Mark A. Ashwill received his Ph.D. in Comparative and Higher Education from the State University of New York at Buffalo (SUNY/Buffalo), where he is currently director of the World Languages Institute in the Department of Modern Languages and Literature.
William Foraker received his M.B.A. from New York University. He has conducted ethnographic research on organizational behavior.
Barbara K. Hofer received an Ed.M. from the Harvard Graduate School of Education and is a doctoral candidate in the Combined Program in Education and Psychology at the University of Michigan, where she is also a program director at the Center for Research on Learning and Teaching. Her research interests are in adolescent development, motivation, and culture and cognition.
Carmen Maldonado de Johnson is an education consultant and former teacher.
Gerald LeTendre received an M.A. in sociology and a Ph.D. in education from Stanford. He is an assistant professor of education at the University of Georgia, where he teaches preservice and inservice courses for teachers. His current research interests focus on comparative studies of teachers as counselors and early school-to-work programs.
Sally Lubeck, who received her Ed.D. from the University of Missouri, is an assistant professor of education at the University of Michigan. Her recent work has focused on social inequality in education and Head Start programs.
Roberta Nerison-Low received her B.A. in anthropology from Moorhead State University and her M.A. in communication from the University of Minnesota. She is a research associate at the University of Michigan's Center for Human Growth and Development, where she has served as the administrative director of the Case Study Project.
Mavis Sanders received her M.A. in sociology and Ph.D. in education from Stanford University, where her dissertation focused on academic achievement of inner-city African-American youth. Dr. Sanders, a certified teacher and former Peace Corps volunteer, is currently a research fellow at the Center for the Social Organization of Schools at Johns Hopkins University.
Heidi Schweingruber received her M.A. in psychology at the University of Michigan, where she is currently a doctoral candidate in both Psychology and Anthropology and a research assistant at the Center for Human Growth and Development. Her research interests focus on education and child development in cross-cultural perspective.
Douglas Trelfa received his Ph.D. in sociology at the University of Michigan, where he is doing postdoctoral work at the Center for Human Growth and Development. Dr. Trelfa wrote his dissertation on vocational high school students in Japan, where he lived for several years.