Randall B. Lindsey
Randall B. Lindsey, Ph.D. is Emeritus Professor at California State University, Los Angeles. He has a practice centered on educational consulting on issues related to equity and diversity. He is at the point in his career where he is concentrating his efforts on working with schools and districts that demonstrate a sincere desire to improve access and achievement outcomes for all students.
He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. Prior to that he served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center.
All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings.
Additionally, he publishes regularly and makes presentations to professional organizations. With close friends and co-authors Kikanza Nuri Robins and Raymond Terrell, he published, Cultural Proficiency: A Manual for School Leaders 1st, 2nd & 3rd editions (1999, 2003, 2009). Additionally, Randy has worked with several authors to produce thirteen additional books and three e-courses that illustrate different applications of the Tools of Cultural Proficiency.
His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University.
- Cultural Proficiency
- Cultural Proficiency
- Cultural Proficiency: These sessions introduce the Tools of Cultural Proficiency as a shared commitment to excellence and equity for all students. The consultants engage participants using strategies and tools needed for districts to embed Cultural Proficiency into schools’ academic cultures. Upon completion of the sessions, participants will understand and know how to apply the 4 Tools: the Guiding Principles, Essential Elements, Continuum, and Barriers related to Cultural Proficiency. Participants in these interactive sessions will explore the best ways to weave these tools into the fabric of their schools.
What People are Saying
"Learning from and working with Randall Lindsey has led to transformative changes both personal and professional. It has changed how I look at students and schools and has renewed my commitment to engage in equity practice, ensuring all students have access to the same educational opportunities."
-Sarah Gazan, Manitoba Educator
"The Ottawa-Carleton District School Board has been transformed through its work with Randy Lindsay in cultural proficiency. Equity is no longer an after thought but rather in the forefront when making district level decisions. Cultural Proficiency plays a major part in our "Closing the Gap" strategy."
-Walter Piovesan, Associate Director of Education in Ottawa-Carleton District School Board
"From the moment I met Randall Lindsey, I realized I was working with a man of integrity, compassion and most importantly his knowledge of cultural proficiency is grounded in true research, evidence and experience. The personal relationships he has forged are remarkable. Randy has the ability to work with any group and move everyone's understanding of cultural proficiency to the next level. Truly, a man of vision and the ability to connect with all."
-Judith Arrow, Director of Educational Services at Dixie School District in Marin County, CA
"Since consulting with the Lindsey team to bring Cultural Proficiency to our school, we are now engaged in meaningful dialogue and difficult conversations aimed at improving our school’s organizational culture. Their expertise in this area has been invaluable in creating a paradigm shift through personal reflection that encourages us, individually and as a school, to refocus on what is best for students."
-Pete Flores III, Assistant Principal at Santa Maria High School