With over 30 years of experience in higher education, Dr. Angela Clark-Louque has transformed the lives of students, educators, and faculty across Southern California and the nation at large. Dr. Clark-Louque earned a Bachelor of Arts from the University of California, Los Angeles, a Master of Arts in Counseling from Loyola Marymount University, and a doctorate in Educational Leadership: Institutional Management from Pepperdine University. She also possesses certifications in mathematics, social science, and administration.
Working at every level of education, Dr. Angela Clark-Louque has taught mathematics and social science at the PreK–12 level while serving as an administrator and band instructor. She progressed to the community college level working at the likes of Los Angeles Southwest College, Los Angeles City College, San Bernardino Valley College, Mount San Jacinto College, and Moreno Valley College as a counselor and Adjunct Faculty member. With a deep passion to groom educators for leadership in higher education, Clark-Louque has served as an associate dean of academic affairs, director of graduate studies, department chair of doctoral studies, director of educational administration, and director of teacher education at Azusa Pacific University and the University of Redlands. She currently lectures as a full professor in Educational Leadership and Technology at California State University, San Bernardino.
Dr. Angela Clark-Louque has blessed thousands with her power-packed trainings and workshops. Her extensive research activities include over 100 peer-reviewed publications, grants, and reports with a focus on African Americans and leadership, African American student engagement and achievement, community engagement, and policy development. Her commitment to equity, diversity, and leadership led her to author Equity Partnerships: A Culturally Proficient Guide to Family, School, and Community Engagement in 2019.
Dr. Angela Clark-Louque has been recognized for her many achievements over the course of her three-decade career. In 2017 she was chosen as the Outstanding Faculty in Research and Scholarly Activities and the Outstanding Faculty in Instructionally-Related Activities in 2015. In 2010, she graduated from the Thomas Lakin Institute for Mentored Leadership, a national network of African American Community College CEOs. She was appointed the Committee Chair of Political Activism for the NAACP – Southwest Riverside Region and served on the Los Angeles Committee of Honor for the Freedom’s Sisters exhibit and tour at the Simon Wiesenthal’s Museum of Tolerance, which pays homage to a group of extraordinary African American women who have shaped the spirit and substance of civil rights in America. Dr. Clark Louque has also recently led workshops and panel discussions with the California Association of African-American Superintendents & Administrators, Los Angeles County of Education, Santa Monica-Malibu Unified School District, Compton Unified School District, Madera Unified School District, Black Doctoral Network Conference, Green Dot Public Schools and the University of San Diego among many others.
Dr. Angela Clark-Louque continues to prepare the leaders of tomorrow with extensive private coaching and professional development services.
Clark Louque, A. & Haynes, S. (2021). How to help your children do their work so you can do yours. Equity Partnership Newsletter.
Clark Louque, A. & Sullivan, T. (2020). Black girls and school discipline: Shifting from the narrow zone of Zero Tolerance to a wide region of Restorative Practices and Culturally Proficient partnerships. Journal of Leadership, Equity, and Research, 6(2), 1-21.
Clark Louque, A & Latunde, Y. (2019). Addressing inequities in African American student achievement: Using Cultural Proficiency and a Dual Capacity Building Framework. Frontiers in Education. 10.3389/feduc.2019.00033.
Greer, W., Clay, A., & Balogun, A. & Clark-Louque, A. (2018). Meeting the achievement needs of California’s African American boys. The Journal of Negro Education. 87(2), 169-182.
Greer, W., Clark-Louque, A., Clay, A., & Balogun, A. (2018). Race-Neutral doesn’t work: Black males achievement, engagement, and school climate perceptions. Urban Education.
Clark-Louque, A., Greer, W., Clay, A. & Balogun, A. (2016). “Doing well in spite of the school”; How urban African American students perceive achievement, engagement, and school climate in the aftermath of California’s local control funding formula. Wisdom in Education. 7(2) 1.
Latunde, Y. & Clark-Louque, A. (2016). Untapped resources: Black parent engagement that contributes to learning. Journal of Negro Education. 85(1), 72-81.
Louque, A., & Latunde, Y. (2014). Cultural capital in the village: The role Black families play in the education of children. Journal of Multicultural Education, 21(3/4), 5-10.
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