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Knight-Manuel, Michelle G.; Marciano, Joanne E.; Wilson, Michael; Jackson, Iesha; Vernikoff, Laura; Zuckerman, Kelly Gavin; Watson, Vaughn W. M. – Urban Education, 2019
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a "culturally relevant, schoolwide, college-going culture" supportive of Black and Latino males'…
Descriptors: Urban Education, Urban Teaching, Culturally Relevant Education, Public Schools
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Gray, Phyllis; Rule, Audrey C.; Gordon, Mindy – Urban Education, 2019
This rich, arts- and spatial-thinking-integrated project examined the effects of making three-dimensional dioramas of traditional African cultures on Black fifth graders at an urban school on students' racial identities, knowledge of cultural universals, and spatial thinking skills. Pretest and posttest attitudes measured with the Multidimensional…
Descriptors: African Culture, African American Students, Grade 5, Racial Identification
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Rust, Jonathan P. – Urban Education, 2019
Social justice, ensuring that all students receive access to equitable educational resources and opportunities to succeed academically, is a guiding principle for school counselors. With this ideal in mind, specific sociocultural factors that affect the academic achievement of African American students in urban school settings are considered.…
Descriptors: African American Students, Academic Achievement, School Counselors, Counselor Role
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Desai, Shiv R. – Urban Education, 2019
The purpose of this article is to describe a pedagogical inquiry the author conducted to engage preservice teachers in social justice praxis and teacher activism to address the impact of racial profiling on classroom interactions by utilizing the Trayvon Martin case. The Martin case provided the opportunity to have rich, meaningful discussions…
Descriptors: Racial Bias, Profiles, Racial Discrimination, Preservice Teachers
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Lewis Ellison, Tisha – Urban Education, 2019
This article uses counter-storytelling to examine how four urban African American mothers understand and discuss the role of Common Core State Standards (CCSS) in their children's education. Counter-storytelling is used as an oppositional framework to dominant stories privileged by educational systems. Findings conclude how parents posit valid…
Descriptors: Parents, Mothers, Common Core State Standards, Teacher Effectiveness
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Naraian, Srikala – Urban Education, 2019
Increasing evidence of the re-segregation of students of color within special education suggests that the constructivist-explicit instruction debate may still be relevant for urban educators. While inclusive educators advocate learner-centered constructivist methods for supporting students with disabilities, mainstream special educators equally…
Descriptors: Elementary School Teachers, Grade 4, Literacy Education, Reading Instruction
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Jacobs, Katrina Bartow – Urban Education, 2019
Drawing on culturally responsive pedagogy (CRP) and the development of cultural competence, this study explores how teacher learners in a critical inquiry group narrated and discussed their urban field experiences, particularly in regard to equity-oriented literacy education. More specifically, this study demonstrates both the impact that…
Descriptors: Teaching Methods, Culturally Relevant Education, Literacy Education, Equal Education
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Brown, Bryan A.; Boda, Phillip; Lemmi, Catherine; Monroe, Xavier – Urban Education, 2019
This article reports on urban elementary teachers' understandings of cultural relevancy and the practices they enacted after a professional development on culturally relevant education (CRE) and cognitive apprenticeship. Focus group interviews support that participating teachers understood some principles of CRE but did not always match the theory…
Descriptors: Culturally Relevant Education, Urban Teaching, Urban Education, Elementary School Teachers
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Hodge, Lynn Liao; Cobb, Paul – Urban Education, 2019
In this article, the authors present an analysis of two views of culture reflected in equity scholarship and their implications on research and mathematics teaching. In doing so, they draw on two interrelated theoretical orientations to describe instructional practices that support equitable learning opportunities in mathematics classrooms. These…
Descriptors: Mathematics Instruction, Cultural Influences, Equal Education, Urban Education
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Cunningham, Heather B. – Urban Education, 2019
This qualitative study explores short-term international student teaching (IST) as an avenue to develop two capacities related to cultural responsiveness among a group of U.S. preservice teachers (PSTs) in Mexico. Cultural noticing involves perceiving details about cultural context. Cultural responding involves using what is noticed to adapt…
Descriptors: Study Abroad, Student Teaching, Student Teachers, Urban Education
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Gbolo, Simone; Grier-Reed, Tabitha LaShaun – Urban Education, 2019
Educational disparities are deeply entrenched in U.S. society. Our research focused on a move toward equity and investment in one Midwestern charter school via the implementation of the African American Student Network. Participants were 15 male and 15 female students in Grades 9 to 12 who participated in the network for one semester. Qualitative…
Descriptors: African American Students, High School Students, Urban Schools, Charter Schools
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Meidl, Christopher – Urban Education, 2019
There is a lack of Black male teachers working with young children in early childhood education (ECE). This qualitative research investigated 23 Black male participants' beliefs about challenges to recruiting Black males to teach in ECE (birth-fourth) and recommendations to increase the number of Black males in ECE. Black masculinity identity…
Descriptors: African American Teachers, Males, Early Childhood Education, Masculinity
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Dixson, Adrienne D. – Urban Education, 2018
This article explores activism, education, and the #BlackLivesMatter movement. Using critical race theory (CRT), I analyze what this emergence of primarily youth-led activism means in the context of decades of neoliberal education reform. I raise specific questions about how youth-led activism, which has its genesis in and is largely shaped by…
Descriptors: Critical Theory, Race, Activism, Neoliberalism
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Ngo, Bic; Dyke, Erin; LoBello, Jana – Urban Education, 2018
This article draws on an ethnographic study of a media program serving Hmong immigrant youth to illuminate perspectives and practices of teaching and learning that draw on Hmong culture's emphasis on family and collectivism. Our explication is guided by the following question: How do a Hmong adult youth program advisor and Hmong youth connect as…
Descriptors: Hmong People, Immigrants, Racial Identification, Self Concept
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Acosta, Melanie M. – Urban Education, 2018
Studies of effective Black educators describe the teacher's sense of urgency as the guiding perspective that manifests in their authoritative, insistent manner. Although the bulk of this work offers snapshots of insistence in practice, less is known about the perspectives that undergird Black educator urgency. Using collaborative inquiry…
Descriptors: Urban Education, African American Teachers, Teaching Styles, Teacher Attitudes
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