieved from https://www.tolerance.org/magazine/spring-2020.
  49. Thomas, E. (2007). Thoughtful planning fosters learning transfer. Adult Learning, 18, 4-9. TEACHING DIVERSITY FOR ADAPTATION AND CHANGE 37
  50. United Nations. (2016). Sustainable development goals. Retrieved from http://www.un.org/sustainabledevelopment/sustainable-development-goals/#.
  51. Wang, L., & Wentling, T. L. (2001, February 28-March 4). The relationship between distance coaching and the transfer of training. Proceedings from the Academy of Human Resource Development Conference, Tulsa, Oklahoma.
  52. Williams, T., & Green, A. (1994). Dealing with difference: How trainers can take account of cultural diversity. Brookfield, VT: Gower Publishing.
  53. Yang, B., Wang, Y., & Drewry, A. W. (2009). Does it matter where to conduct training? Accounting for cultural factors. Human Resource Management Review, 19, 324-333.
  54. Yelon, S. L., Ford, J. K., & Golden, S. (2013). Transfer over time: Stories about transfer years after training. Performance Improvement Quarterly, 25, 43-66.
  55. Yin, R. K. (2014). Case study research: Design and methods. Thousand Oaks, CA: Sage.

Related papers

Development and Implementation of a Program of Study to Prepare Teachers for Diversity
Gloria Delany-Barmann

Equity & Excellence in Education, 1997

In the spring of 1995 Northern Arizona University initiated a pilot program for a new content emphasis for elementary education majors. This new emphasis, "Diversity in Educational Contexts," is designed to prepare teachers to instruct the diverse children they will encounter in their public and private classrooms. The new program addresses effective teaching of ethnic minority children, non-English speaking children, handicapped children, and gifted and talented children, and issues relating to the differential treatment afforded boys and girls in U.S. schools. The program has three components: foundation knowledge, personal interactions with diversity, and professional interactions with diversity. The evaluation of the program looked at three areas: (1) the overall perceptions of persons involved in the content emphasis; (2) suggestions for improving the program; and (3) change among student participants (by virtue of their participation in the program) in the areas of knowledge, skills, and/or dispositions. Data for the evaluation came from student journal entries, tests administered in each content emphasis class, focus group interviews, and questionnaires. The preliminary results of the evaluation suggest that students were able to transfer the knowledge and skills they learned into classroom situations, and they demonstrated the desire to know more about other cultures and people outside the context of the classroom. Faculty responses indicate that the opportunity to participate in such a diverse curriculum as well as having ongoing discussion of their experiences provided students with unique and valuable opportunities to learn and reflect about issues they will face in the classroom. (Contains 19 references.) (ND)

View PDFchevron_right
Development and Implementation of a Program of Study To Prepare Teachers for Diversity at Northern Arizona University: A Preliminary Report
Gloria Delany-Barmann

1995

In the spring of 1995 Northern Arizona University initiated a pilot program for a new content emphasis for elementary education majors. This new emphasis, "Diversity in Educational Contexts," is designed to prepare teachers to instruct the diverse children they will encounter in their public and private classrooms. The new program addresses effective teaching of ethnic minority children, non-English speaking children, handicapped children, and gifted and talented children, and issues relating to the differential treatment afforded boys and girls in U.S. schools. The program has three components: foundation knowledge, personal interactions with diversity, and professional interactions with diversity. The evaluation of the program looked at three areas: (1) the overall perceptions of persons involved in the content emphasis; (2) suggestions for improving the program; and (3) change among student participants (by virtue of their participation in the program) in the areas of knowledge, skills, and/or dispositions. Data for the evaluation came from student journal entries, tests administered in each content emphasis class, focus group interviews, and questionnaires. The preliminary results of the evaluation suggest that students were able to transfer the knowledge and skills they learned into classroom situations, and they demonstrated the desire to know more about other cultures and people outside the context of the classroom. Faculty responses indicate that the opportunity to participate in such a diverse curriculum as well as having ongoing discussion of their experiences provided students with unique and valuable opportunities to learn and reflect about issues they will face in the classroom. (Contains 19 references.) (ND)

View PDFchevron_right
The Relationship between the Transformational Leadership, the Cultural Intelligence of Teachers and the Skills of Principals’ Diversity Management
Necati Cobanoglu

European Journal of Educational Management

It is regarded as considerable values those principles' skills of managing diversities and teachers' cultural intelligences which mean they understand and appreciate other cultures. These core values are remarkably vital to be culturally literate in the global world. The organizations and their administrators respecting the diversities of the employees can allocate more time competing their counterparts in the world instead of losing energy with unnecessary conflicts. The aim of the study is to examine the correlation between teachers' cultural intelligence and Principal's managing the diversities and their transformational leaderships according to the teachers' point of views. The research has adopted a correlational model. The data of the research was gathered from 428 primary school teachers in Turkey/Malatya during 2020-2021 academic year. The Data was gathered through the "Cultural Intelligence", "Diversity Management" and "Transformational Leadership" scales. The data was analyzed by arithmetic mean, correlation analysis and regression analysis. The results of the research suggest that the primary school teacher's cultural intelligence, the principal's management of diversity and their transformational leadership levels were "mostly high". It was revealed that there was a moderate level positive significant correlation between teachers' cultural intelligence levels and Principal's skills of managing the diversities and their transformational leaderships. Moreover, teacher's cultural intelligence levels and Principal's skills of managing the diversities predict the transformational leaderships of Principles. Consequently, to increase the transformational leadership of Principals, it is recommended to enhance teachers' socio-cultural awareness and to work on improving the skills of diversity management of principals.

View PDFchevron_right
Exploring the Relationship Between the Framing of Cultural Diversity and the Strategies Used in its Management Among Educational Leaders
Derek Martin

Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation, 2020

Educational leaders have influential roles in their institutions, including how cultural diversity is managed. Some scholars have examined the relationship between how educational leaders frame cultural diversity and patterns in their leadership behaviour. One way that this is done is by applying the concepts of multiculturalism types and leadership styles. Some studies have suggested that certain multiculturalism types, or approaches to cultural diversity, are associated with certain leadership styles. For example, conservative multiculturalism, or a cultural-deficit approach, is associated with a transactional leadership style. Liberal multiculturalism, or a culture celebration approach to diversity, is associated with a social justice or critical leadership style that seeks to understand and address inequalities and injustices. This research approach is instructive, but it may benefit from an expanded view of the factors that affect the actions of educational leaders, for example the norms and values of an organization, community, or sector.

View PDFchevron_right
The Need for Diversity Education as Perceived by PreserviceTeachers
Roxanne Henkin

Journal of the Scholarship of Teaching and Learning, 2012

This study investigated whether undergraduate teacher education students were prepared to teach their students in both an academically stimulating and culturally sensitive way. During the fall of 2003, student teachers were asked to complete two open-ended questions about diversity. The students were working on certificates in either the preschool through grades 4 generalist or bilingual programs. A total of 56 students completed the questionnaire. We identified 16 categories of ideas, experiences and/or activities that the preservice teachers said they would use to create diverse opportunities in their classrooms. Multicultural books were mentioned most followed by visual aids. Most of the responses were brief and not fully developed. While Banks' levels of multicultural awareness were not evident or mentioned, students had some of their own ideas on how to integrate diversity in the classroom that at least met Banks' contributions levels and, in some cases, the additive levels (Banks, 2003).

View PDFchevron_right
580 California St., Suite 400
San Francisco, CA, 94104
© 2025 Academia. All rights reserved